Wright,+Erin

  One lesson created as a “task” in our literacy program to strengthen kids’ note-taking abilities as well as their literal and critical understanding of text is “Story Notes”. “Story Notes” consists of about four pages of lined paper with spaces indicated for students to fill in various info. on a text such as title, author, genre, and skills reinforcement(predictions, characterization, retelling chapters, and main ideas).  It would be great to use the blog to expand upon this lesson’s learning potential. Blogging about these story elements could add the dimension of discussion and evaluation.  Students will already be familiar with the blog because we will do this lesson after we have been blogging on our weekly topic for a few weeks. I hope to implement this lesson plan in the beginning of the school year, but maybe not for the first novel. Students should be comfortable with the whole blogging experience before this lesson.  This lesson is leant to be adapted for any fictional text and to be used more than once if desired. It will be administered as a “task” eligible for inclusion in a student’s graduation portfolio as either an ELA task or a task meeting one of Coventry High School’s “Learner Expectations” (L.E.s).  -The student will be able to identify (in fictional text) title, author, genre. -The student will make predictions. -The student will describe and analyze characters. -The student will retell chapters in basic format or in character’s point of view. - The student will identify the main idea of any particular chapter, paragraph, or section of a fictional text.  __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">District Goals Covered: (L.E.s) __ <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">1a Read widely, attentively and on grade level for a variety of purposes, including academic, vocational, and leisure. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">1b Write for a variety of purposes and audiences, creating suitable ways to communicate ideas. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">1c Speak, listen and converse intelligently in order to share information, build relationships, and promote understanding. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">2a Work cooperatively and independently. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">2c Collect and organize information. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">3a Accept personal responsibility for the well being of self and others. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">3b Work responsibly in groups and as individuals. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'"> __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'">State Goals (Grade Span Expectations, ELA): __ <span style="COLOR: black; FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold">R–10–4: Demonstrate initial understanding of elements of literary texts by… <span style="COLOR: black; FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> <span style="COLOR: black; FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'">R—10—16 Generates a personal response to what is read through a variety of means … <span style="COLOR: black; FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">W–10–2 In response to literary or informational text, students show understanding of plot /ideas/concepts by… <span style="COLOR: black; FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">As mentioned above, students should by now be familiar with blogging. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Activating Schema: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">As a pre-activity, we could do a week’s blog discussion on a topic related to the schema of the text. For example, if we were about to read “Breathing Underwater” by Alex Flinn, about domestic abuse, we could have a pre-reading blog discussion week about this topic with a possible prompt: “What is domestic violence? Do an internet search and post your findings. Then add a brief statement about your personal beliefs or opinions on the topic.” Students love these kinds of open-ended questions where they get to be the storyteller and share experiences or personal beliefs. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">When they get their copy of the book, we’ll look at it together, and read the first page or two. Then we’ll go back to the blog and post our predictions about the text. I usually try to model this by responding to my own blog post question. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Students will have a choice between two questions each week. The particular questions would depend on the text, but would focus on characterization, setting, summarizing, retelling, or main idea. An example of a typical week’s posting question would look like this: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">“This week, you will choose one prompt to address based on characterization: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">#1: Choose a character and write one paragraph describing the opening scene from that character’s point of view. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">OR <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">#2: Which character has the most to lose by the end of the book? Explain your answer in one paragraph.” <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Students will also be required to make a weekly response to someone else’s post, using a rating scale of 1-4 (4-exceeds, 3-meets, 2-almost meets, 1 fails to meet) using guidelines in the rubric (below). <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">I plan to include options for alternate assessment/extension. For example, “As an optional alternative to this week’s assignment, or for extra credit, take it a step further and act out your scene for #1 to the class.” This would appeal to different learning styles, such as those who do better with oral communication than with written. It also provides the opportunity for students to bring their character understanding to a deeper, more personal level. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">“Blog Posting Rubric” available at [|www.wrightsreading.blogspot.com] and pasted here in non-grid-format: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">Post Content Quality: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">4- <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> Thoughtful, meaningful, and complete. Addresses the prompt. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">3- Complete. Addresses the prompt. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">2- Complete. Attempts to address the prompt. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">1- Incomplete or completely fails to address the prompt. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">0-No post <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">Reply Content Quality: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">4- Thoughtful, respectful, and meaningful to the poster. Fair rating. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">3- Respectful and meaningful to poster. Fair rating. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">2- Respectful/complete <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">OR <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">Fair rating. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">1- Not respectful, meaningful, complete, and unfair rating/no rating. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">0-No reply <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">Spelling/Grammar/Mechanics: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">4-Perfect! <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">3-Almost perfect. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">2-More than a couple of errors. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">1-Needs major fix-up <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">0-no post/reply. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">Promptness: <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">3-Post and reply were online by the due date(Monday of the following week) <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">2-Post and reply are online, but late by four days or less <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">1-Post or reply more than four days late or never submitted <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">0-Both post and reply not yet submitted. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">*15 possible points worth 6.7 points each. 12 points must be earned for proficiency, with at least a 3 in post and reply categories. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">I plan to post replies to students on the blog and to give them each week a copy of their graded rubric along with my comments. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">I plan to give students time in class to work on the blog, but not unlimited time. If they cannot finish in the time allotted, they may work on it at home. However, that could be a problem because some students don’t have internet access at home. I will have to see how many students this becomes a problem for, and maybe allow them extra time in class if available. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Students with dyslexia or fine motor disabilities might find it easier to speak their answers and have someone else transcribe the post. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">This weekly assignment appeals to me because students do have the capability of doing work from home, even if they miss a class. It also makes them more accountable for their work. If the work is on the blog, it’s done. There is no issue of “you lost it”, “I lost it”, “the dog ate it,” etc. <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt"> <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Erin
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Erin Wright __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Reading/Literacy __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Coventry High School __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">DELIVERABLE #2 __**<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">: **__Blogging Story Notes Reading Lesson__: Gr. 9-10 Reading Class**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Introduction: __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Goals: __**
 * <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'">R–10–4.1 Identifying, describing, __or making logical predictions__ about character (such as __protagonist or antagonist__), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, __relationships,__ or setting over time; or identifying rising action, climax, or falling action (State)
 * <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'">R–10–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)
 * <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'">R—10—16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (local) <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial">
 * <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'">R—10—16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (local)
 * <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">W–10–2.1 Selecting and summarizing key ideas to set context, __appropriate to audience__ (State)
 * <span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">W–10–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas __or themes__ (State)
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Pre-Activity: __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Prompts: __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Assessment: __**<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Batang">Feedback: __**
 * __<span style="FONT-FAMILY: 'Maiandra GD','sans-serif'; mso-bidi-font-size: 12.0pt">Considerations/Limitations: __**

________________________________________________________________________________________________________________ Erin Wright Reading Specialist Washington Oak Elementary July 24, 2008 Deliverable #3 Implementation of a PLP Building/Parent Resource Wiki, intended for use with all students of Washington Oak Elementary School with PLPs, which will be called the “Personal Literacy Under Maintenance Workshop” or “PLUM-Shop”. A “wiki” (Hawaiian for quick) is a web 2.0 tool that can serve as an online organizer, bulletin board, information storage place, and collaboration workshop. Basically, it’s a web page that can fulfill multiple needs because it can link to countless other places and features several different types of media and applications. It includes the added bonus of access and edit capability for any number of users. Ward Cunningham created Wikipedia, the most famous Wiki to date. He developed the first wiki software. He called wikis “ the simplest online database that could possibly work(2002)".  **__ Service Goal of Proposal __**** :  **   Using a free wiki building service, I propose the implementation of an online space where each student’s individual learning styles, literacy strengths, and weaknesses can be recorded, updated, and utilized by all teachers, especially the reading specialist for several purposes:   **__Discussion__**:  Personal Literacy Plans are required by the RIDE for students not reading at grade level. Typically, the reading specialist assesses and records all aspects of a student’s reading abilities for the PLP, which is intended as a resource for all teachers. It provides direction for instruction geared towards that individual and his or her particular reading needs.   There are problems with the current model, however. First, the current model doesn’t provide for classroom teacher/reading specialist collaboration within its framework. No doubt, some teachers and reading specialists communicate before the completion of the PLP, and classroom teacher input is then considered/noted by the reading specialist, but wouldn’t it be nice to have a forum for open collaboration when/if it’s convenient? Second, parents are not always kept up-to-date on the progress of student learning throughout the year. By current methods, parents are given the PLP to review and sign //__once it’s completed__//, once a year. It would be much more beneficial to allow parents to closely monitor their child’s reading progress throughout the year when it’s convenient. They also might have valuable input and questions that could be better addressed with the convenience of an open PLP wiki such as “PLUM-Shop”. **__Examples of Wikis as Useful Tools in the Elementary Setting__**: Mrs. Abernethy uses this wiki for her fifth grade class as a place to connect her class webpage, class wikispace, students’ wikispaces (which host their individual spaces with work projects), podcasts, cool widgets, and much more. This wiki shows some of the many possibilities for branching out. Mrs. Toponce's second grade class wiki is, like Mrs. Abernethy’s above, a great place to connect the class wikispace, blog, and webpage. But it adds another dimension with the language, directly addressing parents to keep them actively involved in their kids’ education. This is a feel we might like to aim for with “PLUM-Shop”. This wiki is designed as a forum for parents, teachers //__and students__// to collaborate. This could be the next step! **__Long-Range View__**: In the future, it would be great if PLPs and all related PLP folder materials could be located online, in a wiki. The PLP folder is often an unruly mess of assessments and scores which sometimes don’t explain themselves very well. There may be random student work samples, IEP summary sheets, and other various relevant materials, bound by paper clips or rubber bands, and all too frequently (especially in the latter grades) dog-eared and out of chronological order. If this material was all organized on a wiki, for each PLP student, it could include: What an improved model of the PLP folder that would be. But this “PLUM-Shop” wiki might be a great step in that direction. **__References__**: // Class Wiki. // (2008). //Wikispcaes.com.// Retrieved July 23, 2008, from http://jabernethy.wikispaces.com/ Cotton, K., and Wikelund, K. (2001, August 31) Parent Involvement in Education. //NWREL-School Improvement Research Series.// Retrieved July 23, 2008, from http://www.nwrel.org/scpd/sirs/3/cu6.html Retrieved July 23, 2008 from [|http://www.ahca.org/news/index.html</span]> // [|What is a Wiki] ? // [|Cunningham, Ward]   (2002). //Wikipedia.// Retrieved July 23, 2008, from http://en.wikipedia.org/wiki/Wiki // What is Teacher Collaboration, and How Does it Relate to Other  // // Current School Practices? ////<span style="FONT-STYLE: normal; FONT-FAMILY: 'Courier New'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic">Sevier County Special Education // [|320 Cedar Street] **, **  <span style="FONT-WEIGHT: normal; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-ansi-font-size: 12.0pt">Sevierville,    [|Tennessee]   <span style="FONT-WEIGHT: normal; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-ansi-font-size: 12.0pt">, USA. Retrieved July 23, 2008, from http://www.slc.sevier.org/tcollab.htm // Indianhead International School Wiki. (2007).Wetpaint.com. // Retrieved July 23, 2008, from   http://iisorkr.wetpaint.com/?t=anon
 * __Proposal__: **
 * __Description of Technology__: **
 * __ Collaborative Teacher Resource __ -Classroom teachers and Reading Specialists from year to year will have a place to collaborate/discuss/record information related to each PLP student. The //<span style="FONT-STYLE: normal; FONT-FAMILY: 'Courier New'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic">Sevier, TN County Special Education // Department, in a compelling essay, reports that //“// Collaboration is an exciting vehicle through which teachers can plan and carry out an array of services for students with disabilities as well as for other students. Establishing a strong collaborative ethic in a school has the additional benefit of enhancing teacher morale and providing teachers with a support network(8-9)”.
 * __ PLP Completion and Supplementation __ -Personal Literacy Plans, which require annual update, can be revised easily with the latest information on each student, as recorded and discussed amongst teachers, reading specialists and parents as a TEAM of interested parties.
 * __ Parent Resource __ - “PLUM-Shop” will be a great place for parents to access up-to-the-minute analysis of their child’s reading needs. It will also provide a comfortable environment for collaboration between parents and teachers about needs and goals. The Northwest Regional Educational Laboratory reports: “…the earlier in a child's educational process parent involvement begins, the more powerful the effects will be. Educators frequently point out the critical role of the home and family environment in determining children's school success, and it appears that the earlier this influence is ‘harnessed,’ the greater the likelihood of higher student achievement. Early childhood education programs with strong parent involvement components have amply demonstrated the effectiveness of this approach(3)”.
 * __ Administration Resource __ -With “PLUM-Shop”, administrators could easily stay informed about student progress. “PLUM-Shop” will provide a place for data analysis of assessments, as well, which administrators can use to help improve programs and overall learning. Administrators would likely also welcome the opportunity to increase communication between teachers and parents.
 * http://jabernethy.wikispaces.com/
 * http://ktoponce.wikispaces.com/
 * http://iisorkr.wetpaint.com/?t=anon
 * __Possible Roadblocks and Suggestions__: **
 * __Internet Access__: Some parents might not have a computer or internet access. This can be addressed by alerting parents to the existence of the wiki, and then suggesting they utilize the Coventry Public Library, which is conveniently located near the school, to access the wiki. Of course, telephone discussion is always another option, but it’s still important that the parents know the wiki exists. They might be able to access it at friends or relatives’ homes as well.
 * __Faculty Reluctance__: Some teachers might not feel comfortable using such a resource if they are not computer/internet savvy. It would be appropriate to have an optional Professional Development presentation for those teachers who realize the potential for “PLUM-Shop” but want more instruction on how to access it. This workshop would be run by myself, or the reading specialist team.
 * __Ease of Use__: I would recommend wikispaces as a tool for this project because it is so easy to use and might be easiest for reluctant teachers to learn.
 * __Support of the Technology__: There would need to be, of course, a kind of moderator, administrator of the wikispace. This should be done by the Reading Specialist (myself), because it is an extension/supplementation, primarily, of the PLP.
 * The PLP plan
 * Samples of student writing, electronically presented
 * Teacher/reading specialist discussion
 * Links to IEPs
 * Reading Assessments and interpreted results
 * Reading Log
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