The 2010 Plugged-in Literacy Workshop will be held June 28–29, 2010 in Punta Gorda, Florida. Educators are encouraged to reserve seats for the workshop early. Download the registration form (PDF).

The Plugged-in Literacy Workshop is designed for educators who strive to support student literacy achievement in and beyond the classroom. Educators in grades 4–12 will discover effective strategies for supporting students’ literacy success through hands-on experiences and professional development. Each morning Dr. Allen, author of several professional development books including Words, Words, Words and a respected authority on adolescent literacy, will lead with a keynote. Throughout the day educators will participate in a diverse range of breakout sessions with our Plugged-in practitioners.

Registration Information

To register for the 2010 Plugged-in to Literacy Workshop, call Recorded Books at 1-800-638-1304 x1122 or download the registration form available at http://pluggedineducators.ning.com.

Memories from Past Plugged-in Workshops

Susan White, Principal of Maine’s Caribou Middle School, attended the 2009 workshop and said “What Janet has done for our school is difficult to put into words…She has empowered all of us to be better. From my perspective as a school leader it has been wonderful to see not only students become more confident but teachers becoming more confident.” Caribou Middle School special education teachers Susan Keaton and Twyla Learnard said, “Janet Allen and Plugged-in have revolutionized the way we approach teaching reading comprehension…Our students are finally identifying themselves as people who read, and that says it all.”

Click to see memories from past workshops.

2010 Plugged-in Workshop Break-out Session Options Final Breakout List will be Subject to Change

Plugging-in to a New School Year:  Student Surveys, Pre-Assessments and Community-Building

Note: There is a poll embedded within this post, please visit the site to participate in this post's poll. You’ve just learned that you and your students will be Plugging-in to Reading and Nonfiction next school year.  What tools are available to jumpstart my students on paths to independent literate success? 

Books and Audio and Equipment, Oh My!  Managing the Plugged-in Classroom

The materials and the approaches are all new.  What will my Plugged-in classroom look like?  How should I setup the classroom libraries, the curricular materials, and the equipment for audio support?  What role do my students play in this process?  How do I prepare them?  How do I prepare me?!

What Does a Plugged-in Day, Week or Year Look Like?  Scheduling for the Plugged-in Classroom

Plugged-in to Reading employs the gradual-release-of-responsibility instructional model (Pearson & Gallagher).  How do I maintain this approach while building a curriculum map for the school year?  How do I manage all of the components (Teacher-directed learning, Peer-supported Learning, Self-directed Learning) on a day-to-day and week-to-week basis?

*Teaching Students about the World through the Word:  Effective Vocabulary Strategies

My students need word attach strategies to increase their reading and writing fluency and comprehension.  What strategic approaches can support their vocabulary acquisition?  How can I teach students how-to use context clues, structural analysis and other vocabulary acquisition strategies?

*Independent Reading:  How to Start Strong – How to Stay Strong

I have students who love to read, who hate to read, who struggle to read and who have made a conscious choice not to read.  How do I engage them in Independent Reading?  What supports do they need?  Should I use precious class time for students’ Independent Reading?  How do I hold their interest across the school year?

*Beyond Independent Reading:  Growing My Students toward Independent Literacy Exploration (ILE)

I have diverse learners in my classroom at all reading readiness levels and at all levels of engagement (and disengagement).  How can they handle choice and take responsibility for their own learning?  How can I successfully manage students and provide multiple learning choices for independent learning?

You Say Go High Tech.  I Say How High?  Technology in the Plugged-in Classroom

The new state standards include literacy technology but I’m technologically challenged.  How can I support students’ high tech projects?  What is Web 2.0?  How can it support my students’ success?

Formative, Summative, Authentic and High-Stakes:  We’re Talking Assessment

I need to track my students’ progress across the year’s instruction.  How can I assess today to inform my instruction for tomorrow?  What tools can I use?  From anecdotal records and checklists to post-assessments and rubrics, let’s talk multiple points of assessing student achievement.

*But My Students Can’t Read Their Textbook!  Promoting Strategic Transfer and Reinforcement in the Content Area Classroom

My students need effective literacy strategies for reading and writing in math, history, science and other content area studies.  I’m not a reading teacher and I already have extensive standards my students are responsible to learn.  How can I give them access to success with my content area texts?  How do I find the time to do it?

*Empower Students with Power Strategies:  Approaches for Nonfiction Literacy

Dr. Janet Allen outlines eight Power Strategies necessary for student achievement in nonfiction literacy.  Learn how to focus on nonfiction literacy strategies that will increase students’ critical thinking in the areas of fluency, comprehension, and vocabulary acquisition in nonfiction literature. 

**Introducing a New Plugged-in Theme Collection:  Myths and Legends

Plugged-in collections continue to grow.  Learn all about the new Myths and Legends collection from titles to instruction.

**What’s Going on in that Plugged-in Classroom?  Support for Literacy Leaders

So now that we’re plugging-in teachers and students, what should I be looking for in these classrooms?  We’ll start with a brief overview of the Plugged-in components and review tools to support your Plugged-in classroom observations.

 **We’re Plugged-in to Reading but What about Plugged-in to State Standards?  Aligning the Curriculum

I’ve got to connect student learning to the standards designated by the state.  What tools can support these connections?  What can I do on a daily basis to engage learners with the strategies I’m charged with teaching?

**What Would It Take to Plug-in Our Students?  Plugged-in to Reading and Nonfiction Overview

Plugged-in to Reading is a comprehensive literacy program that promotes best-practice instruction and authentic, engaged learning.  What are the components of the program?  What are the goals?  What is the instructional model?  What would an implementation look like in my district?

*Sessions highlighted for content-area teachers

**Sessions highlighted for literacy leaders and administrators

NOTE:  All sessions are open to all participants.  The asterisks are used to highlight sessions pertinent to those in the content-area strand and the literacy leader strand. 

Hamilton County High School Sees Lift in Test Scores Thanks to Reading Curriculum for Secondary Students

The Challenge: Uninterested Students
Hamilton County High School in Jasper, Fla., was facing several challenges with its reading curriculum as the 2008-2009 school year came to an end. A center of learning to more than 630 students, the high school’s language arts and reading classes were suffering low reading scores across grade levels from uninterested students. Teachers needed new teaching strategies complemented by engaging text to motivate students.

The school district’s Coordinator of Student Services, Assessment and Accountabilities, Karen Mitchell, found herself looking for a new reading curriculum that would be valuable to the district’s secondary students. After purchasing a new reading curriculum less than two years prior to the 2008-2009 school year, reading scores were lower than ever and Mitchell knew she needed to flip this situation around.

“Effective and engaging reading curriculum products for secondary students are few and far between,” said Mitchell. “I was looking for a program that would not only encourage students to read the text, but provide methods for improving reading comprehension.”

The Solution: Using Plugged-in
Mitchell researched several options, eventually pinpointing the Plugged-in to Reading™ and Plugged-in to Non-Fiction™ programs created by Dr. Janet Allen.

Her familiarity with Dr. Allen began more than seven years ago, and she was drawn in by Plugged-in’s gradual steps taking students from teacher-directed instruction to peer- supported instruction and finally to self-directed learning. Each level of the program comes with resources and materials to guide teachers and appropriately direct curriculum to students.

To engage students in all types of texts, Plugged-in programs use strategy instruction, which supplies students with tools and techniques enabling them to become more efficient learners as they are presented with new materials or skills. The continued guidance and repetitive practice allows students to integrate new information with what they already know.

Focused on reaching every style of learning, the program provides the teacher with methods for differentiated instruction to reach all students in mixed-ability classrooms. Plugged-in provides audio support through audiobooks from Recorded Books, the world’s largest independent producer of audiobooks, shown to improve fluency, vocabulary and comprehension in students, including ELL (English Language Learners) and ESS (Exceptional Student Services) students.

Hamilton County High School implemented the Plugged-in to Reading and Plugged-in to Nonfiction programs in 18 remedial reading courses – each with less than 18 students – across grades nine through 12 at the beginning of the 2009-2010 school year. Immediately, Mitchell began to notice a change in the students’ attitudes.

“Each month, I make it a point to observe each remedial reading class,” said Mitchell. “After we began using the Plugged-in programs, I experienced something that was very unusual for me. Students were actually excited to show me what they were learning in class! I have never seen students so enthralled in reading – let alone reading nonfiction books.”

Because the program empowers students to utilize new skills, it leads to independent success and increased interest in fiction and non-fiction texts.

“The calculated release from teacher-directed instruction to peer-supported instruction, to self-directed learning built up the students’ confidence,” said Mitchell. “The students were finally presented with text that they could read and comprehend. After finding success with their teacher and peers, they seemed as though they could pick up any book and read it.”

The Results: Engaged Students, Better Test Scores
By the end of the 2009-2010 school year, Hamilton County High School’s students showed progress in every aspect they previously found challenging. Mitchell saw that students were more enthusiastic about discussing the texts and able to express core ideas more clearly. The change in attitude was one of the main goals of the program.

The gradual release increased confidence in reading and encouraged students to dive deeper into the texts. Mitchell also found that throughout the program one non-English speaking student was able to break language barriers, and as he sought help from his classmates the more the other students seemed to be learning.

“Teaching is a great way to learn,” said Mitchell. “These students became the teacher as they helped their fellow classmate succeed.”

Besides engaged students, the results were also visible in the test scores. The school’s Florida Comprehensive Assessment Test (FCAT) results were the best in 10 years for eleventh and twelfth graders. Hamilton County test scores shot up to second place within the state of Florida from those students who had to retake the reading comprehension section of the FCAT. With a 29 percent pass rate, Hamilton County was merely one percentage point behind the first place school and was 13 percent above the state average.

What’s Next?
After such success with the Plugged-in programs, Hamilton County is looking into the Take 10 Reading program, which was developed by Pamela Craig, Ph.D. In addition, they hope to create different combos for eleventh grade students and use Plugged-in in K-6 schools.

Plugged-in Webinar Series: Formative, Summative, Authentic and High-Stakes: We’re Talking Assessment
Tuesday, September 07, 2010
Register Today!

As featured in Christian School Products eNews!

Did you know that between 1979 and 2008, the number of school-age children (children ages five to 17) who spoke a language other than English at home increased from 3.8 to 10.9 million or from 9 to 21 percent of the population in this age range, according to the National Center for Education Statistics? Did you know that 30 to 50 percent of the population has undiagnosed learning disabilities, according to The National Institute for Literacy?

Today’s English and language arts teachers are facing enormous challenges in the classroom, especially in inclusion classes containing students at a variety of readiness levels ranging from striving and struggling students to gifted and high-achieving students. Add to the mix English Language Learners (ELL), Exceptional Education (ExEd) students – not to mention the diverse cultural backgrounds, experiences and learning styles these students represent – and these challenges become increasingly more difficult to address. Inclusion and mainstreamed classes happen in all courses, but it is especially evident in language-learning classes.

Some students learn quickly, while some need more time to complete assignments. Some are very confident and love to read aloud in class, and others are shy and would rather not raise their hand. Some students learn better through group work, but some prefer to work alone. Some students speak a different language at home. Some students have learning disabilities, such as dyslexia. Given that no two students are the same, educators are left asking themselves, “How can I engage the entire classroom when each student is so different?”

The challenge is to provide positive, successful reading experiences for readers who struggle, whatever the reason may be, while challenging the avid readers in class. In order to solve the problems of such diverse learners, teaching should appeal to all learning styles. And, in my experience, I have observed and used audiobooks as a tool to bridge the gap between students with diverse learning experiences and readiness.

Esteemed reading researcher Richard Allington says studies show that the nation’s most effective teachers routinely create “multi-sourced, multi-level” curriculum plans that provide struggling readers with books they can read successfully.

In order to prepare students to be successful, lifelong readers, you need to reach students on their level. By using audiobooks in the classroom, you are giving struggling readers the chance to comprehend at the same level as their peers. Just because a student may not read at a seventh grade level, does not mean that the student does not comprehend the same as a seventh grade student. By focusing on what the students can do, like comprehend complex ideas, rather than what they can’t, such as reading on a higher grade level, you are building their confidence and engaging them.

When introducing new books and stories to students, using audio excerpts from audiobooks is an effective approach to spark students’ interest, show specific writing traits and model what good reading sounds like. Audio recordings allow teachers to share interesting texts while exposing students to different voices. They can hear men and women of all ages that are excellent readers.

With audiobooks, students hear fluent reading that emphasizes punctuation and models proper grammar. In addition, the exposure to new words above a student’s current reading level helps to broaden vocabulary.

The goal for any English class is to enable students to acquire reading, writing and thinking skills. For example, many ninth grade classes study “The Odyssey.” While the teachers are asking students questions that require critical thinking, many students are too preoccupied with decoding the text to focus on a character analysis of Odysseus.

By playing a recording of “The Odyssey” in class while students read along in the text, you are allowing the entire class to be on the same page at the same time. Struggling readers can focus on higher level reading skills like character analysis because they are not focusing on decoding the words and the sentences.

Additionally, by using audiobooks in whole-class listening activities, you are sending the message that audiobooks are for everyone, not just the “slow” readers. This method also increases the likelihood of the students using audio support in their small group work or independent reading time.

Small group work provides ample learning opportunities for students, as not only do students develop strong relationships with their peers; they are given the chance to play the role of the teacher. More advanced readers can gain confidence and improve competency by helping lower level peers. Lower level peers are given the chance to read higher level books and contribute to meaningful discussions with their peers.

One of my favorite small group activities is to set up book clubs within the class. Students can break into smaller groups based on their interests and choose a book that appeals to them. The books can be read during class time or independently, and group discussions are held during class. By participating in these structured book clubs, each student has the chance to interact with their classmates during book discussions despite any differences in reading levels. Students of varying reading levels are able to intelligently participate in discussions on the same book.

One challenge with book clubs is keeping the group on task. In every group, there will be students that not only do the assigned reading, but will read chapters ahead. There will also be students that haven’t even opened the book to begin reading. When students are unprepared for discussion or have read ahead of the assignment, unproductive group discussions can ensue.

Adding audio support into the mix can change the outcome of these reading groups. During class, have the student groups use listening stations while they follow along with the text. Students are kept on the same page at the same time, and discussion breaks will happen naturally.

Another advantage to incorporating audiobooks in the classroom is that if there isn’t enough time to complete the reading assignments during class, students can complete the assignments independently by taking home the text and audiobooks.

Audiobooks can be a great equalizer for your classroom, allowing students of all reading levels to become fully engaged in the same book. When you are selecting the next book for your classroom to read, consider choosing one with an accompanying audiobook version, and watch your entire classroom fall in love with reading.

In the last 13 years, Anne E. Cobb has worked with hundreds of school districts on curriculum mapping to reflect programs that meet students’ literacy needs in grades four through 12, and she has coached hundreds of teachers on the best practices in youth literacy instruction. Cobb is a Literacy Consultant for Dr. Janet Allen’s Plugged-in to Reading, a literacy program for middle and high schools published by Recorded Books.

Recorded Books is a leading publisher of K-12 education curriculum and the world’s largest independent producer of audiobooks. For more information, visit www.recordedbooks.com/school

“For schools striving to improve students’ comprehension, vocabulary acquisition, reading and writing fluency, this new offering will effectively support an existing Plugged-in to Reading program or provide an introduction to teacher-directed instruction and peer-supported learning opportunities.  Dr. Allen created this Myths and Legends package to support middle school curriculum requiring a myths and legends unit of study.” 

Anne Cobb, Plugged-in  National Consultant.

Myths and Legends contains teacher tools for:

• The Lightning Thief by Rick Riordan (The New York Times best-seller that recently made its big screen debut)
• Cut from the Same Cloth: American Women of Myth, Legend, and Tall Tale by Robert D. San Souci
• The Exploding Toilet: Modern Urban Legends by David Holt and Bill Mooney
• Thirty-Three Multicultural Tales to Tell by Pleasant DeSpain
• Wonder Tales from Around the World by Heather Forest

To learn more, CLICK HERE.

Now, with Plugged-in to Nonfiction, you can intervene before your 4th- and 5th-grade students get left behind. This program contains lessons that teach effective strategies students can use to comprehend textbooks and other nonfiction across all content areas.

The program features:

• Authentic, high-interest nonfiction texts like Hana’s Suitcase and Rescues.
• Lessons that teach strategies such as monitoring understanding, activating background knowledge, and using specialized vocabulary.
• Audiobooks as a scaffold for fluency and pronunciation.
• The gradual release of responsibility model that takes students from whole-class instruction, to peer-supported learning, to independent learning.

For more information, please contact your local sales representative, browse the website, or check out our FAQ.

Download an audio sample of one of the Grade 4/5 Core Novels, Rescues!
Rescues! by Sandra Markle – Saving Elvis 3:31

NOTE: Audio files are hosted at and downloaded from the Recorded Books website. Right Click and choose “Save As” to download file.

NOTE: Audio files are hosted at and downloaded from the Recorded Books website.

Level 1—Independent Reading Text
Horrible Science: Blood, Bones, and Body Bits by Nick Arnold
Have you ever wondered why we have hair and fingernails? What happens when a boil bursts—and what is a boil, anyway? What’s the point of all the wacky, bloody, gruesome bits that make up the human body? Blood, Bones, and Body Bits puts the human body under the microscope to show you just how everything fits together
Lesson: Section 2: Anticipation—I Think My Heart Is Near My Lungs
Audio Excerpt: Chapter 1, Bits of Body

Level 2—Independent Reading Text
Extreme Pets! by Jane Harrington
Jane Harrington’s excellent guide to responsible ownership of an exotic pet—presented in kid-friendly language—is filled with everything you will need to know about proper care and feeding. Not all animals make good pets—and all animals deserve to be treated with respect and not neglect.
Lesson: Section 5: Writing—Letter to Your Parents
Audio Excerpt: Chapter 1, Cold Blooded!

Our Students Can’t Read Their Textbooks! Literacy Across the Content Areas

“Go home and read chapter 10 in your science textbook. Come to class tomorrow prepared for a class discussion.” Sound familiar? How many students read the chapter? What will that class discussion look like? Research shows that when asked to read chapters in their content area textbooks, students focus primarily on linear text. Learn strategies that will not only give your students better access to the text, but have them forming their own questions as they engage with the study of your content area. From building background knowledge to creating advanced projects, watch your students become scientists, mathematicians, and historians through best-practice literacy strategies.

Led by Anne Cobb, National Plugged-in Consultant.  Register Today!

Can’t Attend this Great Professional Development Opportunity or Interested in others? Click here for information on the Spring Plugged-in Webinar Series.

We’re also giving away one copy of both the print book and CD audiobook for A Negro League Scrapbook! In this acclaimed book, New York Times best-selling author Carole Boston Weatherford compiles an enthralling summary of Negro league history that includes fascinating tidbits about prominent pitchers, hitters, utility players, teams, and traditions. Booklist says, “A lively presentation—give it credit for at least a triple” and Kirkus Reviews calls it “a thorough picture of the Negro leagues in all their sadness, pain, and glory. One doesn’t need to be a baseball fan to be fascinated.” NEW! As of February 24, we are also adding Jesse Owens: Fastest Man Alive in CD audio and print to the giveaway! The winner will receive both CD audiobooks and both print audiobooks.

To win, leave a comment below telling us your favorite classroom activity for Black History Month. See the end of the post for complete contest rules.

To download mp3 excerpts, right click and “save as.”

Jesse Owens: Fastest Man Alive
by Carole Boston Weatherford, Narrated by Kevin R. Free

A Negro League Scrapbook
by Carole Boston Weatherford, Narrated by Ezra Knight

Harriet Tubman and the Underground Railroad
by Michael Martin, Narrated by Susan Spain

The contest is now closed. Congratulations to Deborah Davila!

COMPLETE CONTEST RULES:

• Leave a comment below (be sure to enter a valid email address, or we won’t be able to contact you if you win!) sharing one of the above ideas and you’ll be entered to win.
• Contest only open to U.S. residents.
• Tweet (we’re @pluggedintoread) or blog about the contest and you can leave a second comment linking to your tweet or post—you’ll get another contest entry. Spread the word!
• Again, be sure you leave a valid email address with your comment so we can contact you. If you’re picked as a winner and we can’t contact you, the prize will got to the next winner.
• Comments will be assigned a number (first commenter is #1, second is #2, etc). Winners will be picked by random.org according to comment number.
• Drawing will be held on March 22, 2010 at 12:00PM Eastern time. Winners will be contacted by email to get mailing information.
• Winners will receive: one copy of A Negro League Scrapbook on CD audio and one copy of the hardcover print book, one copy of Jesse Owens: Fastest Man Alive on CD audio and one copy of the hardcover print book