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Reading: What Works!

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*. Background Information. The School: Grades: 7 & 8

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Reading: What Works!

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  1. 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*

  2. 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.

  3. Student 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

  4. 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].

  5. Meeting The Standards • CATS testing/ Core Content 4.1 • KPREP / Common Core State Standards

  6. 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.

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

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

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

  10. The Language Arts Department Plan of Action • “The Big Idea” • Pacing Calendar • IA Plan • Interim Assessment • weekly lesson plans * Learning Checks # Daily activities

  11. Pacing Calendar

  12. IA Plan

  13. 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.

  14. 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. Heaven b. in the clouds d. an island

  15. 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

  16. 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.

  17. Weekly Lesson Plans

  18. A Day in a SPMS Language Arts Classroom • Class Structure • FAB FOUR (timed) • Lesson/Activity • Closure ***Following weekly lesson plans in packet

  19. 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- How few! yet how they creep Through my fingers to the deep, While I weep- while I weep! O God! can I not grasp 20 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?

  20. 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?

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

  22. 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

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

  24. 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.

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

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