Shelby County PD

Professional Development - Fall 2011

      Welcome! I am excited to hear that you are ready to support your students' literacy learning in ways that make a real difference in
     student success. I am going to "talk" you through a few of the essentials that need to become "habits of instruction" for you and
     "habits of learning" for your students. I think one of the problems with most of the brain research, literacy research, and the
     application of that research to teaching/learning is that it is not GLITZY. Do not be fooled by the common sense approach that I am going to
     take with you - it is research-based, it is aligned with college and career readiness and the Kentucky Core Academic Standards for
     English/Language Arts, and best yet ... it works. There are no magic wands to wave or potions to drink. Providing good support for your
     literacy learners is hard work. Becoming the best reader you can be is hard work. It is pretty much like everything else - if it is worth doing, it
     is work doing well. And "well" is almost always HARD WORK. If you are still here and interested ... roll up your sleeves and let's get at it!
                                                                                                     ~ Pam Petty   (Welcome video: http://www.youtube.com/watch?v=6WnFh4xOSHg)

Contact:
pamela.petty@wku.edu
daniel.super@wku.edu
jeremy.logsdon@wku.edu
kristy.cartwright@wku.edu

NOTE: When you see the symbol, you will know there is something for you to "do."

Topic 1: The "Musts"

1. The first thing you need in your hands is a handout called the "Musts". You can access the handout on-line here: http://www.pampetty.com/musts.htm

2. Video Introduction to the "Musts": http://www.youtube.com/watch?v=cg6Gy9vSOes

HOW TO RESPOND: As you view this video make notes by each major heading that I discuss in the video. Then respond to your group (folks watching with you or at a called meeting of those of you working together on this PD at your school) on the following prompts:

A. Of A, B, and C at the top of the Musts handout, which of those seems most intuitive to me?

B. When I think of metacognition, I think of ______________________________. What is the difference between metacognition and critical thinking?

C. As I view this whole handout what is the one element that makes me optimistic that I can affect students' literacy growth?

3. How to make these videos WORK for you:

A. I will direct you to have a handout in front of you or a notebook to jot down your thoughts and your plans.

B. It is expected that you will watch each video with colleagues OR make your notes and then use those notes to meet with others to reflect on ideas and to put ACTION WORDS to your plans for incorporating the instructional practices.

     C. Then you need to respond back to me with your:
                - thoughts/comments;
                - questions; and
                - your specific plans for incorporating the strategies/methods.

D. We will be using http://www.writeboard.com to post your responses. Click on the following link to respond to the prompt I posted: http://123.writeboard.com/ylux4hgusp59qjvw. The password will be emailed to you by Michelle Oakley. No one except those of us with this password can see what we write.

4. "Musts" for any teacher using print for learning:

AUTHENTIC	1) Students have to be able to connect AUTHENTIC reading to classroom instruction. Disjointed learning leaves the brain with little chance of retaining and retrieving information at another date. We do not want to leave anything to students' capacity or desire to transfer learning from one situation to another - we must bridge that path. Video: http://www.youtube.com/watch?v=0Z6Jyds2xow HOW TO RESPOND: Only a deeply reflective teacher can weigh each reading assignment to determine if he/she has been able to make the reading authentic. Make a list of directives you could give students that would change something we take for granted into something we ensure happens consistently: What can I say or do that communicates clearly to my students that the reading I am asking them to do is "authentic"? Now, why would I want to do that (do you really get how important this is?)?
PURPOSE	1) Teachers must always directly state a PURPOSE for reading. ("The passage I am assigning today introduces you to ... AS YOU READ this passage you need to ..."). Always READ AND ... Setting a purpose for reading does not happen without intention on the part of the teacher. Purposes can be set for an entire chapter (like making a reading guide and then asking students to bring it to the next class for USE in the instructional plan for that day) or for in-class reading. Any (ANY) in-class reading should be in "guiding" the readers through a text. Example Teacher: "As you read the next page, I want you to find the 3 things that remind you of what we read about the NASA space program in the on-line article." After students have time to read the page (most but not all will finish and that is ok), ask, "Who can tell me the three things they found that match what we learned about the NASA space program in the on-line article?" Allow students to raise hands to answer the question - select a student to answer. Ask the student to read the sentences that specifically refer to the "3 things." Reading textbooks aloud is a huge NO-NO research-wise (and common-sense-wise as well). However, reading selected sentences that direct all students' attention to the MOST important aspects of a page/passage is a big YES-YES research-wise (ditto common-sense-wise as well). Video: http://www.youtube.com/watch?v=ZD7D1oKZnTQ HOW TO RESPOND: If I say, "You can never again say 'read', you must always say 'READ AND ..." how would that change the way you currently make reading assignments? What are the deep implications of changing passive reading to active reading? READ AND ... sets a purpose for the reading. Make a plan (verbalize it) for how you will start saying READ AND ... tomorrow. This is one habit you want to have!
STRATEGIC	4) Good readers have an array of strategies they can automatically apply to a reading event and vary those strategies based on purpose, text, circumstance, and personal choice. Introduction to, modeling of, and hands-on application of good reading strategies is essential.
BACKGROUND	2) Teacher must always activate schema and build background knowledge for students. Always - must - before any reading is assigned. Multimedia, reading a connected passage (something that piques interest), something to make students WANT to know more about the topic and ensure they have their brains ready to take in new information.
ACTIVE	3) Students must read actively. They have to have something to DO while they read - reading guide, graphic organizer, structured note-taking ... a million things but reading passively is no better than not reading at all.

Musts: http://www.sedl.org/reading/framework/welcome.swf

This website is one of my favs -- you can read the foundation or go straight to strategies: http://www.readingquest.org/

Reading terms: http://www.stanswartz.com/RICA/glossary.html

CROPPER folks click HERE

Shelby County Summer Reading Academy
Intervention and Advancement

Contact:
pamela.petty@wku.edu
daniel.super@wku.edu
carl.myers@wku.edu
jeremy.logsdon@wku.edu
jason.weatherford@wku.edu
kristy.cartwright@wku.edu

DAILY report electronic submission: http://www.pampetty.com/dailycheck.htm

EITHER/OR each day

Daily report HARDCOPY: http://www.pampetty.com/dailyintegritycheck.pdf

VOCABULARY TEST GENERATOR - COMPLETE INSTRUCTIONS HERE - STEP-BY-STEP (two pages -keep scrolling down once you open the PDF file)

Sign-up for Strategy Lessons (One Page Wonders)

Send your request for ONE Strategy Lesson to pamela.petty@wku.edu

You may make as many lesson plans you desire to make, however your commitment to the Academy team is to produce and share ONE lesson plan from the following table. The LESSON PLAN TEMPLATE in WORD is on the shared drive you access through your county's webspace. If you want to copy and paste the web version into a Word doc, click here.

After completing your lesson plan, please send it by email attachment to pamela.petty@wku.edu. Kandy and I will ensure formatting is consistent and that all reading components are strong. We will send the lesson plan back to you with comments and then you can post it on the share point for everyone to access. We will also be available by email if you get "stuck" in any of your planning - just let us know.

NOTE: Each time you return to this page click REFRESH in your browser window so you are sure you are looking at the latest version. Thanks!

#	Title of Strategy Lesson	Page number	Claimed by:
1	Turn and Talk	34	Pam and Kandy
2	Read with a Question in Mind	38	Candora McKinley SHARE POINT (COMPLETE)
3	Text Annotation	41	Tracy Miller SHARE POINT (COMPLETE)
4	Text Coding	45	Pam and Kandy
5	Sketching Through the Text	50	Pam and Kandy
6	Two-Column Notes	54	Pam and Kandy
7	Reading a Visual Image	58	Julie Stacy SHARE POINT (COMPLETE)
8	Think Aloud	62	Julie Stacy
9	Pair Reading	66	Michelle Price SHARE POINT COMPLETE
10	Save the Last Word for Me	69
11	Conversation Questions	73	Tony Wood SHARE POINT (COMPLETE)
12	Support your Position	78	Chris Gaither SHARE POINT COMPLETE
13	Written Discussion	83	Donna Whitis SHARE POINT (COMPLETE)
14	Text-on-Text or Collaborative Annotation	89	Ashley Fishback SHARE POINT COMPLETE
15	Alternative Perspective Writing	95	Noelle Barnes SHARE POINT (COMPLETE)
16	Point of View Annotation	100	Adam Floyd SHARE POINT -
17	Arguing Both Sides	104	Pam and Kandy
18	Where do you Stand?	110	Kevin Radford
19	Gallery Walk	115	Caitlin Murphy SHARE POINT COMPLETE
20	Carousel Brainstorming	121	Kellie Arnold SHARE POINT COMPLETE
21	Tableaux	127	SHARE POINT COMPLETE
22	Quotation Mingle	131	Billy Korfhage SHARE POINT (COMPLETE)
23	Jigsaw	137	SHARE POINT (COMPLETE)

Text Set Unit: #5

Child Labor Text Set

195-202

Julie Broughton SHARE POINT COMPLETE

Lesson Plans

Monday, July 11, 2011 - Day One

Click here for: Instructional Agenda for Day One

Other Resources:

Homework Facts: http://stophomework.com/fact.pdf
Alfie Kohn on Homework: http://www.alfiekohn.org/teaching/rethinkinghomework.htm
The Myth about Homework: http://www.time.com/time/magazine/article/0,9171,1376208,00.html?internalid=AOT_h_08-27-2006_the_myth_about_
Homework. Is it worth It? http://www.memory-key.com/improving/strategies/children/homework
Persuasive Essays
How to write a persuasive essay (with examples and rubrics): http://www.suzanne-williams.com/persuasi.htm
Persuasive Essay on Too Much Homework - #1: http://www.bronxville.k12.ny.us/elementaryfolder/fifthgrade/persuasiveessays/Homework.htm
Persuasive Essay on Too Much Homework - #2: http://www.pschulze.com/subweb/becky/Persuasive%20Essay.htm

Tuesday, July 12, 2011 - Day Two

Click here for: Instructional Agenda for Day Two

Other Resources:
Pictionary Game: http://www.group-games.com/ice-breakers/homemade-pictionary-game.html
Will Smith on work ethic: http://www.youtube.com/watch?v=xVdEQrKrEms
Attitudes toward Work: http://www.youtube.com/watch?v=5KygPbOSqmE&feature=related
Vocabulary handout for DAY TWO
10 Attitudes of Successful Workers, original source: http://msn.careerbuilder.com/article/MSN-666-Workplace-Issues-10-Attitude-of-Successful-Workers.com
Frayer Model (for growing files of academic vocabulary)
Poem: You can be Whatever you Want to Be
Poem: Hard Working

Wednesday, July 13, 2011 - Day Three

Click here for: Instructional Agenda for Day Three

Other Resources:
Texting Abbreviations: http://www.pampetty.com/textingabbreviations.pdf
Monty Python – The Argument Clinic (video): http://www.youtube.com/watch?v=teMlv3ripSM
Cell phones in school - pro and con: http://answers.yahoo.com/question/index?qid=20061116074546AABFB5N
Cell phones in school - pro and con: http://life.familyeducation.com/cellular-telephones/school/51264.html
Rubric for speaking: http://www.pampetty.com/lesson3speaking.htm

Thursday, July 14, 2011

Click here for: Instructional Agenda for Day Four

Other Resources:

Word Play - Symbols Abbreviations: http://www.pampetty.com/symbolsabbreviations.pdf

Answer Key for Teachers: http://www.pampetty.com/symbolsabbreviationsanswers.pdf

Text Coding handout: http://meade.k12.sd.us/PASS/Pass%20Adobe%20Files/Leadership%20Project/DuringReadingInsertNotes.pdf
Coding for Onomatopoeia: http://www.pampetty.com/onomatopoeiamarkup.pdf
Mrs. Munger's class video: http://www.youtube.com/watch?v=evUzS6K-5Wg
Webpage for Knuckles: http://www.centerforgreatapes.org/residents-details.aspx?id=44
Day Four Vocabulary: http://www.authorstream.com/Presentation/wkuliteracy-1094055-vocabday4/

Thursday, July 15, 2011

Click here for: Instructional Agenda for Day Five

Other Resources:
Word Play - Video Games Crossword: http://www.pampetty.com/videogamecrossword.pdf
Word Play - Video Games Crossword Answers: http://www.pampetty.com/videogamecrosswordanswers.pdf
2 Column Notes activity (complete the grid): http://www.pampetty.com/2columnvideogames.pdf
Video game video: http://www.youtube.com/watch?v=u6mu5B-YZU8&feature=player_embedded
5 video games oddities: http://www.pampetty.com/5videostories.pdf
Vocabulary for day 5: http://www.authorstream.com/Presentation/wkuliteracy-1094057-vocabday5/

Book Club Books

Title	Author	Description/Information
Dare to Dream	Sandra McLeod Humphrey	http://www.myshelf.com/aom/03/humphrey.htm
A Long Way Gone: Memoirs of a Boy Soldier	Ishmael Beah	http://www.alongwaygone.com/ Hear the author talk about his book/life: http://www.alongwaygone.com/media.html Reading Guide: http://www.alongwaygone.com/media/ALongWayGone_RGG.pdf Teacher's Guide: http://www.alongwaygone.com/media/ALongWayGone_TeachersGuide.pdf Vocabulary Log: http://www.smccd.edu/accounts/erpelol/Courses/fall10/read836aa/worksheets/VocabularyLogforALongWayGone.pdf http://www.alongwaygone.com/ishmael_beah.html http://www.alongwaygone.com/media.html http://www.nytimes.com/2007/02/25/books/review/Boyd.t.html
They Poured Fire on Us From the Sky: The Story of Three Lost Boys from Sudan	Benjamin Ajak, Benson Deng, Alephonsian Deng, Judy Bernstein	http://xnet.kp.org/permanentejournal/summer06/pourfire.html http://www.npr.org/templates/story/story.php?storyId=4698532
Soul Surfer - Movie Tie-In: A True Story of Faith, Family, and Fighting to Get Back on the Board	Bethany Hamilton (Author), Rick Bundschuh (Author), Sheryl Berk	Bethany Hamilton Homepage http://www.soulsurferthemovie.com/ Quotes from the book
Touching Spirit Bear	Ben Mikaelsen	http://docs.plea.org/pdf/Touching%20Spirit%20Bear%20Online.pdf http://www.sd79.bc.ca/programs/abed/FN_resource _Touching_Spirit_Bear.pdf http://bcspiritbear.com/spirit-bear-facts/ http://www.bearlife.org/kermode-bear.html http://www2.news.gov.bc.ca/news_releases_2005-2009/2006AL0002-000066-Attachment3.htm http://laws.justice.gc.ca/eng/acts/Y-1.5/
Guts	Gary Paulsen	http://www.randomhouse.com/features/garypaulsen/about.html http://www.randomhouse.com/features/garypaulsen/journal.html http://www.randomhouse.com/features/garypaulsen/newadventures.html http://www.trelease-on-reading.com/paulsen.html
How Angel Peterson Got His Name	Gary Paulsen	"
My Life in Dog Years	Gary Paulsen	http://www.enotes.com/life-dog-qn

All Things Book Club

ALL the options for book club supports: ALL BOOK CLUB OPTIONS in one friendly spot!

BOOK CLUB PowerPoint to help introduce the book selections:
http://www.authorstream.com/Presentation/wkuliteracy-1090943-shelby-county-book-club-all/ Please EDIT the PowerPoint to include ONLY the books denoted for the grade/level of students you are teaching. See flyer below for suggested structure for which books to pitch to which students. (Thank you to Kristy Cartwright, WKU Center for Literacy for putting this together!)

Please click here to read suggested structure for Book Club: http://www.pampetty.com/bookclubchoices.pdf

Shelby County Book Club Discussion Forum: https://www.sites.google.com/site/shelbycountybookclub/

NEW: Book Club Procedures (optional support we are offering): http://www.pampetty.com/bookclubprocedures.pdf

Video for TEACHERS regarding book clubs and getting students started: http://www.youtube.com/watch?v=VnIcZDdwnvU&NR=1

Need some help with Literature Circles/Book Clubs? Check out these resources: http://www.pampetty.com/bookclubresrouces.pdf

Resources by Topic


Word Play	Benefit	Process	Link
Poem Riddles	- Purposeful reading - Repeated readings - Inferencing practice - Vocabulary development (incidental) - Springboard for writing other poem riddles	1. Copy and paste each poem into a Word document 2. Supply each student with his/her own copy 3. Read the poem to students or choral read the poem 4. Ask for guesses as to the solution to the riddle 5. Have students list the CLUES they used from the poem	http://www.angelfire.com/md/byme/guesswhat/guesswhat.html
Word Play		1. Preview games to select those most appropriate for your students 2. Make sure students understand what they are trying to accomplish and WHY 3. Allow plenty of repetition - stay with same game until students start to get tired of it	http://www.wordplays.com/p/index

Vocabulary	Benefit	Process	Link
Review after study	Repetition Fluency with words Active learning experience (movement)		http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/ Language_Arts/Vocabulary/VOC0202.html
Academic Vocabulary Exercises			http://www.academicvocabularyexercises.com/index.htm
	Repetition Group activity Reinforcement of learning		http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/ Language_Arts/Vocabulary/VOC0012.html
Comprehension	Benefit	Process	Link
ReadingQuest			http://www.readingquest.org/strat/home.html
Venn Diagram Interactive	Compare two things		http://www.readwritethink.org/files/resources/interactives/venn/index.html
Literature Circles	Survey to take before you start teaching with literature circles.		http://www.pampetty.com/surveylitcircles.htm
	Definitions of, qualities of, and where they fit in with research.		http://www.literaturecircles.com/article1.htm
	Mini-Lessons for Literature Circles		http://www.heinemann.com/shared/onlineresources/ E00702/minilessons.pdf
On-Line Speech Bank			http://www.americanrhetoric.com/speechbank.htm
Text Tapping			(click here for PPT)
Graphic Organizers (variety)			http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
Graphic Organizers			http://www.writedesignonline.com/organizers/cerebralflatulence.html
How to Read a Textbook			http://www.englishcompanion.com/pdfDocs/toolannotatedtextbook.pdf
Cognitive Foundations of Learning to Read			http://www.sedl.org/reading/framework/welcome.swf

Parents: http://www.pampetty.com/parentsreading.htm

Reader's Handbook - by Jim Burke published by Great Source

Graphic Organizers referenced in Appendices

Argument Chart - http://www.mhschool.com/ss/ca/pdfs/go_2colarguments.pdf (Similar to what is in the book but not exact)

Cause-Effect Organizer – http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_2.pdf

Character Development Chart – http://vashonsd.org/hello/images/Character_Development_Chart.pdf

Character Map - http://www.educationoasis.com/curriculum/GO/character_story.htm (contains links to both boy and girl map)

Character Web - http://www.teacherfiles.com/downloads/graphic_organizers/Character_Web.pdf

Classification Notes - http://www.dubois.cps.k12.il.us/PDFs/classificationnotes.pdf

Close Reading Organizer - http://ohs.olentangy.k12.oh.us/teachers/teri_shoemaker/AP_Novel_Assessment/Graphic%20Organizer%20for%2012%20Categories%20Final%20Version.pdf?Templates=RWD&printversion=3 (All I can find – is not the same as what is in the book… not sure if it’s a good enough sub.)

Concept Map - http://www.teach-nology.com/worksheets/graphic/conmap/

Critical Reading Chart - http://www.dupage88.net/aths/resources/AT%20MCweb02/Teacher%20Assigns/Chad's%20forms/CPCriticalReading.pdf

Double-Entry Journal - http://www.sdcoe.net/score/actbank/tdentry.htm

Evidence Organizer - http://www.studyzone.org/testprep/ela4/h/mainidea.htm (similar but not exact – uses main idea instead of viewpoint)

Fiction Organizer - http://cfpms.ucfsd.org/pdfs/summerreading07/2007FictionOrganizer.pdf (Different structure but still contains all info)

5 Ws and H - http://www.teachervision.fen.com/tv/printables/5WH.pdf

Flow Chart - http://www.eduplace.com/graphicorganizer/pdf/flow.pdf

Inference Chart - http://k-12.pisd.edu/schools/aldridge/parent%20Handbook/inference%20chart.pdf (includes a What I Already Knew column)

Key Word or Topic Notes - http://freeology.com/wp-content/files/cornellnotetaker.pdf (this is Cornell Notes)

Magnet Summary - http://www.vriuvm.org/members/lli/additional_resources/Magnet%20Summary%20Template.pdf

Main Idea Organizer - http://www.ttsd.k12.or.us/tualatin-high-school/academics/literacy/literacy-resources/mainideaorganizer.pdf

Making Connections Chart - http://www.google.com/url?sa=t&source=web&cd=3&ved=0CCcQFjAC&url=http%3A%2F%2Fdese.mo.gov%2Fdivimprove%2Fcurriculum%2FModelCurriculum%2Fpower_loyalty_using_invest_skills_to_study_julius%2Fmaking_connections_chart_graphicorg.doc&rct=j&q=making%20connections%20chart&ei=CZruTcjRI8j40gHUrpDfAw&usg=AFQjCNHS_yMs08xXsce4cc9gDm-BV-CstQ&sig2=Q2dyxngA0Qe6WAFElWaxlA (this one is a doc file)

Nonfiction Organizer - http://4.bp.blogspot.com/_j9DIxQFuq54/S2z6CQmEIfI/ AAAAAAAAAA8/8zkU9aExe6k/s1600- h/graphic+organizer+number+twoo.jpg

Outline - http://www.studenthandouts.com/2batch/outline1.pdf

Paraphrase or Retelling Chart - http://tcawriting.tcawiki.com/file/view/ ParaphrasingGraphicOrganizer.pdf

Plot Diagram - http://freeology.com/graphicorgs/story-plot-graph/

Preview Chart - http://www.englishcompanion.com/pdfDocs/prereadingnotes.pdf

Problem-Solving Organizer - http://www.eduplace.com/graphicorganizer/pdf/probsol.pdf

Sequence Notes - http://t4.jordan.k12.ut.us/teacher_resources/inspiration_templates/ organizers/Sequence.html

Setting Chart - http://www.eduref.org/Virtual/Lessons/Language_Arts/Writing/WCP0222e.pdf

Source Evaluator - http://www.realclassroomideas.com/resources/graphic+organizers-researchsourcecardbook.pdf

Story Board - http://freeology.com/graphicorgs/page/2/

Summary Notes - http://www.englishcompanion.com/pdfDocs/summarynotesbl.pdf

Timeline - http://freeology.com/graphicorgs/horizontal-timeline/

Topic and Theme Organizer - http://freeology.com/graphicorgs/thematic-web/

Two-novel Map - http://www.thinkport.org/319b4723-02e9-470a-bc29-7a8569cb7c5d.asset?

Venn Diagram - http://freeology.com/graphicorgs/venn-diagram/

Web - http://www.superteacherworksheets.com/graphic-organizers/web-easier.pdf

Website Profiler - http://www.monarchknights.com/teacherwebpages/moss/documents/ WebSiteProfilergraphicorgani zer-Word.pdf

Podcasts:

https://deimos.apple.com/WebObjects/Core.woa/Feed/depaul.edu-dz.4535996813.04535996815

Behavioral Issues - Using a Point System

Behavioral Issues

Boys and Reading

Coercion Theory

Curriculum, Instruction, Assessment

Finding Good Books

Helping 8th Graders with Organization Issues

Professional Development Recap and Resources

Tuesday, May 24, 2011

HETL
SB 1 Vocab
Formative Use of Assessment Article
Informational Reading for College
Verbs: read
Visual Thesaurus
Insert Marking System
Adolescent Literacy
Ways of Reading
Reading Backwards
Hink Pinks

Wednesday, May 25, 2011

Laundry
Get the Meaning: An Experience
Trogs
Mike Thaler
Anagrams
Lexiles
Cloze
Fry’s Readability

Thursday, June 9, 2011

8:00 AM Day One Lesson Plan (Pam and Kandy)

Ø Vocabulary (Kandy)

Ø Literature Circles (Kandy)

Ø Book Talks (Pam)

1:15 PM Readers Handbook (Pam, Daniel, Carl)

2:15 PM Climate (Daniel, Carl)

2:45 PM Words their Way (Kandy)

3:05 PM Standards (Pam, Daniel)

3:40 PM Speak Now (whole crew)

Behavioral Issues - Using a Point System

Behavioral Issues

Boys and Reading

Coercion Theory

Curriculum, Instruction, Assessment

Finding Good Books

Helping 8th Graders with Organization Issues