Jessica Stith

Timeframe / Dates of Initiative: This a semester course offered in ten sessions. For Fall of 2018 the dates are 9/26-12/5

Short Description of Initiative (limit one paragraph): ​Developing and Implementing a Classroom Independent Reading Program in
Secondary ELA and Content Area Classes is a ten-session hybrid course designed for secondary teachers. Participants will deepen
their knowledge of instructional best practices regarding implementation of supported independent reading for students across the
content areas in grades 6 – 12. Topics include: (a) an overview of the research based rationale for this method, (b) practical
applications and implementation structures, (c) social-cultural issues involved in conducting reading groups, (d) using technology to
enrich student interactions, (e) aligning independent reading instruction with MCCRS and the Baltimore City Schools Instructional
Framework.

There are a number of overarching objectives that are applicable to each week. They are:

● Students will be able to understand and explain the research-based rationale for independent reading programs.
● Students will be able to understand and implement the overarching qualities and features of a rigorous independent reading
program.
● Students will be able to explain and choose from a wide range of teaching practices and routines to enhance independent
reading including: conferring, written response, reading requirements (volume and genre), and grouping techniques.
● Students will understand socio-cultural aspects as they apply to conducting independent reading i.e. gender, identity and peer
relationships.
● Students will consider independent reading integrated within the broader required curriculum, whole class readings and
MCCRS.
● Students will understand and implement appropriate technology tools to enhance an independent reading program.
● Students will understand and be able to generate motivation and enthusiasm for reading in themselves and their students
through active participation in book clubs, book talks, reading conferences and other engagement techniques.

Questions that will be addressed in this course include: How does implementing a rigorous independent reading program develop and
support learners? What information should a teacher consider in order to design an independent reading program in her classroom
around the needs of her students while meeting instructional goals?

We will investigate this topic through various learning experiences including: self-reflection, reflection on teaching practices, class
discussions, professional reading, lesson creation and classroom implementation.

Platform:
Ultimately, I decided to use Google Classroom for the course for several reasons. First, our district just adopted it this year, so using it
with my IR course would allow me to gain familiarity with the platform and it’s a widely popular platform. Second, the other option that I
knew would work with our district firewalls was Blackboard, but our blackboard structure is very clunky and I have always had at least
one participant who really struggled with it. Finally, the integration opportunities provided with google classroom and the chance to give
teachers experience with the platform prior to adopting it in their classrooms was a powerful motivator.

The class code for the course is: w76bgj

Most of the resources that I made for this course are embedded in the google classroom account.
 

 
 
 Developing and Implementing a Classroom Independent Reading Program
in Secondary ELA and Content Area Classes

Session or Week Objectives Content or Resources Needed Activities / Assessments

Number (List 3-6 per (Describe or link at least one (For each activity, include the name, description,
and session.) specific resource for each and whether it is whole group (WG), individual
Topics / Themes session.) (I), or team(T). Also, identify
assessments(formative (FA) and summative
(SA)), synchronous activities, and Web 2.0 tools
used outside of platform.)

Week 1 Participants Reading: Reading/Viewing:

9/26 understand the ● Course Syllabus ● Students will review the course
In Person course content and ● Fountas, I.C., & Pinnell, platform and become familiar with how
expectations for S.P. (2000). to access materials by joining our
Course Introduction; successful course Encouraging Google Classroom, navigating to our
Principles and completion. Independent Reading. course and accessing the slide deck
Guiding Readers and
characteristics of and readings for the evening. ​(I/FA)
Writers​, 116-119
independent reading; Participants build ● Garan, E. M., & ● Students will view/review the
Independent Reading community through DeVoogd, G. (2008). “Classification of Book Lovers and
Defined; Creating team and whole The Benefits of Other Readers” and Determine where
participant book clubs group interaction Sustained Silent they and/or their students might fall
and setting and activities. Reading: Scientific within these classifications. Students
expectations. Research and Common will share and discuss their responses
Participants will Sense Converge. within a small group or with a partner.
Guiding Readers and
understand and be (I/T)
Writers​, ​62​(4), 336-344.
able to distinguish ● Classification of Book ● Students will view a short video where
the differences Lovers and Other Donalyn Miller describes how she
between pure SSR Readers categorizes readers then view slides
and IR. ● Donalyn Miller on which go into further details about
Dormant Readers these categories. ​(WG)
Participants will be ● Google Classroom Reflecting:
able to categorize ○ Session ● Students work in a small group of
Powerpoint
readers, including students who read the same article to
○ Session
themselves, by Handouts create a poster that summarizes the
engagement as ○ Copies of the key information from their article and
well as lexile. texts how their article defines IR. ​(T/FA)
Reflecting/Doing/Displaying: ● Students participate in a discussion
Participants will ● Google Classroom where they consider, reflect and
reflect on their own ● Use of an appropriate respond to the following questions
reading lives and online tool to create a (WG/FA)​:
representation of the IR
experiences and ○ How does your pre-existing
continuum such as
what lessons they Picktochart​,​ Canva​, or understanding of the
may offer or bring Timelinely​. components of an
to bear in their ● Suggested Book Lists Independent Reading program
planning by for YA book club align with the description you
completing a selections read in your article?
Reader’s ○ YALSA’s Book ○ If independent reading is a
Autobiography. Awards and spectrum that includes both
Booklists
“drop everything and read”
○ Scholastic’s
Participants will Ready-to-Go and structured reading and
form book clubs Book Lists for analysis of texts with careful
and choose YA Teachers checks for understanding,
literature to read as where do your previous
part of this course. experiences (as a student or
 teacher) fit within that
spectrum?
○ What surprised or confused
you about the way the author
described IR?
○ What are your concerns or
questions about IR based on
the reading you completed?
Displaying:
● Students will create a continuum of
Independent Reading that has Pure
SSR on the far Left and Independent
Reading in its most controlled form on
the far right. Students are encouraged
to use a web 2.0 tool such as Canva,
Picktochart or Timelinely to create their
continuum. (​I/FA)
Doing:
● Students will create books clubs,
choose how their book club will choose
books, and choose their first book.
They will also select a goal for their
book club for their next meeting. ​(T)
● (Homework) ​Students will create their
own personal reading autobiography
and reading autobiography and
submit it online by the next class.
(I/FA)
○ Requirements:
■ Must be a YA text.
■ Must be a text which is
new to you.
■ Must be a text which is
not part of the
curriculum
○ Suggestions/Possibilities:
■ Read books in a genre
you enjoy or is
unfamiliar to you
■ New books by a
beloved other
■ Books in a series you
are unfamiliar with
■ Everyone reads a
different book by the
same author
■ Everyone reads a
different book, but
they have a common
theme.
■ Everyone reads a
book that’s been on
their to-read list for at
least a year
○ Questions to consider:
■ How many books or
 pages will you read?
■ Will group members
be fixed or will we
switch groups?
■ How often or will we
switch books?
■ How will you structure
your conversation?
■ Do you want to
structure your
conversation in a
specific way or use a
specific format?
● Students will complete an exit ticket
where they note an ​(I/FA)​:
○ A-ha or Take-away- What is
something you learned today?
○ Strategy- What is a strategy
that you plan to implement?
○ Plus (+)- What did we do
today that was effective for
your learning?
○ Delta (Δ)- What changes or
suggestions do you have for
improving the session?

Week 2 Participants share Reading: Reading/Viewing:

10/3 their reading ● Stairs, A. J., & Burgos, ● Students will view/review pages
In Person autobiographies to S. S. (2010). ​The Power 255-260 of the article “Engagement
build a sense of of Independent, with Young Adult Literature”. ​(WG/I)
Rationale for community and Self-Selected Reading ● Students will be sorted into Jigsaw
independent greater of in the Middle Grades. groups to finish reading assigned
self-selected reading, understanding of Middle School Journal sections of the Ivey and Johnston
creating reading interest how different (J3)​, ​41(​ 3), 41-48. article. ​(T)
inventories, reviewing reading paths can ● Ivey, G., & Johnston, P. ● View and consider examples of
ways to stay current lead to the same H. (2013). ​Engagement reading interest surveys. ​(I/T)
with YA literature, destinations. with Young Adult ● Students will view a variety of websites
participating in a YA Literature: Outcomes and organizations related to YA
book club Participants build and Processes.​ ​Reading Literature to determine ways to stay up
community through Research Quarterly​, to date with current YA Literature and
team and whole 48(​ 3), 255-275. trends. These links are included in the
group interaction ● Sample Reading session slide deck. ​(I)
and activities. Interest Surveys Reflecting:
○ Sample ● Student volunteers will share out
Participants will Reading individual reflections, observations or
explore Reading Interest Survey insights related to their Reader’s
Interest Surveys ○ Heinemann Autobiographies. Specifically focus
and ultimately Sample reflection on how these insights can
create one for use Reading help inform their approach to and
in their classroom. Interest Survey execution of an effective IR program.
○ My Google (WG)
Participants will Form Reader’s ● Students will work in expert groups to
review ways to stay Interest Survey create a summary and key points for
current with trends ○ Laura Candler’s their assigned section and then share
and offerings in Reading to a new, heterogeneous group. ​(T).
current YA Interest Tools ● Students participate in a discussion
 literature. . ○ Survey from where they consider, reflect and
Appendix of respond to the following questions
Participants will Connecting (WG/FA)​:
meet in book clubs With Reluctant ○ Which of the surveys did you
and discuss and Teen Readers find most interesting or useful?
experience YA ○ Reading ○ Which questions did you like
literature. Interest-A-Lyze or think you might want to add
r or remove?
● Google Classroom ○ What are your concerns or
○ Session questions about the reader’s
Powerpoint interest surveys you viewed?
○ Session Displaying:
Handouts
● Consider what questions you might
○ Copies of the
texts include on a reader’s interest survey.
Reflecting/Doing/Displaying: Post three potential questions to a
● Google Classroom class ​Padlet​. Respond to or offer
● Use of an ​appropriate suggestions to your classmates. ​(I/FA)
online tool​ to create a Doing:
Reader’s Interest ● Students meet with their book clubs
Survey and discuss their progress, set goals
for their next meeting and discuss how
they will manage their first online book
club meeting. ​(T)
● Students will create and submit a
reader’s interest survey they can use
with their students. Students will select
a tool from ​the list ​to create their
surveys. Some students do not work in
schools with computer access. In
those cases a word document may be
more appropriate. ​(I/FA)
● Students will complete an exit ticket
where they note a/an ​(I/FA)​:
○ A-ha or Take-away- What is
something you learned today?
○ Strategy- What is a strategy
that you plan to implement?
○ Plus (+)- What did we do
today that was effective for
your learning?
○ Delta (Δ)- What changes or
suggestions do you have for
improving the session?

Week 3 Participants will Reading: Reading/Viewing:

10/10 explore the ● NYCDOEMSQI (2013, ● Students will be sorted into Jigsaw
Online relationship and August 25). groups to read assigned sections of
engagement and Establishing the “What kinds of books work”
Qualities of a rigorous student reading Independent Reading article. ​(I/T)
independent reading outcomes. in Our Classrooms ● View the webinar and consider the
program, methods of [Webinar]. following ​(I)​:
structuring independent Participants will ● Articles for ○ Which components do you
reading, ways to record review a webinar independent reading think are most beneficial?
the quality of student that provides jigsaw: ○ What are the logistics required
engagement, detailed instructions ○ Rabin, S. to implement these
for creating (1990). components?
participating in a YA rigorous Literature ● Students will read an article that they
literature book club independent Study Groups: selected at the last in person session.
reading. Teachers, As they read, students will focus on
Texts, and the pros and cons of the IR structure.
Participants will Readers. Then they will review the responses of
review professional English Journal, classmates to the other articles to gain
readings for 41-46. new insights from their peers. ​(I/T)
detailed information ○ Pruzinsky, T. ● View and consider examples of
about the structure (2014). ​Read student observation surveys. ​(I/T)
and content of books. Every Reflecting:
rigorous day. Mostly for ● Students will reflect on the following
independent pleasure. questions in their groups. Students will
reading. English Journal, respond via the posted “Question” on
103(4), 25-30. Google Classroom. After students post
Participants will ○ Sanacore, J., & their individual responses, they should
review student Palumbo, A. read and respond to the responses of
observation forms (2010). ​Middle their classmates. ​(WG/T)
and consider which School ○ What kinds of texts did you
format they might Students Need read about?
use in their More ○ What information would be
classroom. Opportunities most useful to your peers as
to Read across you each consider building an
Participants will the Curriculum. independent reading program?
meet in book clubs Clearing ○ How do these relate to your
and discuss and House: A goals for independent
experience YA Journal Of reading?
literature. Educational ● Students will reflect on the webinar in
Strategies, their response to a Google “question”
Issues And (I).
Ideas, 83(5), ● Students will reflect on the following
180-185. questions in their groups. Students will
○ Kelley, M., & respond via the posted “Question” on
Clausen-Grace, Google Classroom. After students post
N. (2006).​ R [to their individual responses, they should
the Fifth read and respond to the responses of
Power]: The their classmates. ​(WG/T)
Sustained ○ What are three pros of this IR
Silent Reading structure?
Makeover that ○ What are three cons or points
Transformed of confusion you have about
Readers. this structure?
Reading ● Students participate in an online
Teacher, 60(2), discussion where they consider, reflect
148-156. and respond to the following questions
● Taylor, P.P., Jones, P., (WG/FA)​:
& Hartman, M.L (2006). ○ Which of the forms did you find
What kind of Books most interesting or useful?
Work.​ ​Connecting with ○ Which questions did you like
Reluctant Readers, or think you might want to add
75-96. or remove?
● Google Classroom ○ What are your concerns or
○ Session questions about the student
Powerpoint observation forms you
○ Session viewed?
Handouts
Displaying:
(Student
● Consider what you might include on a
 Observation student observation form. Post three
Forms) potential component to a class ​Padlet​.
○ Copies of the Respond to or offer suggestions to
texts your classmates. ​(I/FA)
Reflecting/Doing/Displaying:
Doing:
● Google Classroom
○ Questions used ● Students meet with their book clubs
as discussion and discuss their progress, set goals
board for their next meeting and discuss how
● Use of an appropriate they will manage their first online book
online tool to create a club meeting. ​(T)
Reader’s Interest ● Students will create and submit a
Surveys student observation form they can use
with their students. Students will select
a tool from the list to create their
surveys. Some students do not work in
schools with computer access. In
those cases a word document may be
more appropriate. ​(I/FA)
○ Some options
○ Other options
○ More options
○ Options
○ Google Sheets, Google Forms
or a Doc would also work.
● Students will complete an exit ticket
where they note a/an ​(I/FA)​:
○ A-ha or Take-away- What is
something you learned today?
○ Strategy- What is a strategy
that you plan to implement?
○ Plus (+)- What did we do
today that was effective for
your learning?
○ Delta (Δ)- What changes or
suggestions do you have for
improving the session?

Week 4 Participants will Reading/Viewing: Reading/Viewing:

10/17 read about and ● Dickerson, K. (2015). ● Students will be sorted into Jigsaw
In Person analyze two Reimagining Reading: groups to read either “Reimagining
independent Creating a Classroom Reading” or “Facilitating Engagement”.
Teaching practices, reading models. Culture That Embraces (I)
routines and evaluating Independent Choice ● Students will read pages 174-183 of
independent reading, Participants will Reading.​ Penn GSE “Guiding Readers and Writers” and
creating and design a Reader’s Perspectives On Urban make note of the following ​(I):
maintaining a reader’s Notebook to Education, 12(1). ○ The purpose of a reader’s
notebook, supporting address to their ● Kelley, M. J., & notebook.
student choice, students’ specific Clausen-Grace, N. ○ Ways to structure a reader’s
participating in a YA instructional needs. (2009). ​Facilitating notebook
literature book club. Engagement by ○ How to grade a reader’s
Participants will Differentiating notebook
meet in book clubs Independent Reading. ● Students will view several resources
and discuss and Reading Teacher, 63(4), on reader’s notebooks to help
experience YA 313-318. generate ideas for their own use of the
literature. ● Fountas, I.C., & Pinnell, reader’s notebook ​(I)
S.P. (2000). Reflecting:
Encouraging
 Participants will
apply one of the
strategies they
have learned about ● Reader’s Notebooks
by incorporating it
into a lesson plan.
● Google Classroom
Reflecting/Doing/Displaying:
● Google Classroom
● Create a Reader’s
Independent Reading. ● Students work in a small group of
Guiding Readers and students who read the same article to
Writers​, 174-183. create a poster that summarizes the
key information from their article and
Resources
analyzes the IR structure that they
o Published
Sample read about. ​(T/FA)
Reader’s Displaying:
Notebook ● Students will work in their teams to
o Teacher create a chart that does the following
-created (​T/FA):
Sample ○ Describes the specific
Reader’s structures of IR program
Notebook
○ Lists the pros and cons of the
o Teacher
powerpoint on structure
Reader’s ○ Lists the aspects of the
Notebooks program that you would like to
o Resources in implement in your
the Session 4 classroom(s).
folder ● Students will consider and identify the
o Tons of key sections/components that they
resources here
want to include in their Reader’s
o Session Notebooks and post them on google
Powerpoint classroom page. Students will respond
o Session to each other and offer suggestions or
Handouts ideas based on what they’ve identified.
o Copies of the (I/T, FA)
texts Doing:
● Students will create a model/sample
Reader’s Notebook that they can use
○ Questions used in their courses. Some options for
as discussion creating digital reader’s notebooks are
board included for teachers who may want to
do theirs digitally.​(I/SA)
Notebook. ● Students meet with their book clubs
○ One digital and discuss their progress, set goals
method for their next meeting and discuss how
○ Another digital
they will manage their first online book
method
○ Another club meeting. ​(T)
potential tool ● (Homework) ​Students will create a
○ Hybrid reader’s lesson plan that incorporates a
notebooks strategy or skill they have learned
about through their reading and
participation in this course.​(I/SA)

Week 5 Participants will Reading/Viewing: Reading/Viewing:

10/24 identify supports for ● Chehayl, L. (2008). ● Students will view the video
Online ELLs during Books in Action!​. “Scaffolding Literacy Instruction for
independent Middle School Journal English Language Learners” . ​(I)
Supporting ELL reading. (J3),​ ​40(​ 1), 26-32. ● Students will read the article “Using
students, supporting ● Farris, P. J., Nelson, P. Literature Circles with English
struggling readers, Participants will A., & L'Allier, S. (2007). Language Learners at the Middle
student choice, teaching identify supports for Using Literature Circles Level” ​(I)
practices and struggling readers with English Language ● Students will view the video “Helping
strategies, participating for use during Learners at the Middle Struggling Readers: Reading for Their
in a YA literature book Independent ​ iddle School
Level.​ M Life”. ​(I)
club. Reading. Journal (J3)​, 3
​ 8​(4), ● Students will read the article “Books in
Participants will 38-42. Action!l” ​(I)
apply new ● “Scaffolding Literacy ● Students will view a variety of websites
*This session is strategies to Instruction for English and organizations related to YA
somewhat lighter than independent Language Learners” Literature to determine ways to stay up
the others due to district reading models. ● Helping Struggling to date with current YA Literature and
deadlines and Readers: Reading for trends. These links are included in the
requirements due this Participants will Their Life session slide deck. ​(I)
week. meet in book clubs ● Google Classroom Reflecting:
and discuss and o Session ● Students will reflect on how the
experience YA Powerpoint information in the video and article
literature. o Session support each other and how they might
Handouts present conflicting information in
o Copies of the
discussion board slides. After making
texts
​Reflecting/Doing/Displaying: their initial posts, students will be
● Google Classroom asked to respond to the posts of at
○ Slides used as least two other classmates.​(I/T, FA)
a discussion ● Students will reflect on the implications
board for their classroom practice, based on
○ Question used the video and article referencing
as a journal struggling readers, in their discussion
entry slides. After making their initial posts,
● Create a Teacher’s
students will be asked to respond to
Notebook:
○ Some digital the posts of at least two other
methods you classmates.​(I/T, FA)
might use Displaying:
○ Ways to use ● Students will respond to the following
powerpoint or question as a journal prompt using the
slides to create Question in Google Classroom​ (I/FA):
a notebook ○ How will the information from
● Office Hours, available
today’s readings affect the way
via google ​Hangouts
Meet that you will structure your
● Students will complete independent reading program?
an informal, Discuss specific guidelines
anonymous survey for and methods that you will use
course and instructor to support ELL and struggling
feedback. reader participation.
Doing:
● Students meet with their book clubs
and discuss their progress, set goals
for their next meeting and discuss how
they might use this structure in tehir IR
programs. ​(T)
● Students will complete an informal
survey of the course that asks them to
consider their current level of effort,
the structure of the course and the
efficacy of the instructor. ​(I/FA)

Week 6 Participants will Reading/Viewing: Reading/Viewing:

10/31 read and consider ● Hamilton, B. J. (2012). ● Students will read the two articles
Online ways to collect data Cultivating Reading “Cultivating Reading Interest with Book
 and monitor student Interest with Book
Teaching practices, progress. Tasting.​ ​School Library
routines and evaluating Monthly​, ​29​(3), 17-19.
independent Participants will be ● Kasten, W. C., &
reading,reading familiar with the Wilfong, L. G. (2005).
conference forms, advantages and Encouraging
structures and disadvantages of a Independent Reading
purposes, designing variety of reading With Ambience: The
and maintaining a conference forms. Book Bistro in Middle
teacher’s notebook, and Secondary School
helping students with Participants will Classes​. ​Journal Of
book choice, create a Teacher’s Adolescent And Adult
participating in a YA Notebook that they Literacy,​ ​48​(8),
literature book club. can use in their 656-664.
classroom. ● Reading Conference
Handouts
Participants will ● Using One Note to Stay
explore ways to Organized
manage the ● Google Classroom
classroom library. o Session
Powerpoint
Participants will o Session
meet in book clubs Handouts
o Copies of the
and discuss and
texts
experience YA ​Reflecting/Doing/Displaying:
literature. ● Google Classroom
○ Slides used as
a discussion
board
○ Question used
as a journal
entry
● Create a Teacher’s
Notebook:
○ Some digital
methods you
might use
○ Ways to use
powerpoint or
slides to create
a notebook
Tasting” and “Encouraging
Independent Reading with Ambience:
The Book Bistro in Middle and
Secondary School Classes. ​(I)
● Students will be view/review the
various examples of reading
conference handouts. ​(I)
● Students will view “Using One Note to
Stay Organized”
Reflecting:
● Students will keep an individual
reflection document as they move
through the session. The document
reiterates the key concepts and
questions for reflection, but students
can create their reflection using any
tool or platform they like. ​(I/FA)​.
● Students will describe the specific
strategies outlined in the two texts
(I/FA)
● Students participate in a discussion
where they consider, reflect and
respond to the following questions by
posting their responses to a slide deck
discussion post. ​(WG/FA)​:
○ Which of the forms did you find
most interesting or useful?
○ Which questions did you like
or think you might want to add
or remove?
○ Choose one conference you
would like to use and explain
why you’d use that model.
Displaying:
● Students will create an infographic that
lists the pros and cons of each
strategy. ​(I/FA)
Doing:
● Students meet with their book clubs
and discuss their progress, set goals
for their next meeting and discuss the
process. ​(T)
● Students will create and submit a
teacher’s notebook they can use with
their students. Some students do not
work in schools with computer access.
In those cases a word document may
be more appropriate. ​(I/FA)
● Students will complete a ​Recap​ ​where
they reflect on the process of creating
their Teacher’s Notebook and how
they can use it in the future. ​(I)

Week 7 Participants will Reading/Viewing: Reading/Viewing:

In Person experience a book ● Timothy Shanahan ● Students will view the two videos on
11/7 talk on Video on Complex Text complex texts and why they are
 contemporary YA ● Common Core’s important. ​(WG)
Integrating independent literature. Triangle of Text ● Students will be split into two groups to
reading with the Complexity Explained read one of the two texts: “Text
curriculum and the Participants will ● Glaus, M. (2014). ​Text Complexity and Young Adult
MCCRS, integrating IR learn about text Complexity and Young Literature…” and “The Challenge of
in a content-area complexity. Adult Literature: Challenging Text”. ​(T/I)
classroom, evaluating Establishing Its Place. ● Students will be view/review the
text complexity, Participants will Journal Of Adolescent various examples of reading
supporting student review resources & Adult Literacy​, ​57(​ 5), conference handouts. ​(I)
choice, participating in a for doing text 407-416. ● Students will view “Using One Note to
YA literature book club. complexity ● Shanahan, T., Fisher, Stay Organized”
analysis. D., & Frey, N. (2012). Reflecting:
The Challenge of ● Students will turn and talk to each
Participants will Challenging Text. other after watching the video and
analyze a young Educational share their insights gleaned from the
adult literature book Leadership,​ ​69​(6), video. ​(T)
for text complexity. 58-62. ● Students will work with a partner to
● Text Complexity review the resources for analyzing text
Participants will Handouts which are linked in the slide deck and
meet in book clubs ● Resources for creating included in the handouts. ​(T)​.
and discuss and a book talk: Displaying:
experience YA ○ What is a book ● Students will create an infographic that
literature talk? demonstrates their understanding of
○ Educator text complexity, qualitative measures
explaining book and quantitative measures.They can
talks to his do this independently or in small
students.
groups based on the articles they read.
○ Book talk tips
(I/T, FA)
from Pike’s
Peak Public Doing:
Library ● Students meet with their book clubs
○ Scholastic’s and discuss their progress, set goals
book talking for their next meeting and discuss the
tips
process. ​(T)
○ Student ● Students will work with the other
example of a
book talk for members of their book club to analyze
Wonder the text complexity of their book club
● Google Classroom book. ​(T/SA)
o Session ● (Homework) ​Create a book review of
Powerpoint non-curriculum book that they have
o Session read. They will also create and post a
Handouts
book talk about their books to the ​class
o Copies of the
texts flipgrid.
​Reflecting/Doing/Displaying:
● Google Classroom
○ Document
used
collaboratively
by students to
analyze the
text complexity
of their book
club book
● Create a graphic
○ Google Draw
○ Popplet
○ Coggle
 ○ Bubbl.us

Week 8 Participants will Reading/Viewing: Reading/Viewing:

11/14 read about a ● Meyer, K. E. (2010).​ A ● Students will read “A Collaborative
Online collaborative Collaborative Approach Approach to Reading Workshop in the
approach to to Reading Workshop Middle Years” and consider how this
Integrating independent reading workshop. in the Middle Years. approach can be used in their
reading with the Reading Teacher,​ ​63(​ 6), classrooms.. ​(I)
curriculum and the Participants will 501-507. ● Students will read “Mini-Lessons for
MCCRS, finding and review a sample of ● Fountas, I.C., & Pinnell, Independent Reading” ​(I).
funding your classroom an integrated S.P. (2000).​ Planning ● Students will view/review the sample
library, integrating IR in independent Mini-Lessons. ​Guiding lesson plan handout. ​(I)
a content-area reading and whole Readers and Writers​, ● Students will be view/review the
classroom, participating class text lesson 128-141. “Options for Classroom Library
in a YA literature book plan. ● Google Classroom Management” handout. ​(I)
club. o Session ● Students will be view/review the
Participants review Powerpoint “Options for Obtaining Books for
resources for o Session Classroom Libraries” handout. ​(I)
classroom library Handouts Reflecting:
o Copies of the
management. ● Students participate in a discussion
texts
​Reflecting/Doing/Displaying: where they consider, reflect and
Participants will ● Google Classroom respond to the following questions by
review resources ○ Slides used as posting their responses to a slide deck
for obtaining a discussion discussion post. ​(WG/FA)​:
classroom library board ○ Think about a required text
books. ● Create a Teacher’s from your curriculum and
Notebook: reflect on applying the
Participants will ○ Some digital collaborative reading
methods you
create and design workshop approach
might use
an independent ○ Ways to use ○ Consider which mini-lessons
reading program powerpoint or you would like to include in
that they can slides to create your independent reading
implement in their a notebook program.
classrooms. ● Students will turn and talk to each
other after watching the video and
Participants will share their insights gleaned from the
meet in book clubs video. ​(T)
and discuss and ● Students will work with a partner to
experience YA review the resources for analyzing text
literature which are linked in the slide deck and
included in the handouts. ​(T)​.
Displaying:
● Students will create an infographic that
demonstrates their understanding of
text complexity, qualitative measures
and quantitative measures.They can
do this independently or in small
groups based on the articles they read.
(I/T, FA)
Doing:
● Students meet with their book clubs
and discuss their progress, set goals
for their next meeting and discuss the
process. ​(T)
● Students will respond to the discussion
board slides and then respond to their
 classmates. ​(T, FA)
● (Homework) ​Students will integrate
one of the strategies they learned
today into a lesson plan they can use
in their classroom.​(I, SA)

Week 9
11/21
No Class
(Thanksgiving
Holiday)

Week 10 Participants will Reading/Viewing: Reading/Viewing:

11/28 learn about the use ● ​A Review of Building ● Students will view “A Review of
Online of graphic novels in Literacy Connections Building Literacy Connections with
the classroom. with Graphic Novels Graphic Novels Page by Page, Panel
Using technology to Page by Page, Panel by Panel”and consider classroom
by Panel Edited by
enrich your IR program, Participants will implications. ​(I)
James Bucky Carter​
understanding and present a book ● Students will view “Teaching with
● Edmondson, E. (2012).
using graphic novels, review of a graphic Graphic Novels” ​(I).
Wiki literature circles:
graphic novel styles and novel. ● Students will view/review the sample
Creating digital
features, using literature lesson plan handout. ​(I)
learning communities.
groups, book clubs, Participants will ● Students will be view/review the
English Journal​, ​101(​ 4),
groups and blogs learn about ways to “Options for Classroom Library
43-49.
outside of the incorporate Management” handout. ​(I)
● Day, D., & Kroon, S.
classroom,participating technology into ● Students will view/review the “Options
(2010). "​Online
in a YA literature book independent for Obtaining Books for Classroom
Literature Circles
club. reading structures. Libraries” handout. ​(I)
Rock!​" Organizing
Reflecting:
Online Literature
Participants will ● Students participate in a discussion
Circles in a Middle
create an online where they consider, reflect and
School Classroom.
forum for student respond to the following questions by
Middle School Journal
literature posting their responses to a slide deck
(J3),​ ​42(​ 2), 18-28.
discussions. discussion post. ​(WG/FA)​:
● Boerman-Cornell, B.
○ What are your experiences
(2013). ​More than
Participants will with using graphic novels in
Comic Books.
create and design the classroom?
Educational
an independent ○ How might you incorporate
Leadership, 70(6),
reading program graphic novels in the
73-77.
that they can ● Google Classroom classroom?
implement in their o Session ○ What are the advantages of
classrooms. Powerpoint using online literature circles?
o Session ○ What are potential challenges
Participants will Handouts to classroom implementation?
meet in book clubs o Copies of the ○ How could you apply these
and discuss and texts strategies or approaches to
experience YA ​Reflecting/Doing/Displaying: your classroom or content?
literature ● Google Classroom Displaying:
○ Slides used as
● Students will create a graphic panel or
a discussion
board comic strip that addresses their
● Students will create learning from this session. They may
and post their book talk focus on the features of graphic
to the class flipgrid novels, ways or reasons to incorporate
(homework assignment graphic novels, or the value of and/or
from session 7). ways to incorporate online literature
● Students will create circles. ​(I,SA)
and post a book review
Doing:
 ● Create an online ● Students meet with their book clubs
location for student and discuss their progress, set goals
literature circles: for their next meeting and discuss the
○ Using Canvas process. ​(T)
for Online
● Students will respond to the discussion
Literature
Circles board slides and then respond to their
○ Consider classmates. ​(T, FA)
Biblionasium​ or ● (Homework) ​Students will create and
Goodreads submit a rough draft of their final
depending on presentation of their proposed IR
access and program. ​(I, FA)
student
population
● Students will create a
comic strip that
demonstrates their
knowledge about one
or more of this week’s
topics
○ StripGenerator
○ Comic Creator
○ Make Beliefs
Comix

○ ToonDoo​ :
Week 11 Participants will Reading/Viewing: Reading/Viewing:
12/5 understand the ● Guided Reading with ● Students will view “Guided Reading
In Person relationship Jenna: Classroom with Jenna...” and “The Issue of Boys’
between Management Reading..”. ​(WG)
IR social issues: engagement and ● William G. Brozo: The ● Students will self-select one of the six
gender, identity, peer classroom Issue of Boys’ Reading possible articles and read it. See the
relationships, management. Achievement reading/viewing list for details of the
engagement and ● Articles for Jigsaw articles. ​(I/T)
management, final IR Participants will Activity: Reflecting:
Proposal Presentations understand the ○ Clarke, L. W., & ● Students participate in a discussion
relationship Holwadel, J. where they consider and reflect on the
between peer (2007). ​Help! videos they have viewed. ​(WG,FA)​:
relations and What Is Wrong ○ What are potential challenges
classroom with These to classroom implementation?
management. Literature ○ How could you apply these
Circles and strategies or approaches to
Participants will How Can We your classroom or content?
consider gender Fix Them?​. ● Students work with other people who
and other issues Reading read their article and discuss the key
related to reading Teacher,​ ​61​(1), takeaways, information and strategies
and creating 20-29. in their article. ​(T, FA).
student small ○ Knoester, M. Displaying:
groups. (2009).​ Inquiry ● Students will share the visual
into Urban representations they create (in doing)
Participants will Adolescent to a shared google doc so that all
deliver final Independent students will have access to the
independent Reading highlighted information from all of the
reading program Habits: Can articles.​(T, SA)
presentations. Gee's Theory ● Students will present their final
of Discourses independent reading program proposal
Participants will Provide to the class. Students will provide
reflect on and Insight?. feedback and suggestions to each
Journal Of
discuss their Adolescent & other as the final presentations are
experience with Adult Literacy,​ intended to be real and useful to the
their book clubs 52​(8), 676-685. students going forward.​(I, FA)
and YA literature ○ Smith, M., & Doing:
throughout the Wilhelm, J. D. ● Students will work together to create a
course. (2004).​ "I Just visual representation of the key
like Being Good information, strategies and takeaways
at It": The from the article that they read. ​(T, SA)
Importance of ● Students will create new groups and
Competence in present the visual that they created to
the Literate their new group. ​(T, SA)
Lives of Young ● Students will meet with a new partner
Men.​ J​ ournal (preferably someone they haven’t
Of Adolescent worked with previously) and discuss
& Adult social issues, gender and identity as it
Literacy​, ​47​(6), relates to their classrooms. ​(T, FA)
454-461. ● Students meet with their book clubs to
○ Gabriel, R., discuss and debrief the process. ​(T,
Allington, R., & SA)
Billen, M. ● Students will share out to the whole
(2012).​ Middle group their reflections and takeaways
Schoolers and from the book club experience. discuss
Magazines: their progress, set goals for their next
What Teachers meeting and discuss the process.
Can Learn from (WG, SA)
Students'
Leisure
Reading Habits​.
Clearing
House: A
Journal Of
Educational
Strategies,
Issues And
Ideas,​ ​85​(5),
186-191.
○ Smith, S. A.
(1997). ​Book
Club is "Da
Bomb": Early
Adolescent
Girls Engage
with Texts,
Transactions,
and Talk.
○ Jones, P.,
Fiorelli, D. C.,
Doiron, R.,
Scieszka, J.,
Haupt, A., Cox,
R. E., & ...
Dahlhauser, J.
(2003).
Overcoming
the Obstacle
Course:
 Teenage Boys
and Reading​;
Teacher
Librarian​,
30​(3), 9-31.
● Google Classroom
○ Session
Powerpoint
○ Session
Handouts
○ Copies of the
texts
​Reflecting/Doing/Displaying:
● Social Issues Jigsaw
● Visual Representation
of their Social Issues
Article. Suggested
collaborative online
tools:

○ Google
Docs/Slides/D
raw etc.
○ Coggle.it
○ Mindmeister
● Students will present
their final independent
reading program
presentations to the
class.
○ Suggested
formats
include:
■ Adobe
Spark
■ Slides
■ Prezi

Virtual Office Hours Students will be Tool:

Offered at dates/times able seek and Google Meet: ​This tool is
when the course is receive support and included in our Google
online at times chosen clarification as Classroom accounts and allows
by a participant poll. needed throughout us to meet and take advantage
the course. of screen sharing and
whiteboarding options.

ADDITIONAL RESOURCES:

Throughout the course, I will offer virtual office hours for students on weeks when the course is online. Ultimately I decided on Google
Meet, since we are already using the Google Platform, but there are some other options as well. I’ve included options here:
Google Hangouts
Zoom

Additional Content Resources for Reading/Viewing:

Bickell, T. (2017, March 7). ​6 Essentials of a High-Quality Classroom Library.
Davis, M. (2017, September 27). ​Students have a right and a need to read diverse books​.
Dwyer, L. (2016, September 26). ​Closing the Diversity Gap in Young Adult Literature.
Fountas, I. & Pinnell, G. (2018, September 6). ​Levels Are a Teacher’s Tool, NOT a Child’s Label [Webinar]. ​In ​Education Week
Webinars​.
Gallagher, K. and Kittle, P. (2018). ​180 Days: Two Teachers and the Quest to Engage and Empower Students​. (Approximately half of
the book is about setting up, managing or tracking Independent Reading or Literature Circles.)
Holm, M. (2015, September 30).​ Teaching With Graphic Novels​.
Merga, M. (2018, October 9). ​Six things you can do to get boys reading more​.
Miller, A. (2012, January 11). ​Using Graphic Novels and Comics in the Classroom: Every picture tells many possible stories.
Miller, D. (2017, March 22). ​Episode 7: Creating a Book Talking Culture.
Schwwanenflugel, P. and Knapp, N. (2018, March 31). ​What is it with boys and reading?
Schwartz, A., & Rubinstein-Avila, E. (2006)​. Understanding the Manga Hype: Uncovering the Multimodality of Comic-Book Literacies.
Journal Of Adolescent & Adult Literacy, 50(1), 40-49.
Semaldi, L. (2001, November). ​Defining New Literacies in Curricular Practice​.
NCTE. (2005, September) ​Using Comics and Graphic Novels in the Classroom​ (The Council Chronicle, Sept. 05)
NCTE. (2017, May 31). ​Statement on Classroom Libraries​.
Williams, J. (2017, September 6). ​5 Steps to Building a Diverse Classroom Library and Encourage Empathy.
Wong, A. (2018, September 27). ​Boys Don’t Read Enough

Web Tools/Applications/Resources:
Edji:​ An interactive text annotating tool that creates a live heat map that lets educators see what students are reacting to.
Prism:​ An interactive text annotating tool that changes the text size based on the number of users who have identified that piece of
text.
SpicyNodes​: An interactive mind-mapping site.
Timeline.ly​: Timeline creator.
EStory:​ Timeline creator.
Formative​: Online assessment creator and data trackers.
Biblionasium​: Free, online, COPPA compliant and safe book club and reading site for students ages 6-13.
Kaizena​: Free tool to allow teachers and students to give and receive audio feedback on writing.
TESTeach​: Formerly Blendspace, this allows you to create integrated lessons.
LibraryThing​: An alternative to GoodReads. More of a way for students to track what they’ve read.
Classroom Organizer​: Free Classroom Library Management program.
Libib​: Library Management System. Standard version is free.

Resource Lists:
Dyer, K. (2018, January 9). ​The Ultimate List – 65 Digital Tools and Apps to Support Formative Assessment Practices.
Educational Technology and Mobile Learning. (2018, February 28). ​17 of the Best Surveys and Polls Creation Tools for Teachers and
Educators.
Ferlazzo, L. (2017, May 13). ​The Best Web 2.0 Applications for Education in 2017--So Far.
Ferlazzo, L. (n.d.). ​Two Thousand Categorized “Best” Lists from Larry Ferlazzo’s Blog.
Pappas, C. (2013, August 26).​ 321 Free Tools for Teachers​.
Southern Lehigh School District. (n.d.). ​Web 2.0 Tools