This PowerPoint helps students to consider the concept of infinity.
Plugged In To Nonfiction Slide Share
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6. Dad is a bit taken aback at Anna being sick. “It’s okay,” he says, taking the plastic poo out of his mouth. “It’s not real.” Dad gives a laugh and off he goes. And off goes Anna. She decides that she wants to go home to her won house. And I don’t blame her. “ Dad,” I yell after Anna is gone. “I am never speaking to you again.” “ Don’t be such a baby.” he says. “It’s only a little joke.” It’s always the same. Whenever a friend comes over to stay, Dad plays practical jokes. We have fake hands in the trash, exploding drinks, pepper in the food, shortsheeted beds, and Dracula’s blood seeping out of Dad’s mouth. Some of the kids think it’s great. They wish their dads were like mine.
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10. Books by Dr. Janet Allen On the Same Page: Shared Reading Beyond the Primary Grades Yellow Brick Roads: Shared and Guided Paths to Independent Reading, 4–12 Words, Words, Words: Teaching Vocabulary in Grades 4–12 It’s Never Too Late: Leading Adolescents to Lifelong Literacy There’s Room for Me Here: Literacy Workshop in the Middle School (co-authored with Kyle Gonzales) Reading History: A Practical Guide to Improving Literacy (co-authored with Christine Landaker) Read-Aloud Anthology: 35 Short, Riveting Read-Alouds (with Patrick Daley) Using Literature to Help Troubled Teenagers Cope with End-of-Life Issues Best Little Wingman Inside Words: Tools for Teaching Academic Vocabulary Grades 4–12 Plugged-in to Nonfiction is the culmination of Dr. Janet Allen’s 35 years in education, 20 of them in her own classroom, and her extensive involvement as a researcher in adolescent literacy. She is an inspiring mentor to classroom teachers across the country. An international consultant, researcher, author, innovator, and veteran educator, Dr. Janet Allen has become a major force in literacy work with at-risk students. She began her professional life in northern Maine as a teacher of high school reading and English. Moving to the University of Central Florida, she taught English and reading education, directed the Central Florida Writing Project, and assisted in the creation of the Orange County Literacy Project. She is the recipient of many teaching awards, including the Milken Foundation’s National Educator Award. Plugged-in to Nonfiction’s Creator
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18. the Core Novel Implementation Guide pages immediately following the 2-page summary. What did you notice? when you reach the heading that says Lesson Guide A. In your groups, peruse . . .
21. The first step toward engaging adolescent and teenage students is teacher-led discussion. The Teacher Guide outlines the carefully chosen Core Text, offering teacher-directed strategy lessons and step-by step guides for classroom implementation. This allows the teacher to model each of the eight power strategies needed to help students negotiate a variety of nonfiction texts. Teacher-Directed Instruction
26. Peer-Supported Learning Using the gradual release of responsibility model, teachers shift students from whole-class, teacher-directed instruction to guided learning in small groups: Power Strategy Groups. The combination of stimulating texts and a focus on a specific learning strategy creates an environment that supports students’ success with nonfiction text. After a modeled lesson the teacher can observe students’ progress as they practice the strategy on their own.
31. Self-Directed Learning The final step in the release of responsibility gives students a chance to experience engaging nonfiction on their own. Using the learning strategies encountered in the other two steps, students use a wide variety of supports, including audio, to understand the text. When used with the creative and challenging strategy lessons, Independent Reading books give students the opportunity to become active, involved readers.
80. How do I get started? How do I help students choose books? What will students do? What supports do I need? Independent Reading What is my role during Independent Reading? How do I assess?
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83. “ If books could have more, give more, be more, show more, they would still need readers, who bring to them sound and smell and light and all the rest that can’t be in books. The book needs you.” Gary Paulsen, The Winter Room, 1983, 3.
84. “ Plugged-in to Reading needs the same. It is you, the individual teacher in your own classroom, who will bring the ‘sound and smell and light’ to this program. This program needs you.” Dr. Janet Allen
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