LESSON THREE- LOCOMOTION By: Jacqueline Woodson

LESSON THREE- LOCOMOTION by: Jacqueline Woodson Ms. Platt- 21st Century Grant Summer Program

Identified Group: Middle School Students (Ages 10-13) specifically the Level One students in READING EOG Problem/ Area of difficulty identified: Recalling details, important elements and making connections using inference, character analysis and by using various activities and methods to build comprehension plus fluency. Gender/ Racial breakdown: 2 Male/ 8 Female students; 5 African- American students, 2 Hispanic students, 3 Caucasian students Grade levels: I will focus on Sixth through Seventh Grades.

Book title: LOCOMOTION by: Jacqueline Woodson Objective: To reach students through reading, writing, computing and group activities.

In the middle school group I work with, we have 9-10 students from grades 6 & 7th. Testing results show that we have three racial subgroups. They are Caucasian, African American, and Hispanic. With all the problems of the adolescent ages, it is certain that respecting and working together will help to make this program successful. Therefore, I have focused the program on books about the characteristics and stories of a variety of young people. This will give our students a broader knowledge of the great individual contributions, heritage, and cultures of various people. Diversity is one of the greatest assets to the globalization of our world.

1. Summer Reading Program Agreement: During orientation, each student will enroll in the summer reading program by completing an agreement form. I will give out a “reading card” for each student. Students should keep their reading card in their Self Selected Reading (SSR) folder. They should highlight/track their reading progress on the cards. They must maintain a reading log in their student profile at school and on the flash drive provided by me. ALL writing must be completed on MICROSOFT Word Processor. 2. Program Monitoring: I will monitor the progress of the reading program. The guidelines and rules for the program are explained and communicated to the students at orientation. ALL students will continue to maintain a folder with all reading comprehension material and notes to use for review.

3. Student Participation Expectations: By the end of the first week of school, all students should have a list of all requirements. Incentives from the community will be distributed to the students. Business contributors are: Wal-Mart, CVS Drug Store, NC Zoo, McDonalds, Wendy’s, and the Roll about Skating Rink. I will design additional reading criteria for the students. Each team should have boys versus girls’ competition or a short-term goal for classes and a small treat/prize. Modifications can be done on an individual basis for the needs of students. All ESL (English as a Second Language) students and teachers will create a designated area in the classroom to promote the reading program. Any student who earns enough reading points by the designed target dates will be invited to the celebration. Some of the speakers will be parents and some will be community members. Parents and area restaurants will furnish the lunches. Various restaurants have already committed. Area businesses have donated gifts and volunteered to do games and crafts. What a great celebration that will encourage them to read and respect each other’s differences.

3. Reading Recommendations: Our goals are:  Don’t be afraid to let them use the book if needed (this is to develop “refer to text skills).  Have fun with the summer reading program. It doesn’t “teach” students to read, but it can help them have the all important experience with a book that hooks them on reading for life.  ACTIVITIES below all completed using teacher PowerPoint integration.  Also, student computer expectation- 4 tasks completed from below.

Use a form to articulate expectations and guidelines for participation. Maintain a “healthy” attitude about book levels. Rethink color coded levels. Walk the fine line of promoting “MCR” versus “force feeding “MCR.” Make AR student friendly...Encourage student and teacher recommendations for MCR quizzes and MCR book purchases. Buy quizzes for book fair titles. Design incentive programs that use “baby steps.” Recognize and celebrate throughout the year. Build in extra incentives for top readers. Be flexible…Find ways to make appropriate adjustments for EC students and other students who don’t fit the “one size fits all” mold. Utilize and develop class discussion questions. Use announcements, bulletin boards, and other ways to promote MCR events. Encourage team and classroom incentives and activities. Book talk!!! Create themes to generate excitement about reading and the program. Post the list on the school website. Place a copy in all language arts classrooms and the local public library. Don’t be afraid to let them USE THE BOOK if needed. (They need to develop “refer to text” skills.) Have fun with it…it doesn’t “teach” students to read, but it can help students have the all important “experience” with a book that hooks them on reading for life.