2 Year Media ProgramMEDT 6466

Penny Chaney Jennifer Cogdill Delinda Jiles Ashley Sherman

Spring 2013

Program

Grade / Subject

Common Core GPSs Description of Program Timeline

Book Club

6th, 7th, 8th

Grade Language

Arts/Literacy Students

ELACC8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELACC8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,multimedia) to present a particular topic or idea.

ELACC8RL1: Cite the

Overview of Program:As a way to encourage students to read for pleasure and introduce them to library resources our school will launch a book club program. Small group book clubs will be formed based on genres and grade or reading levels. Book club leaders will include parent and staff volunteers. The media center will host club meetings. When scheduling conflicts occur, clubs may meet in the professional library or other available conference rooms. Meeting times will be established independently by each club. Suggested times include: before school (Breakfast with Books),and lunch periods.

PR:Students will be recruited to participate in a variety of ways, including book talk videos that highlight popular young adult titles and genres. Posters will be hung throughout the school instructing interested students to contact the media center for more information. Book club packets that include a list of genres that students may choose from and a permission slip will be sent home with all interested students. Book club members will be encouraged to be active participants within their group. After creating a name for their club, they

1st YearPreplanning – Entire School Year

Collaboration between the library media specialist and classroom teachers will begin during preplanning to establish goals for each semester.

A book club team will be in place no later than the third week of the first semester; however the recruitment

textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze

will decide which book to read first. For example, students interested in joining a club that will choose from the horror genre will select a novel from titles such as “Dark Inside”, by Jen Roberts, or “The Enemy”, by Charlie Higson. Leaders are encouraged to be creative as they lead discussions and plan meetings. They may provide refreshments or suggest an activity such as reenacting a scene from the book.

The goal of the book club program is to make reinforce reading as a social activity. The program is expected to triple in size by the end of the second year.

process will continue throughout the year.

Club leaders will meet with the media specialist as needed to request materials and discuss scheduling.

The program will be implemented for a minimum of two years. It is expected to triple in size by the end of the second year.

the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

ELACC8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELACC8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is

introduced.

ELACC7RL2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. ELACC7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ELACC7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

ELACC7RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

ELACC7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC6RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

ELACC6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

ELACC6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the

theme, setting, or plot.

ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELACC6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

ELACC6RI3: Analyze in detail how a key individual, event, or idea is introduced,

illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELACC6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

ELACC6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Doing the

Dewey

School-wide with focus by grade

level, subject, ESOL

students, at-risk

ELACC6-8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text

Overview of Program: Because the Common Core Standards do not have a minimum book requirement for students now, Doing the Dewey is a school-wide reading incentive program meant to supplement student reading outside of the classroom by promoting critical thinking skills as incorporate a variety of programs to meet the needs of specific student groups. Each

1st YearAugust - May

-Some specific groups will meet at different

students, high and

low students,

emotionally disturbed students,

and students in

specific clubs

complexity band independently and proficientlyELACC6-8RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.ELACC6-8RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.ELACC7SL1:

student group or focus within the program has a specific purpose or end goal. For example, in eighth grade, students will read Flowers for Algernon and research important people in history and utilize Galileo to conduct research. Students will then create a multi-media poster regarding their findings using glogster. Another example program includes the use of Nonfiction graphic novels in order to appeal to ESOL students. Students are responsible for selecting and reading a nonfiction graphic novel and creating and presenting a comic panel in order to promote a better sense of understanding of the information in the text.

PR:There will be various forms of PR available for each group’s reading incentive focus. Some examples include a Dewey completion sheet as well as certificates that students fill out once they complete the readings.

Resources: Small, R. V. (2009). Reading Incentives that Work: No-Cost Strategies to Motivate Kids to Read and Love It!.School Library Media Activities Monthly, 25(9), 27-31.

Hall, M. (2009). Reading Incentive Programs with Pizzazz. Library Media Connection, 28(2), 28-29.

times throughout the year depending on the target group.

A. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.ELACC8SL5: Integrate multimedia and visual

displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Present-ingYour

Ideas: Prezi

School-Wide ELACC6-8W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

ELACC6-8SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ELACC6-8W8: Gather relevant information from multiple print and digital sources;

Overview of Program:The media specialist and classroom teachers will collaborate together in order to determine the best methods to incorporate into their own classroom presentations as well as student presentations. Prior to students finishing middle school, they should be able to create a multi-media Prezi presentation independently. Students will be introduced to this newer presentation tool in place of a PPT or a simple lecture/Q& A session. Both teachers and media specialists will model appropriate uses of Prezi in the classroom and beyond; they will then present students with other Prezi examples as well as how-to tutorials for students to begin working on their own presentations. Students may begin with a simple “About Me” Prezi and by the end of 8th grade Prezi could serve as a supplemental research presentation or assignment. Students will understand how these skills are imperative for a 21st century learner within and beyond the classroom.

PR:Introductory video to serve as a starting point followed by constant incorporation of Prezi in the LMC and classroom building up to the culminating

1st and 2nd Year

2nd Quarter(7th and 8th grade years)

assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

student-led Prezi presentation - http://www.youtube.com/watch?v=o5RwxyIcPSQ&feature=youtu.be

Resources:Story, T. (2012). CAN WEB 2.0 STRENGTHEN READING SKILLS?. Library Media Connection, 31(3), 38-39.

Book Fair

School-Wide ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELACC7RL10ELACC8RL10

ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with

Overview of Program: A Book Fair promotes literacy throughout the school from student, to teacher, to parent. The Book Fair provides students with access to a wide variety of both fiction and non-fiction texts which is a requirement of the Common Core Standards. Book Fairs can serve as motivational tools for students to practice reading on their own and meet their individual reading goals set according to the school wide Dewey Program. In addition, the funds raised by the sales of the Book Fair will allow the media specialist to purchase more resources to add to the current media center collection.

PR:A flyer will be emailed out to all classroom teachers as well as a hard copy placed in their mailboxes for classroom display (similar to the attached document). The flyer will include Book Fair dates, teacher points of interest, and contests to take place during the duration on the event.

1st Year1st and 3rd Quarter

scaffolding as needed at the high end of the range.ELACC7RL10ELACC8RL10

Announcements will also be made on a daily basis on the intercom to remind students and teachers of Book Fair times, dates, and promotions.

Resources:Book fairs your reading partner. (2013). Retrieved from http://www.scholastic.com/bookfairs/experience/preschool.asp

Helen Ruffin

Reading Bowl

School -Wide

ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.ELACC7SL1ELACC8SL1

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or

Overview of Program: The Helen Ruffin Reading Bowl is a reading comprehension bowl created by librarian, Helen Ruffin. The club uses Georgia Children’s Book Award nominees to increase children’s interest in reading. The book club is open to all students in grades 6-8. Students check out the Georgia Children’s Book Award nominees from the school library media center over the summer to begin to prepare for the competition. The media specialist provides a bookmark checklist for students to keep track of the books that they read.

Once the school year begins, practice takes place one a week. Students continue to read the select novels and practice answering comprehension questions individually, in pairs, and whole group to simulate the reading bowl competition.

In January, the team will compete against other middle schools in the county. If they are successful in the competition, it is possible for the team to advance to regional and state level competitions.

1st Year1st Quarter to 3rd Quarter(Sept. – Jan.)

issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

PR:During the Open House / Curriculum Night at the beginning of the school year, current reading bowl members and the media specialist will set up a table to advertise for the club in an area that is highly visible to attending parents and students. The current club members will wear their reading bowl t-shirts, create a trifold display to show photographs of past reading bowl competitions, and also display some of the books that will be read over the course of the program.

Resources:"Helen Ruffin Reading Bowl." Georgia Children's Book Awards and Conf. on Children's Literature. Double Take Designs, n.d. Web. 2 Apr. 2013. <http://www.gcbac.com/awards_reading_bowl.php>.

Floyd’s Story Corps

8th Social Studies

SS8CG4d.d. Compare the juvenile justice system to the adult justice system, emphasizing thedifferent jurisdictions, terminology, and steps in the criminal justice process. f. Describe ways to avoid trouble and settle disputes peacefully.

Overview of Program: Students will locate and interview family and community members for their personal experiences relevant to 8th grade CCGPSs.

Program Details: Students will select topics such as the juvenile justice system, the 1996 Olympics, Dr. King, Brown vs. the Board of Education, Jimmy Carter, Andrew Young, Hartsfield International, the passage of the Civil Rights Act, and more taken directly from 8th grade CCGPS standards. Students will research their topics and write a two page synopsis of events, people, and issues related to topic

1st YearMarch – May

Begin planning with 8th grade SS teachers late March, students select topics, conduct research, locate an interview

SS8E4a. Trace sources of state revenue such as sales taxes, federal grants, personal income taxes, and property taxes.

SS8H12d. Evaluate the effect of the 1996 Olympic Games on Georgia.

SS8H12e. Evaluate the importance of new immigrant communities to the growth and economy of Georgia.

SS8H11a. Describe major developments in civil rights and Georgia's role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor's race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr.,

(including citations). Students will locate an individual to interview with personal experience on the subject and design interview questions.

Teacher-librarian will co-teach through the research and formulation of interview questions. Furthermore, the teacher-librarian will create a calendar and timeslots (with select hours including slots during, before, and after school) of interview “booth.”

PR :Posters around the building, article in the school newsletter, article on the LMC website, informational letters sent home with 3rd quarter report cards of 8th grade students.

subject and prepare questions in early April, conduct podcast interviews in late April, early May, archive interviews.

and the 1956 state flag.

SS8H11b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox.

SS8H11c. Discuss the impact of Andrew Young on Georgia.

SS8H8d. Discuss the

effect of the New Deal in terms of the impact of the Civilian ConservationCorps, Agricultural Adjustment Act, rural electrification, and Social Security.

Advanced

ContentLanguag

e ArtsCo-

Teaching

Public Service

Announce-ment (PSA) Video Project

6th, 7th, 8th Grade

Advanced Content

Language Arts

ELACC8RI7: Evaluate the advantages anddisadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the

Overview of Program:This yearly project is the biggest assignment of the year for the 8th grade advance content language arts (ACLA) classes. Preparation for this project begins in 6th grade and continues throughout 7th & and 8th grade for ACLA students that are enrolled during those years. Upon completion at the end of the 8th grade year, ACLA students in 6th & 7th grades, administration, and parents are invited to a formal private showing in the school theater.

Within the first month of the school year, every 6th grade ACLA class is scheduled in the media center for a two day in-depth library media center orientation hosted by the media specialist. The focus of the first day’s instruction is that of general procedures as all 6th grade students receive. The additional day of media center orientation provides additional instruction to include copyright rules and tips on academic research.

Within the first month of the school year, each 7th grade ACLA class is scheduled in the media center

2nd YearAugust – Orientation &March - April

At the beginning of each school year all grade levels are reserved two days in the media center for orientation and refresher courses to be taught by the media specialist.

The 8th grade students will begin to construct

course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

ELACC8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or

for a two day in-depth media center orientation taught by the media specialist. The first day is a refresh of media center policies & procedures. The second day is focused on copyright, plagiarism, and academic search procedures.

Within the first month of the school year, each 8th grade ACLA class is scheduled in the media center for scheduled in the media center for a two day in-depth media center orientation taught by the media specialist. The first day is a mini refresh of media center policies & procedures. The second day is focused on copyright, plagiarism, and academic search procedures for the first half of the class time. The second half of the instruction covers possible PSA topics and specific instruction in the area of image, photo, music and other copyright laws.

Student Goals:

•Identify ways in which the media use color & persuasion techniques in advertisements, and apply this to their own creations;•Identify ethos, pathos, and logos in popular PSAs, and demonstrate this understanding in a new medium;•Locate and use copyright-friendly music, images, and video as needed & cite them in MLA format;•Effectively use available technology to create an original product.•Each PSA video will contain a clear introduction, body, and credits. Credits will include all citations.

their individual PSA project the first week of March. Students will have 4 weeks to complete the project.Computer work stations, AV equipment, and other resource materials will be reserved for student use as needed during this time. Media Center hours will be extended for students to complete the projects. Students may stay up to 1 hour after school and may arrive

humor.

ELACC8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

ELACC8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

The first week of March is reserved for 8th grade students to be instructed by the media specialist on equipment usage, software options, and internet resources that supply images, music, and stock clips that are non-copyright. The instruction will also cover options for using material that is copyright protected.

Students may choose the software program they prefer to use from the ones offered on the media center video production workstations. These programs include Windows Movie Maker, Cyberlink Power Director, Sony Vegas, and Adobe Premier. The media staff will be available to guide students and answer questions as needed.

During the month of March ACLA students receive passes to the library that include before and after school privileges.

After all projects are turned in and graded by the ACLA teacher, the media specialist will format all of the projects in DVD format to burn for the formal viewing held in late April.

1.5 hours before school begins during the month of March.

The last component of the project is a formal showing of the projects in the theater. This day is scheduled after CRCT testing is complete (usually the last week of April).

Number Ninjas

Tutorial Videos

All grades Math

MCC6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving

Overview of the Program: Students will produce math tutorial vodcasts. This project has two functions. It will provide extension for accelerated students and provide a tutorial tool for students struggling with math standards.

Program Details: Students will create vodcast tutorial videos of math

2nd YearAugust – March

In late August, Number Ninjas will be

finding the whole given a part and the percent.

MCC6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with nocommon factor. For example, express 36 + 8 as 4 (9 + 2).

MCC6.G.1 Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing intorectangles or decomposing into triangles and other

standards to be hosed on SchoolTube. A page on the LMC website will provide links to access specific standard videos.

The teacher-librarian will create a story board (including script and image) to be completed by students in preparation for creation of vodcasts. The storyboards will be created and assessed under direction of the math teacher before proceeding to production. Furthermore, the teacher-librarian will create instructional aids for using recording and editing equipment to allow students to function as independently as possible. Students will undertake production in the LMC under direction of the teacher-librarian.

PR :Math vertical meetings, posters around building, informational letter shared at conferences, school website, school marque, school newsletter

introduced to the math department during a vertical department meeting. The program would then be staggered throughout the year ending in late March. The program will offer an extension assignment for students who demonstrate a high level of mastery on the standard pretest.

shapes; apply these techniques in the context of solving real-world and mathematical problems.

MCC7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, andverbal descriptions of proportional relationships.

MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.

MCC7.G.3 Describe the two‐dimensional figures that result from slicing three‐dimensional figures, as in planesections of right rectangular prisms and right rectangular

pyramids.

MCC8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutionsrequire expanding expressions using the distributive property and collecting like terms.

MCC8.G.3 Describe the effect of dilations, translations, rotations and reflections on two‐dimensional figuresusing coordinates.

Mobile Learnin

g: Glogste

r

6th grade students

(Targeting ESOL

Students)

ELACC6-8W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a

Overview of Program: While this program will be beneficial for all 6th grade students as an introduction to different presentation tools available to them, it will focus on meeting the needs of ESOL students. Because Glogster presentations can be tailored as far as how many details to incorporate, ESOL students can still complete an entire presentation or template by adding sounds or reminders while presenting. For example, the first assignment includes creating a Glog about yourself to let the media specialist know your favorite food, movie,

2nd Year1st semester of 6th grade

single sitting.

ELACC6-8SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

ELACC6-8W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

TV show, etc. Students can simply locate pictures or images and/or sounds/videos to put on the Glog instead of filling out a “typical” beginning of the year form. By experimenting with Glogster early in their middle school career, students then have additional presentation options available to them.

PR:Introductory glog with supplementary links to blogs, assignments, examples, etc. -http://aboyd20.edu.glogster.com/6466-intro-glog-ads

Resources:Gavigan, K., &Tomasevich, M. (2013). Connection Comics to Curriculum. Library Media Connection, 31(5), 25.

Set Your

Thoughts to

Music: Poetry

Meets a

8th Grade English

ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of

Overview of Program: After collaboration with the 8th grade English teachers, the media specialist will present the idea of poetry being set to music to the students. Students will already have an understanding of basic poetry terms, and they will be able to apply these terms in context. The media specialist will

2nd YearSpring semester of 8th grade year

Beat grades 6-8 text complexity band independently and proficiently.

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.

help students write a poem or multiple poems and select the proper music for the poem in preparation for their final 8th grade reading of their poems. Students will be encouraged to pull ideas from past writing assignments or journaling activities and expand on these in order to personalize their writing. This program will promote student ownership over their writing as well as allow them to express real emotions through various genres of writing and music.

PR:Regular postings on school/LMC website as well as flyers (similar to the one attached) posted throughout the program.

Resources: Dymoke, S. (2012). Making Poetry Matter. English Drama Media, (24), 11-13.

Read for

Jeans

Teachers Grades 6-8

ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELACC7RL10ELACC8RL10

Overview of Program: Read for Jeans is a program that allows teachers in all content areas to read both fiction and non-fiction books that are both of interest to the students and could also be connected to their content’s standards. After the teachers choose books from the media center, they will write a set of ten questions to go along with the book including both multiple choice and short answer questions. The teacher will also create an answer key. The media specialist will compile these sets of questions to use as AR tests for the Dewey Reading Program as well as post them into a file accessible to all teachers for use with their

2nd YearMonths of Feb. and March

ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELACC7RL10ELACC8RL10

curriculum as they see fit. As an incentive to read the books that students read, teachers are rewarded with permission to wear jeans to school for a week for each set of questions created. Teachers can write up to five sets of questions earning them a total of five weeks of jeans. The media specialist’s goal is to increase teacher involvement with reading and the frequency with which they visit the media center.

PR:A handout created using Piktochart (similar to the attached document) will be created promoting the Read for Jeans program. It will be posted in the teacher’s work room, kitchen, front office, and other areas visited frequently by teachers. It will also be emailed out one week before the program is set to begin.

Resources: George, Kimberly. Personal interview. 28 Mar.

2013.

Get Caught Reading

School Wide All Subjects

ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed

Overview of the Program:This program will reward students that are “caught reading” by teachers and staff members. A “caught card” that has ten spaces for teachers to initial will be handed out in homeroom. If a teacher sees a student reading independently before school, during lunch, study hall, or after completing class assignments, he or she will initial the student’s card. When the card is full (10 initials),

2nd YearMarch – End of School Year

This program will begin at the beginning of the last quarter

at the high end of the range.

ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

the student may bring the card to the media center to collect a prize. Armed with a digital camera, the media specialist will randomly walk the halls seeking to catch students reading. If a student photographed reading independently, that student will win a special prize. Prizes range will include dress down passes, candy, magazines, posters, and books. Each time a student wins a prize his or her name will be placed in a box for a drawing to be held before the end of the school year. The winner of the drawing will win a gift card.

PR:Promotion for this program will be ongoing throughout the event. A bulletin board will display the concept. As winners are photographed their pictures will be placed on the board. Weekly updates and lists of winners will be made part of the televised morning announcements.

(usually late March) and continue until the end of the school year.