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Reading: What Works!Reading: What Works!Presentation by:
Jennifer Melton, Language Arts TeacherWhitney Raney, Language Arts TeacherSarah Nevitt, Library Media Specialist
Stuart Pepper Middle SchoolBrandenburg, Kentucky
*Meade County*
Presentation by:Jennifer Melton, Language Arts TeacherWhitney Raney, Language Arts TeacherSarah Nevitt, Library Media Specialist
Stuart Pepper Middle SchoolBrandenburg, Kentucky
*Meade County*
Background InformationBackground 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.
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.
Student Body InformationStudent Body Information The Demographics:• 91% White Ethnicity• 2% Black or African American Ethnicity• 3% Hispanic/Latino Ethnicity• <1% American Indian or Alaska Native Ethnicity• <1% Asian Ethnicity• 3% Two or more races Ethnicities• 10% Special Education Population• 47.95% Free and Reduced Lunch Population• 9% Gifted and Talented Population
The Demographics:• 91% White Ethnicity• 2% Black or African American Ethnicity• 3% Hispanic/Latino Ethnicity• <1% American Indian or Alaska Native Ethnicity• <1% Asian Ethnicity• 3% Two or more races Ethnicities• 10% Special Education Population• 47.95% Free and Reduced Lunch Population• 9% Gifted and Talented Population
Student Course ListStudent 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].
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].
Meeting The StandardsMeeting The Standards
CATS testing/ Core Content 4.1
KPREP / Common Core State Standards
CATS testing/ Core Content 4.1
KPREP / Common Core State Standards
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/look2learning.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 right—using it well. Portland, OR: Educational Testing Service.
PLC
Philosophy in Action within the school
Learning Teams/Professional Reading and Conversations
School VisitsClassroom Observations
PLC
Philosophy in Action within Language Arts Department
Common PlanningCommon CurriculumCommon TestingTeam Effort/Contributions
Reading in a PLC
Philosophy in Action School-wideBook-in-hand policyAccelerated Reader incentivesReading across the curriculum
The Language Arts DepartmentPlan of Action
“The Big Idea”Pacing Calendar
IA Plan– Interim Assessment
weekly lesson plans* Learning Checks
# Daily activities
Pacing CalendarLearning Chunk #1 Learning Chunk #2
ReadingGenres 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)
ReadingGenres 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)
WritingInformational Piece (W7.2)Organization (W7.2, 7.9 a-b)Sentences/paragraphs (W 7.3, W 7.4)Ideas (W7.4, W7.5)
WritingNarrative-(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:ModifiersAdjectives (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)
IA PlanMC
ItemStandard 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
12RL 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
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.
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 mother’s voice, /Singing in Paradise!” a. Earth c. Heavenb. in the clouds d. an island
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
Sample QuestionsConstructed Response & Extended
Response
19. Constructed Response
Identify a simile from
the poem, “The Village Blacksmith.” Explain what this figure of speech is comparing.
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.
Weekly Lesson PlansWeek 3 October 15-19
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 L7.1Reading: Poetry –“The Highwayman”, “The Cremation of Sam McGee”, Writing: Brainstorm ideas for poem/JournalLanguage: word choice (imagery)Day 1 FAB Four
Review poetry terms/Lesson 7 Crosswalk book-figurative languageRead “The Highwayman”
Orchard-Writing and Media Literacy 7 Poetree Cafe
Day 2 FAB Four Watch video “The Highwayman”Compare Contrast-media/written textExit slip-compare contrast mood/tone/setting between the two forms (teacher choice)
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
Day 4 FAB Four Continue partner activity
Day 5 FAB four(Explore Review) Learning Check poetry/small group instruction
A Day in a SPMS Language Arts Classroom
Class Structure – FAB FOUR (timed)– Lesson/Activity– Closure
***Following weekly lesson plans in packet
Sample FAB FourA Dream Within A Dreamby 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 deem5 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 hand15 Grains of the golden sand- How few! yet how they creep Through my fingers to the deep, While I weep- while I weep! O God! can I not grasp20 Them with a tighter clasp? O God! can I not save One from the pitiless wave? Is all that we see or seem But a dream within a dream?
“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?
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?
CCRCCR 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
CCRKey Components:
• All students have CCR – English– reading– math
• The PLC philosophy is maintained– common lesson plans– common assessment
CCRClass 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.