Reading: What Works!

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Reading What Works!

• Presentation by
• Jennifer Melton, Language Arts Teacher
• Whitney Raney, Language Arts Teacher
• Sarah Nevitt, Library Media Specialist
• Stuart Pepper Middle School
• Brandenburg, Kentucky
• Meade County

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Background Information

• The School
• Grades 7 8
• Location A rural area, located approximately 15
  minutes from Fort Knox and about 30 miles from
  Louisville.
• Student enrollment averages 800.
• Staff includes 1 principal, 2 assistant
  principals, 2 guidance counselors, 1 youth
  service center coordinator, 1 library media
  specialist, 46 certified teachers, 12 classified
  support staff, 2 secretarial and 3 custodial
  staff.

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Student Body Information

• The Demographics
• 91 White Ethnicity
• 2 Black or African American Ethnicity
• 3 Hispanic/Latino Ethnicity
• lt1 American Indian or Alaska Native Ethnicity
• lt1 Asian Ethnicity
• 3 Two or more races Ethnicities
• 10 Special Education Population
• 47.95 Free and Reduced Lunch Population
• 9 Gifted and Talented Population

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Student Course List

• The 6 Period Day
• Core subjects include Math (Pre-Algebra or
  Algebra) , Language Arts, Science (7th grade)
  and Math (Pre-Algebra, Algebra, or Geometry),
  Language Arts, Social Studies (8th grade).
• Additional Courses May Include Health/P.E.,
  Tech Ed, Chorus, Band, Art, Enrichment, CCR,
  Social Studies (7th), Independent Study Science
  (for high school credit), Mandarin Chinese,
  Yearbook Courses may be on 9, 12, or 18 week
  rotations.

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Meeting The Standards

• CATS testing/ Core Content 4.1
• KPREP / Common Core State Standards

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PLCThe Professional Learning Community

• Professional Resources
• Antonetti, J. Garver, J. (2012). Look 2
  learning A new focus for classroom walkthrough.
  Retrieved from http//colleaguesoncall.com/look2le
  arning.html
• Babbage, K. J. (2002). Extreme teaching. Lanham,
  MD Rowman Littlefield Education.
• Barth, R., DuFour, R., DuFour, R., Eaker, R.,
  Eason-Watkins, B., Fullan, M., Stiggins, R.
  (2005). On common ground The power of
  professional learning communities. Bloomington,
  IN Solution Tree.
• DuFour, R., DuFour, R., Eaker, R., Many, T.
  (2006). Learning by doing. Bloomington, IN
  Solution Tree.
• Stiggins, R., Arter, J., Chappuis, J.,
  Chappuis, S. (2006). Classroom assessment for
  student learning Doing it rightusing it well.
  Portland, OR Educational Testing Service.

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PLC

• Philosophy in Action within the school
• Learning Teams/Professional Reading and
  Conversations
• School Visits
• Classroom Observations

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PLC

• Philosophy in Action within Language Arts
  Department
• Common Planning
• Common Curriculum
• Common Testing
• Team Effort/Contributions

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Reading in a PLC

• Philosophy in Action School-wide
• Book-in-hand policy
• Accelerated Reader incentives
• Reading across the curriculum

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The Language Arts Department Plan of Action

• The Big Idea
• Pacing Calendar
• IA Plan
• Interim Assessment
• weekly lesson plans
• Learning Checks
• Daily activities

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Pacing Calendar
Learning Chunk 1 Learning Chunk 2
Reading Genres Prose fiction/nonfiction (RL 7.9, RI 7.2, RI7.3) Drama (RL 7.3, RL7.4, RL 7.5) Poetry(RL 7.4, RL7.5) Literary Elements (RL 7.2, RL 7.3, RL 7.6) Text Structure (RI 7.5) Main idea/details (RI 7.2/7.3) Fact/Opinion(RI7.10) Reading Genres Prose fiction/ nonfiction (RL 7.9, RI 7.2 This is only part of the pacing calendar for the year. This helps us to focus on connecting standards/lessons/ Poetry(RL 7.4, RL7.5) Main idea/details (RI7.2/7.3) Literary Elements (RL 7.2, RL 7.3, RL 7.4) Context clues-root/prefix/ suffix/ synonyms/antonyms (L7.4)
Writing Informational Piece (W7.2) Organization (W7.2, 7.9 a-b) Sentences/paragraphs (W 7.3, W 7.4) Ideas (W7.4, W7.5) Writing Narrative-(poem/story) (W7.3)
Language Clauses-sentence structure -independent/ dependent clauses (L7.1) Dialogue (L7.2) Punctuation/Capitalization (L7.2, W7.3) Spelling(L7.2, L7.4) (commonly misspelled words) Language Modifiers Adjectives (L 7.2) Commas (L 7.2) Context clues root/ prefix/ suffix/ synonyms/ antonyms (L7.4) Spelling-words with prefix/suffix (L7.2, L7.4)
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IA Plan
MC Item Standard Learning Target
1 RL4 Figurative language-personification
2 RL 1 Read closely determine meaning of word/formulate inferences
3 RL 1 Read closely determine meaning of word/phrase
4 RL 4 Poetic devices-symbolism
5 RL 4/L 5 Connotation/ meaning of word
6 RL 2 Theme
7 RL 4 Tone
8 RL 9 Genre-structure
9 RL 3 Elements of a story interact/affect other elements (plot)
10 RL 3 Elements of a story interact/affect other elements (setting)
11 RL 6 Point of view
12 RL 9 Compare/contrast portrayal of time in fiction and historical account (poem/fiction excerpt)
13 RI 5 Organization structure
14 RI 1 Read closely and find answers
15 RI 1 Read closely and find answers
16 L2 Conventions-comma usage
17 L2 modifier
18 L2 Dialogue
19 RL 4 Figure of speech/simile
20 RL/RI 9 Compare/contrast two passages-theme
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Interim Assessment

• Mirrored from KPREP structure Part B
• Variety of texts (The IA example is based on
  poetry, prose fiction, prose non-fiction)
• Pretest and Post test are the same.

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Sample QuestionsFrom The Village Blacksmith

• ____ 2. What conclusion can you draw about the
  blacksmith from the details in these lines (lines
  13-14) from The Village Blacksmith?
• Week in, week out, from morn till night, /
  You can hear his bellows blow.
• a. He likes to work at night. c. He gets up
  early.
• b. He works hard. d. He ignores his family.
•  
•  
•  

• ____ 4. What does the Paradise in the
  following lines (lines 31-32) symbolize?
• It sounds to him like her mothers
  voice, /Singing in Paradise!
•  
• a. Earth c. Heaven
• b. in the clouds d. an island

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Sample QuestionsFrom The Long Winter

• ____ 8. This passage is best described as
  historical fiction because it
• a. Illustrates how family members c.
  Has fictional elements like plot, get
  along setting, and characters
• b. Includes realistic dialogue d. Describes
  events that happened during a real period
  in history

•  
• ____12. How are the two passages, The Village
  Blacksmith and The Long Winter similar?
• a. They both have a young girl as c. They
  both suggest that work is the main
  character more difficult in summer
• b. They both show a family that d. Both are
  contemporary/realistic
• believes in hard work
  fiction
•  
•  

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Sample QuestionsConstructed Response Extended
Response

• 20. Extended Response
• A. Define theme.
• B. Determine a common theme for the reading
  passages The Village Blacksmith and The Long
  Winter.
• Support and explain your response with two
  key events from the text that contributes to the
  theme.

• 19. Constructed Response
•  
• Identify a simile from the poem, The Village
  Blacksmith. Explain what this figure of speech
  is comparing.

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Weekly Lesson Plans
Week 3 October 15-19 Week 3 October 15-19
Reading Selection Reading Selection Weekly learning check-Poetry
IA Focus RL/RI 7.5 genres-structure RL 7.3 elements of a story /poem RL 7.2-theme W7.4 W7.5 L7.1 IA Focus RL/RI 7.5 genres-structure RL 7.3 elements of a story /poem RL 7.2-theme W7.4 W7.5 L7.1 Weekly learning check-Poetry
Reading Poetry The Highwayman, The Cremation of Sam McGee, Reading Poetry The Highwayman, The Cremation of Sam McGee, Weekly learning check-Poetry
Writing Brainstorm ideas for poem/Journal Writing Brainstorm ideas for poem/Journal Weekly learning check-Poetry
Language word choice (imagery) Language word choice (imagery)
Day 1 FAB Four Review poetry terms/Lesson 7 Crosswalk book-figurative language Read The Highwayman Orchard-Writing and Media Literacy 7 Poetree Cafe
Day 2 FAB Four Watch video The Highwayman Compare Contrast-media/written text Exit slip-compare contrast mood/tone/setting between the two forms (teacher choice) Orchard-Writing and Media Literacy 7 Poetree Cafe
Day 3 FAB Four Listen to The Cremation of Sam McGee (Johnny Cash version) Watch Youtube movie Clock Partner Activity- move about room answering the questions-circulate to hear discussion Orchard-Writing and Media Literacy 7 Poetree Cafe
Day 4 FAB Four Continue partner activity Orchard-Writing and Media Literacy 7 Poetree Cafe
Day 5 FAB four(Explore Review) Learning Check poetry/small group instruction Orchard-Writing and Media Literacy 7 Poetree Cafe

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A Day in a SPMS Language Arts Classroom

• Class Structure
• FAB FOUR (timed)
• Lesson/Activity
• Closure
• Following weekly lesson plans in packet

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Sample FAB Four

• A Dream Within A Dream
• by Edgar Allan Poe
• 1 Take this kiss upon the brow!
• And, in parting from you now,
• Thus much let me avow-
• You are not wrong, who deem
• 5 That my days have been a dream
• Yet if hope has flown away
• In a night, or in a day,
• In a vision, or in none,
• Is it therefore the less gone?
• 10 All that we see or seem
• Is but a dream within a dream.
• I stand amid the roar
• Of a surf-tormented shore,
• And I hold within my hand
• 15 Grains of the golden sand-

• A Dream Within A Dream by Edgar Allan Poe
• 1. Identify the rhyme scheme of this poem.
• 2. What is an example of personification in the
  poem?
• 3. Identify repetition in the poem.
• 4. What is an example of an abstract term in the
  poem?

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Lesson

• Previously read aloud The Highwayman
• Analyze poem
• View video to compare and contrast written form
  to media.
• TeacherTube - The Highwayman
• Think-pair-share
• How does the music enhance the mood of the poem?
• Did viewing the video change your perception of
  the setting?
• Explain which version you liked best. Why?

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Closure

• Exit slip-
• compare contrast mood/tone/setting between the
  two forms (teacher choice)

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CCR

• CCR is a college readiness transition course
  which focuses on a framework of content and
  concepts aligned with the revised Kentucky Core
  Academic Standards and aligned with college and
  career readiness standards.
• English Language Arts Transitional Courses

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CCR

• Key Components
• All students have CCR
• English
• reading
• math
• The PLC philosophy is maintained
• common lesson plans
• common assessment

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CCR

• Class Structure
• CCR is structured into four units or modules over
  a nine week time period.
• The modules incorporate lessons or activities
  that can be found in the English Language Arts
  Transitional Courses for EXPLORE.
• Two skills are reviewed each week.

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CCR

• Class Structure
• Daily journal
• One to two activities on the targeted skill
• Pre-test and Post-test