2 Year Media Program

MEDT 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

Overview of Program: As a way to encourage students to read for pleasure how differences in the and introduce them to library resources our school will points of view of launch a book club program. Small group book clubs will characters and the be formed based on genres and grade or reading levels. audience or reader (e.g., Book club leaders will include parent and staff created through the volunteers. The media center will host club meetings. use of dramatic irony) When scheduling conflicts occur, clubs may meet in the professional library or other available conference create such effects as rooms. Meeting times will be established independently suspense or humor. by each club. Suggested times include: before school (Breakfast with Books), and lunch periods. 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. 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

1st Year Preplanning 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

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

club, they 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.

recruitment 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 goal of the book club program is to make reinforce of a text and analyze its reading as a social activity. The program is expected to triple in size by the end of the second year. 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 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 68 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 authors 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 storys or dramas 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 68 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 authors 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, atrisk students, high and low students, emotionally disturbed 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 complexity band independently and proficiently ELACC6-8RL2: 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 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. 1st Year August - May -Some specific groups will meet at different times throughout the year depending on the target group.

students, and Determine a theme or students in central idea of a text specific clubs and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ELACC6-8RL1: Cite

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 textual evidence to groups reading incentive focus. Some examples include support analysis of what a Dewey completion sheet as well as certificates that the text says explicitly students fill out once they complete the readings. 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: A. Come to discussions 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), 2731. Hall, M. (2009). Reading Incentive Programs with Pizzazz. Library Media Connection, 28(2), 28-29.

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

Present- School-Wide ing Your Ideas: Prezi

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

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

1st and 2nd Year 2nd Quarter (7th and 8th grade years)

Book Fair

School-Wide

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. ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC7RL10 ELACC8RL10 ELACC6RL10: By the end of the year, read

followed by constant incorporation of Prezi in the LMC and classroom building up to the culminating studentled Prezi presentation http://www.youtube.com/watch?v=o5RwxyIcPSQ&feat ure=youtu.be Resources: Story, T. (2012). CAN WEB 2.0 STRENGTHEN READING SKILLS?. Library Media Connection, 31(3), 38-39. 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 1st Year 1st and 3rd Quarter

Helen Ruffin Reading Bowl

Resources: Book fairs your reading partner. (2013). Retrieved from http://www.scholastic.com/bookfairs/experience/pres chool.asp School -Wide ELACC6SL1: Engage Overview of Program: effectively in a range of The Helen Ruffin Reading Bowl is a reading collaborative comprehension bowl created by librarian, Helen Ruffin. discussions (one-on-one, The club uses Georgia Childrens Book Award nominees in groups, and teacherto increase childrens interest in reading. The book club led) with diverse is open to all students in grades 6-8. Students check partners on grade 6 out the Georgia Childrens Book Award nominees from topics, texts, and the school library media center over the summer to issues, building on begin to prepare for the competition. The media others ideas and specialist provides a bookmark checklist for students expressing their own to keep track of the books that they read. clearly. ELACC7SL1 Once the school year begins, practice takes place one a

and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC7RL10 ELACC8RL10

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

1st Year 1st Quarter to 3rd Quarter (Sept. Jan.)

ELACC8SL1 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 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.

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. 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>.

Floyds Story Corps

8th Social Studies

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

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 (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

1st Year March May Begin planning with 8th grade SS teachers late March, students select topics, conduct research, locate an interview subject and prepare questions in early April, conduct podcast interviews in late April, early May, archive interviews.

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., 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

letters sent home with 3rd quarter report cards of 8th grade students.

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 Conservation Corps, Agricultural Adjustment Act, rural electrification, and

Social Security.
Advanced Content Language Arts CoTeaching Public Service Announce -ment (PSA) Video Project

6th, 7th, 8th Grade Advanced Content Language Arts

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.

At the beginning of each school year all grade ELACC8RL1: Cite the levels are textual evidence that reserved two most strongly supports Within the first month of the school year, every 6th days in the an analysis of what the grade ACLA class is scheduled in the media center for media center text says explicitly as a two day in-depth library media center orientation for orientation well as inferences hosted by the media specialist. The focus of the first and refresher drawn from the text. days instruction is that of general procedures as all courses to be 6th grade students receive. The additional day of taught by the ELACC8RL2: Determine media center orientation provides additional instruction media a theme or central idea to include copyright rules and tips on academic specialist. of a text and analyze its research. development over the The 8th grade course of the text, Within the first month of the school year, each 7th students will including its relationship grade ACLA class is scheduled in the media center for begin to to the characters, a two day in-depth media center orientation taught by construct their setting, and plot; the media specialist. The first day is a refresh of individual PSA

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.

2nd Year August Orientation & March - April

provide an objective summary of the text.

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.

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 humor. ELACC8RI8: Delineate

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

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.

Each PSA video will contain a clear introduction, body, and credits. Credits will include all citations. 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.

arrive 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 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 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

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 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 teacherlibrarian. PR : Math vertical meetings, posters around building, informational letter shared at conferences, school

2nd Year August March In late August, Number Ninjas will be 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

website, school marque, school newsletter MCC6.G.1 Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. MCC7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. MCC7.NS.2c Apply properties of operations as strategies

mastery on the standard pretest.

to multiply and divide rational numbers. MCC7.G.3 Describe the twodimensional figures that result from slicing threedimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. MCC8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. MCC8.G.3 Describe the effect of dilations, translations, rotations

Mobile Learning : Glogster

6th grade students (Targeting ESOL Students)

and reflections on two dimensional figures using coordinates. 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

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, 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:

2nd Year 1st semester of 6th grade

Thoughts

Set Your

8th Grade English

to Music: Poetry Meets a Beat

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. 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.

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

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 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 ELACC8SL1: Engage activities and expand on these in order to personalize effectively in a range of their writing. This program will promote student collaborative ownership over their writing as well as allow them to discussions (one-on-one, express real emotions through various genres of in groups, and teacherwriting and music. led) with diverse partners on grade 8 PR:

2nd Year Spring semester of 8th grade year

topics and texts, building on others ideas and expressing their own clearly.

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. Overview of Program: 2nd Year Read for Jeans is a program that allows teachers in all Months of Feb. content areas to read both fiction and non-fiction and March books that are both of interest to the students and could also be connected to their contents 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 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 specialists goal is to increase teacher involvement with reading and the frequency with which they visit the

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 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC7RL10 ELACC8RL10 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. ELACC7RL10 ELACC8RL10

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 teachers 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 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC7RL10: By the end of the year, read

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 students card. When the card is full (10 initials), 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

2nd Year March End of School Year This program will begin at the beginning of the last quarter (usually late March) and continue until the end of the school year.

and comprehend literature, including stories, dramas, and poems, in the grades 68 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.

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.