Reading: What Works! Presentation by: Jennifer Melton, Language Arts Teacher Whitney Raney, Language Arts Teacher Sarah Nevitt, Library Media Specialist.

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?

Closure

Exit slip- compare contrast mood/tone/setting

between the two forms (teacher choice)

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.

CCRClass Structure

• Daily journal

• One to two activities on the targeted skill

• Pre-test and Post-test