PITNF Flyer

nonfiction
A reading program for middle and high schools
from a leading authority in literacy instruction

1-800-638-1304
www.PluggedintoReading.com/nonfiction

Published
by Recorded
Books

Dear Educator,

We are pleased to announce the release of our newest reading program,
Dr. Janet Allen’s Plugged-in to Nonfiction. This “toolbox” of balanced liter-
nt?
acy resources is unlike any other program out there. What makes it so differe
The entire classroom library is made up of authentic nonfiction.
So
Now, we know that A LOT of classes in A LOT of schools use textbooks.
what we’ve done is create lessons that teach effective strateg ies that students can
ed
use to comprehend textbooks across all content areas. In fact, we’ve includ
resources that will teach students how to read and write a variety of nonfiction text-
ary
types. Plugged-in to Nonfiction is designed to help students develop the necess
skills to tackle any nonfiction they encounter on tests and in the real world.

If you have any questions or would like to receive more information, please
at
feel free to call me directly at 1-800-638-1304 x1122 or email me
at
beth@pluggedintoreading.com. You may also find more information online
www.PluggedintoReading.com. I hope you enjoy learning more about Dr. Janet
the
Allen’s Plugged-in to Nonfiction and how it can support student success on
test and beyond!

Sincerely,

Beth Eaton
Marketing Manager
the
“Nonfiction pieces brought works of literature to life for my students. And when
literature came to life, students had real questions that intrigued them … I realized
that reading most nonfiction is very different from reading most fiction.”
—Dr. Janet Allen

Free replacement policy
Recorded Books offers the best replacement policy for CDs and cassettes available anywhere! Within one year of purchase, replacement of a damaged,
lost, or broken CD and cassette is absolutely free—no charge, no shipping — and no explanation necessary!
In contrast to other publishers, Recorded Books rarely lets a title go out of print, so even years after your purchase you can
get replacements of individual CDs and cassettes as the need arises. In the case of the non-Recorded Books audiobooks
offered in this catalog, all replacements are $7.95.
After the first year, there is a $6.95 shipping and handling charge for CDs, $5.95 for cassettes.

2 1-800-638-1304 | www.PluggedintoReading.com

Table of Contents
Fitting the Guidelines for Implementing the Lessons
Intervention Programs ...................5 — The Resource Binder...............15
Discovering Nonfiction Possibilities Help Your Students Explore the Text
in My Classroom...........................6 with Independent Reading Guides....18
The 3-Step Instructional Model.........7 The Skills and Strategies Matrix .....19
Teacher-Directed Instruction ..........8 Research and Citations ...................20
Peer-Supported Learning ...............9 List of Titles: Levels I, II, and III......21
Self-Directed Learning .................10 Moving Forward
— by Dr. Janet Allen ....................22
Everything You Need To Get Your
Readers Plugged-in to Nonfiction ...11 Order Form ....................................23
Tools for the Teacher
— The Teacher Guide ..................12

“To facilitate a lesson means a dramatic departure from the examples
of the teacher lecturing and students working in isolation. Facilitation implies
involving students in their own learning. It implies transferring responsibility
for student learning from the teacher to the student.”
—Vanston Shaw, Community Building in the Classroom
All audiobooks are protected by copyright; unauthorized duplication strictly prohibited. Recorded Books, LLC will not be held responsible for typographical, pricing, or printing errors.
Prices and special offers are subject to change.
Please note: these are unabridged, word-for-word recordings. They may contain situations or language that may not be suitable for listeners of all ages.
Recorded Books is not responsible for content. Titles in collections are subject to availability.
Please note: No discounts apply to audio equipment or Plugged-in to Reading.

Dr. Janet Allen’s Plugged-in to Nonfiction 3

“Students (and Plugged-in to Nonfiction’s Creator
teachers) need to learn
how to access information
relevant to interests,
themes, and tasks at
hand. Explorers together, Plugged-in to Nonfiction is the culmination of
Dr. Janet Allen’s 35 years in education, 20 of them
they will become constructors
in her own classroom, and her extensive involve-
of knowledge, using their ment as a researcher in adolescent literacy. She is
own creativity to replace an inspiring mentor to classroom teachers across
irrelevant curricula the country.

with meaningful
An international consultant, researcher, author,
learning experiences.” innovator, and veteran educator, Dr. Janet Allen has be-
come a major force in literacy work with at-risk students.
—Jeanne Gribbs Tribes, A New Way of
She began her professional life in northern Maine as a
Learning Together
teacher of high school reading and English. Moving to the
University of Central Florida, she taught English and
reading education, directed the Central Florida Writing
Project, and assisted in the creation of the Orange
County Literacy Project.

She is the recipient of many teaching awards, including the
Milken Foundation’s National Educator Award.


Fitting the Guidelines for Intervention Programs
What is our goal?
We want students to become active, passionate, and capable readers. At the center of all the strategy instruction and
activities in all levels of Plugged-in to Nonfiction is engagement. We begin with captivating texts and continue
with engaging activities in order to support students in beginning and continuing their reading of nonfiction.
As a foundation for those goals, we use the guidelines for intervention in Fisher and Ivey’s book Creating Literacy-
Rich Schools for Adolescents (2006) as our frame. These guidelines evaluate programs for struggling readers, but
should be used in creating or implementing any program or intervention. In the diagram shown below, you can see
an overview of how Plugged-in to Nonfiction fits these guidelines.

EVALUATING INTERVENTION PROGRAMS

Guidelines for Intervention Programs Plugged-in to Nonfiction

The teacher should play a critical role in The teacher makes instructional decisions daily based on
assessment and instruction. formal and informal assessments.

The intervention should reflect a compre- The 3-step instructional model of Plugged-in to Nonfic-
hensive approach to reading and writing. tion embodies elements of balanced,
comprehensive literacy.

Reading and writing in the intervention 1 Core Text
should be engaging. 8 Power Strategy Group texts
+/- 30 independent texts

Interventions should be driven by useful The program is driven by pre-assessments both formal and
and relevant assessments. informal. Each text is supported by formative and summa-
tive assessments as well. Summative assessments include
multiple-choice and constructed-response questions.

The intervention should include Reading and writing strategies are taught in the context of
significant opportunities for authentic authentic reading of a variety of texts.
reading and writing.


Discovering Nonfiction Possibilities
in My Classroom — by Dr. Janet Allen

“Luckily, textbooks are just the foam on the ocean of nonfiction.”
—H. Daniels, Literature Circles: Voice and Choice in Book Clubs and Reading Groups

With each piece of nonfiction I included in my teaching, I realized my students became more engaged. Fiction became more
real to them with the inclusion of nonfiction that offered contemporary or historical examples of similar events, themes, or fac-
toids. In fact, eventually I was able to read several classic pieces of literature with my students because we started with nonfic-
tion as the hook. The Crucible took on a whole new meaning for them when I included an article from a science text
explaining that the hysterical behaviors of the accusers in the witch hunts may have been influenced by hallucinogenic effects
related to the grains used in their food. When I included pamphlets from local churches where pastors distributed lists of
names (written in red ink) and told parishioners not to read or view certain artists’ works or buy products from companies
supporting their films because they were Communists, my students finally understood Miller’s purpose in writing The Cru-
cible. The nonfiction pieces brought the works of literature to life for them. And when the literature came to life, students had
real questions that intrigued them. In fact, my first published article was a co-authored article about our experiences of merg-
ing fiction and nonfiction for our students: “Witches, Worship, and Whimsy” (Allen & Leighton, 1981). At this point, I was
using nonfiction as a tool for engagement, connection to literature, and inquiry.
It was years later before I finally realized I needed to teach my students how to actually read nonfiction. I was working with
them on a project where they analyzed their grades and how they spent their time. As part of the project, I asked them to bring
their report cards to class. I was stunned by the number of failing, or near failing, grades my students had earned in most of
their content classes. They were steadily improving in my English and reading classes and yet failing science, math, social stud-
ies, and health. When I tried to analyze this phenomenon with them, I realized that all these classes were basically text-based,
and my students believed they couldn’t read the textbooks. I think it was the first time I consciously thought that my job was
to teach students how to read, write, and think about content, not just assign them content. It was definitely the first time I
realized that reading most nonfiction is very different from reading most fiction.


The 3-Step Instructional Model

Plugged-in to Nonfiction uses an effective yet simple 3-step instructional model for getting ALL students read-
ing. This gradual release of responsibility gives students highly successful strategies for becoming active, passionate
and capable readers.

Teacher-Directed Instruction
The first step toward engaging adolescent and teenage
The first step toward engaging adolescent and teenage
students is teacher-led discussion. The Teacher
students is teacher-led discussion. The Teacher
Guide outlines the carefully chosen Core Text, of-
Guide outlines each carefully chosen Core Novel,
fering teacher-directed strategy lessons and step-by-
offering teacher-directed strategy lessons and step-
step guides for classroom implementation. This
by-step guides for classroom implementation. The
allows the teacher to model each of the eight power
flexible framework makes it easy for teachers
strategiesdiverse learners into the reading and variety of
to draw needed to help students negotiate a
nonfiction texts.
writing processes.

Peer-Supported Learning
Using the gradual release of responsibility model,
teachers shift students from whole-class, teacher-
directed instruction to guided learning in small
groups: Power Strategy Groups. The combination
of stimulating texts and a focus on a specific
learning strategy creates an environment that
supports students’ success with nonfiction text. After
a modeled lesson the teacher can observe students’
progress as they practice the strategy on their own.

Self-Directed Learning
The final step in the release of responsibility
gives students a chance to experience engaging
nonfiction on their own. Using the learning
strategies encountered in the other two steps,
students use a wide variety of supports, including
audio, to understand the text. When used with the
creative and challenging strategy lessons, Independent
Reading books give students the opportunity to
become active, involved readers.



The Core Text, used in a whole-group
context, allows the teacher to demonstrate
eight power strategies for mastering
nonfiction texts.
Key Elements of Effective Adolescent Literacy Programs:

“Direct, explicit comprehension instruction … is in-
Dr. Allen anchors this phase of the program in a Core Text struction in the strategies and processes
that proficient readers use to understand what
and provides detailed support for learning strategies that they read, including summarizing, keeping track
enable students to succeed with nonfiction texts. Lessons of one’s own understanding, and a host
of other practices.”
clearly link skill and strategy development to state and na- From Reading Next—A Vision for Action and
tional standards and to other texts. Specialized vocabulary Research in Middle and High School Literacy:
Report to the Carnegie Corporation of New York
development and comprehension are integral to the les-
sons. Each lesson leads down many possible paths, and Dr. Key Elements of Effective Adolescent Writing Instruction:

Allen provides detailed teaching suggestions and activities “Writing strategies … involve teaching students
strategies for planning, revising, and editing
to support them. their compositions.”
From Writing Next: Effective Strategies to Improve
Writing of Adolescents in Middle and High School: Re-
port to the Carnegie Corporation of New York



Power Strategy texts allow students to practice specific
learning strategies in a small group of their peers. Each
group focuses on one of the eight Power Strategies intro-
duced through the Core Text. First the teacher models a
lesson, then the students continue practicing the strategy
Key Elements of Effective Adolescent Literacy Programs:
through guided and independent learning.
“Text-based collaborative learning … involves
students interacting with one another around a vari- Dr. Allen has selected eight high-interest nonfiction books
ety of texts.”
From Reading Next—A Vision for Action and Re-
to anchor this part of the program and to keep students fo-
search in Middle and High School Literacy: Report cused and productive. With clear guidance on the “how to”
to Carnegie Corporation of New York
of the Power Strategy Group and exciting materials to keep
Key Elements of Effective Adolescent Literacy Programs: students productive, Dr. Allen creates a marvelous and
“Process writing … interweaves a number of manageable bridge between teacher-directed
writing instructional activities in a workshop envi-
instruction and the self-directed learning to come.
ronment that stresses extended writing opportuni-
ties, writing for authentic audiences,
personalized instruction, and cycles of writing.”
From Writing Next: Effective Strategies to Improve
Writing of Adolescents in Middle and High School: Re-
port to the Carnegie Corporation of New York
Eight Power Strategies:
• Content/specialized vocabulary
• Text features
• Text structures
• Monitoring understanding
• Previewing text
• Activating background knowledge
• Questioning
• Noting, organizing, and retrieving information



Independent Reading texts let students pull
together all of the skills, habits, and practices
that characterize genuine readership.

Key Elements of Effective Adolescent Literacy Programs

“Motivation and self-directed learning … includes
Dr. Allen has hand selected high-interest young adult
building motivation to read and learn and
nonfiction books to anchor this part of the program. providing students with the instruction and
supports needed for independent-learning tasks
These books capture students’ interest and draw them
they will face after graduation.”
into the joy of reading. A host of supports helps students From Reading Next—A Vision for Action and Research
in Middle and High School Literacy: Report to
become fully engaged by the text. Students apply the Carnegie Corporation of New York
power strategies to fully understand a variety of texts,
practice questions similar to those they will face in stan- Key Elements of Effective Adolescent Literacy Programs:
dardized testing, and most important, learn to enjoy “Specific product goals … assign students
reading nonfiction. specific, reachable goals for the writing they are
to complete.”
From Writing Next: Effective Strategies to Improve Writing
of Adolescents in Middle and High School: Report to the
Carnegie Corporation of New York


Everything You Need to Get Your Readers
Plugged-in to Nonfiction

Plugged-in to Nonfiction equips teachers with
everything needed to engage, motivate, and accelerate
reading gains for their students.

The program has three levels, each purchased separately. Level One of the program is designed for students in
grades 5–7, and Level Two addresses the needs of students in grades 7–9. Level Three is most appropriate for
students in grades 9–12. See page 23 for lists of titles!

The Plugged-in to Nonfiction program includes:
• Dr. Allen’s Teacher Guide to the program: a comprehensive Program Implementation Guide
and detailed lesson guides
• The Resource Binder, filled with scores of reproducible handouts, graphic organizers,
and Text-to-Text Connections
print Recorded
• Audio and print books books Books
1 Core Text
24 print books 24
2 copies of the Recorded Book 2
8 Power Strategy Group texts
8 print books of each title 64
2 copies of the Recorded Book of each title 16
An average of 30 Independent Reading books
2 print books of each title An average An average
2 copies of the Recorded Book for applicable titles of 60 of 38

• 8 full-color copies of each of the 8 Power Strategy Learning Guides with complete instructions
• 5 copies of each of the Independent Reading Guides, with complete instructions and activities for the reader
and two summative assessments: multiple-choice and open-ended
• 3 of Dr. Allen’s acclaimed books for professionals
• CD with pre- and post- assessments and Power Strategy assessments
• Booktalk cards
• 2 corrugated cardboard bookshelves


Tools for the Teacher — The Teacher Guide
The Teacher Guide includes everything you need to prepare for your
Plugged-in to Nonfiction lessons:
• A Program Implementation Guide: “Make It Real”
• Summary pages for every book in the collection
• Core Text Implementation Guide with Lesson Guides
for teachable moments in five instructional strands
(reading, word study, writing, inquiry, and assessment)
and visual references to the supporting graphic organizers,
assessments, and activities
• How to Run Power Strategy Groups, Dr. Allen’s
easy-to-use guide for establishing collaborative
reading/writing groups
• Additional Resources including a matrix of the skills and
strategies taught in the program, a glossary of special terms, a
selected bibliography of the research base for the program,
answer key, pre- and post- assessments, and a student survey

The Program Implementation Guide provides guidance on the background,
research base, and structure of the Plugged-in to Nonfiction program.
The Program Implementation Guide covers all aspects of using the program in your classroom:
• How to organize your lessons
• How to implement suggested weekly schedules for traditional and block schedules
• How to use Plugged-in to Nonfiction’s resources
• How to use Plugged-in to Nonfiction’s formative and summative assessments
• How to adjust instructional focus to meet the needs of diverse learners
• Guidance on classroom, resource, and time management


The Teacher Guide continued
The summary pages include:
Booktalk Possible Booktalk Links Summary
The Booktalk is written with the Now that you’ve got your students’ A comprehensive overview includes
students in mind. Its purpose is to attention, extend it with these the book’s main events, subjects, and
grab the interest of your most suggested titles for their continued themes. We’ve also included awards
reluctant readers. Invite your students reading enjoyment. Each title is and/or book review quotes.
into the book with these high- connected to the target text by
interest, student-centered hooks. theme, format, or genre. Talking About Books!
A critical component of
assessment is the
opportunity to confer
Lexile Levels with your students about
When available, the their connections to a
Lexile level and audiobook. Key elements of the
book information has text are the focus of these
been included to further questions for student/
guide your instructional teacher discussion.
goals, program manage-
ment and matching texts
to readers. Matching Text to Readers
To support your instructional
goals, we’ve isolated text supports
and challenges that your students
may encounter during their reading.
Text-to-Text Connections
Every book has a special
feature: Text-to-Text Connections. Background Knowledge
Your students’ involvement with the Nonfiction Text Features for Teachers
Plugged-in to Nonfiction text is en- This list helps you select the books that Information helpful to consider before
hanced by links between the book best illustrate the text type you want to beginning the text with students is high-
and other nonfiction or fiction texts. highlight in your instruction. lighted for your instructional planning.

The Core Text has its own Implementation Guide, which provides instructional focus
options, classroom management suggestions, and step-by-step guides for teaching the
strategy lessons. Lesson Guides outline teachable moments from the text in five instruc-
tional strands: reading, word study, writing, inquiry, and assessment. Quick visual refer-
ences to the graphic organizers, Text-to-Text Connections, and multiple assessments
located in the Resource Binder follow each Lesson Guide.


The Teacher Guide continued
How to Run Power Strategy Groups: Plugged-in to Nonfiction provides teachers with complete
instructions for setting up and running successful reading/writing groups in their classrooms.

Additional Resources include a matrix of all the skills and strategies taught in the program,
a selected bibliography of the research base for the program, a glossary of special terms, and
answer keys.


Implementing the Lessons — The Resource Binder

The Resource Binder includes everything you need to implement your
Plugged-in to Nonfiction lessons:

• Reproducible graphic organizers, handouts and activity sheets
• Reproducible summative and formative assessments
• Complete reproducible versions of the Independent Reading Guides
• Text-to-Text Connections
• Room for your modifications to the program


The Resource Binder continued
The Resource Binder contains reproducible versions of all the graphic organizers,
handouts, and student activities required to implement Plugged-in to Nonfiction.

The Resource Binder also provides reproducibles of test-taking strategies that are em-
bedded in each Core Text guide, authentic assessments for each Power Strategy Group
book, and the summative and formative assessments for each book in the
program, modeled after high-stakes tests. These assessments allow you to evaluate both
student achievement and student interest. Also included are pre- and post- assessments
as well as a student survey for each title.


The Resource Binder continued
The Resource Binder houses the Text-to-Text Connections under their own tab. These
timely and stimulating pieces support students as they make connections between the target
nonfiction text and other works of nonfiction or fiction. Text connections are provided for all
books in Plugged-in to Nonfiction.


Help Your Students Explore the Text
with Independent Reading Guides
The Independent Reading Guides include everything your students need to explore the high-interest
nonfiction books that they choose for independent reading. You are provided with 5 consumable copies
of the Independent Reading Guides as well as a reproducible version in the Resource Binder.

• A Letter to the Reader introduces the book and hooks the student’s interest.
• The Anticipation activity builds on prior knowledge.
• A Specialized Vocabulary activity promotes specific vocabulary development.
• Reading for Information ensures understanding.
• A Writing activity extends comprehension and promotes the use of
specialized vocabulary.
• The Text-to-Text Connections section links the book to another work of
nonfiction or fiction.
• An Inquiry activity extends learning beyond the book.
• Multiple-choice and open-ended assessment questions,
modeled after high-stakes assessments, provide guided practice for state
and national tests, including the SAT.


The Skills and Strategies Matrix
Each text has a skills and strategies matrix, located behind the Additional Resources tab of the Teacher
Guide. Each skill is linked to a particular strategy. For the Core Text, you will find letters in parentheses
that provide an easy reference to the section of the Lesson Guide where the skill or strategy is introduced or
reinforced. As your students move from the whole-class instruction of the Core Text to Power Strategy
Groups and from Power Strategy Groups to Independent Learning, you can use the matrices to see what
skills and strategies they are learning and practicing.


The “Best Practice” Classroom — Research and Citations
Curtis, Mary E., and Ann Marie Longo. 1999. When Ado- Santa, C., L. Havens, and S. Harrison. 1989. Teaching
lescents Can’t Read: Methods and Materials That Work. secondary science through reading and problem
Newton, MA: Brookline Books. solving. In D. Lapp, J. Flood, and N. Farman, eds. Con-
tent Area Reading and Learning: Instructional Strategies.
The “best practice” classroom that I Davey, B. 1986. Using textbook activity guides to help New Jersey: Prentice-Hall.
students learn from textbooks. Journal of Reading, 29,
created for my students stands on a 489-494. Taba, Hilda. 1967. Teachers’ Handbook for Elementary
Social Studies. Reading, MA: Addison-Wesley.
substantial research base. Selections Duckworth, E. 1996. “The Having of Wonderful Ideas” and
Other Essays on Teaching and Learning. New York: Teach- Tovani, Cris. 2003. Do I Really Have to Teach Reading?
from the complete research ers College Press. Content Comprehension Grades 6-12. Portland,
ME: Stenhouse.
bibliography are presented below, Elley, Warwick B. 1992. How in the World Do Students
Read? The Hague: The International Association for the Wiggins, G., and J. McTighe. 1998. Understanding by
organized by the research topics that Evaluation of Educational Achievement. Design. Alexandria, VA: Association for Supervision and
support my instructional model. Curriculum Development.
Fisher, D., and G. Ivey. 2006. Evaluating the
interventions for struggling adolescent readers. Journal of Winograd, P. 1984. Strategic difficulties in summarizing
Adolescent & Adult Literacy, 50, 180–188. texts. Reading Research Quarterly, 19: 404-425.
Fulwiler, T. 1980. Journals across the disciplines. English Worthy, Jo, Karen Broaddus, and Gay Ivey. 2001. Pathways
Journal, 69 (9), 14–19. to Independence: Reading, Writing, and Learning in Grades
Carlsen, G., A. Robert and Sherrill. 1988. Voices of Readers: 3-8. New York, NY: The Guilford Press.
How We Come to Love Books. Urbana, IL: National Coun- Harvey, S. 1998. Nonfiction Matters: Reading, Writing and
cil Teachers of English. Research in Grades 3–8. Portland, ME: Stenhouse. Zemelman, S., H. Daniels, and A. Hyde. 1993. Best
Practice: New Standards for Teaching and Learning in
Hoffman, J. 1992. Critical reading/thinking across the cur- American Schools. Portsmouth, NH: Heinemann.
Nonfiction Strategy Instruction riculum: Using I-charts to support learning. Language
Beyer, B.K. 1987. Practical Strategies for the Teaching of Arts, 69, 121–127. Zwiers, Jeff. 2005. Building Reading Comprehension Habits
Thinking. Boston, MA: Allyn and Bacon, Inc. in Grades 6-12: A Toolkit of Classroom Activities. Newark,
Horowitz, R. 1985. Text Patterns. Journal of Reading, 28, DE: International Reading Association.
Blachowitz, Camille. 1986. Making connections: 448–454.
Alternatives to the vocabulary notebook. Journal of Read- Krashen, Stephen. 1993. The Power of Reading: Insights
Assessment
ing, 29 (2), 643–49. from the Research. Englewood, CO: Libraries Allen, J. 2002. Test-smart language users: Understanding the
Buehl, D. 2001. Classroom Strategies for Interactive Learning. Unlimited, Inc. language of testing. Voices from the Middle, 10 (1), 56– 57.
2d ed. Newark, DE: International Reading Association. Lane, B. 2003. Wacky We-Search Reports: Face the Facts with Cox, Bernard, Calder Margaret, Lisa Ryan, Clayton White,
Burke, Jim. 2000. Reading Reminders, Tips, Tools, and Fun. Shoreham, VT: Discover Writing Press. and John Fien. 2004. Appropriate Assessment. [Online]
Techniques. Portsmouth, NH: Heinemann. Lewis, Jill. 2007. Academic literacy: Principles and learning Available: http://www.unesco.org/education/tlsf/
opportunities for adolescent readers. In J. Lewis & G. theme_d/mod22/uncom22.htm.
Daniels, H. 1994. Literature Circles: Voice and Choice in the
Student-Centered Classroom. Portland, ME: Stenhouse. Moorman, eds. Adolescent Literacy Instruction: Policies and Gillet, J.W., and C. Temple. 1986. Understanding Reading
Promising Practices. Newark, DE: International Reading Problems: Assessment and Instruction. 2nd ed. Boston: Lit-
Daniels, H., and M. Bizar. 1998. Methods That Matter: Association, 143-166. tle, Brown.
Six Structures for Best Practice Classrooms. Portland,
ME: Stenhouse. Mandler, J., and N. Johnson. 1977. Remembrance of Glatthorn, A.A. 1998. Performance Assessment and Stan-
things passed: Story structure and recall. Cognitive Psy- dards-Based Curricula: The Achievement Cycle. Larchmont,
Harvey, S., and A. Goudvis. 2000. Strategies That Work: chology, 9, 111-151. NY: Eye on Education Inc.
Teaching Comprehension to Enhance Understanding. Port-
land, ME: Stenhouse. Martin, C.E., M.A. Martin, and D.G. O’Brien. 1984. Teaching and Learning Laboratory at MIT. Types of
Spawning ideas for writing in the content areas. Reading Assessment and Evaluation. May 2004. [Online] Available:
Irvin, J.L. 1990. Reading and the Middle School Student: World, 11, 11-15. http://www.mit.edu/afs/athena/org/t/tll/assessment/types.htm.
Strategies to Enhance Literacy. Boston: Allyn and Bacon.
McDonald, Nan, and Douglas Fisher. 2006. Teaching Liter-
McTighe, J., and F. Lyman, Jr. 1988. Cueing thinking in
Reading/Writing Connection
ature Thru the Arts. Tools for Teaching Series. Ed. Donna
the classroom: The promise of theory-embedded tools. Ogle and Camille Blachowicz. New York: Kooy, M., and J.Wells. 1996. Reading Response Logs.
Educational Leadership, 45, 18–24. Guilford Press. Markham, Ontario: Pembroke Publishers.
Content Area Reading, Writing, Literacy Palinscar, A.S., and A. Brown. 1986. Interactive Macrorie, K. 1988. The I-Search Paper: Revised Edition of
teaching to promote independent learning from text. Searching Writing. Portsmouth, NH: Boynton/Cook.
Allington, R.L., and P. Cunningham. 1999. Classrooms Reading Teacher, 39 (8), 771-777.
That Work: They Can All Read and Write. 2nd edition. Newkirk, T. 1986. To Compose: Teaching Writing in the
New York, NY: Longman. Pearson, P.D., and D. Johnson. 1978. Teaching Reading High School. Portsmouth, NH: Heinemann.
Comprehension. New York: Holt, Rinehart and Winston.
Alvermann, D.E., and S.F. Phelps. 1994. Content Reading Portalupi, J., and R. Fletcher. 2001. Nonfiction Craft
and Literacy: Succeeding in Today’s Diverse Classrooms. Raphael, T., and P.D. Pearson. 1982. The effect of Lessons: Teaching Information Writing K-8. Portland, ME:
Boston: Allyn and Bacon. metacognitive awareness training on children’s question- Stenhouse.
answering behavior. Technical report No. 238. Urbana, IL:
Ausuble, D. 1968. Educational Psychology: A Cognitive Center for the Study of Reading. Romano, T. 2000. Blending Genre, Altering Style: Writing
View. NY: Holt, Rinehart and Winston. Multigenre Papers. Portsmouth, NH: Heinemann-Boyn-
Readence, J.E., T.W. Bean, and R.S. Baldwin. 1985. Con- ton/Cook.
Billmeyer, Rachel, and Mary Lee Barton. 2002. Teaching tent-Area Reading: An Integrated Approach. 2nd ed.
Reading in the Content Areas: If Not Me Then Who? 2nd Dubuque, IA: Kendall/Hunt. Santa, C., and L. Havens. 1991. Learning through writing.
ed. Aurora: McREL. In C. Santa and D. Alvermann, eds., Science Learning:
Roe, B.D., B.D. Stoodt, and P.C. Burns. 1998. The Con- Processes and Applications. Newark, DE: International
Cunningham, J.W., P. M. Cunningham, and S. V. tent Areas. 6th ed. Boston: Houghton Mifflin. Reading Association.
Arthur. 1981. Middle and Secondary School
Reading. New York, Longman Ruddell, Martha Rapp. 1997. Teaching Content Reading and
Writing. Needham Heights, MA: Allyn and Bacon.


Level 1 Nonfiction †

Grades 5-7 Grades 7-9 Grades 9-12
Core Text Core Text Core Text
The Great Fire* Phineas Gage: A Gruesome but True Story Getting Away with Murder: The True Story
24 print books About Brain Science of the Emmett Till Case
2 copies of the Recorded Book 24 print books 24 print books
2 copies of the Recorded Book 2 copies of the Recorded Book
Power Strategy Texts
Are We Alone?: Scientists Search for Life in Space
Power Strategy Texts Power Strategy Texts
Cold Light: Creatures, Discoveries, Birmingham, 1963 Dear Miss Breed
and Inventions That Glow The Girls’ Life Guide to Growing Up From Boneshakers to Choppers: The Rip-Roaring
Curse of the Pharaohs: My Adventures with Mummies Horrible Science: Disgusting Digestion History of Motorcycles
The Down-to-Earth Guide to Global Warming Kids Make History: A New Look at America’s Story Guinea Pig Scientists: Bold Self-Experimenters in
Journeys for Freedom: A New Look at America’s Story Oh, Yikes! History’s Grossest, Wackiest Moments Science and Medicine
Oh, Yuck! The Encyclopedia of Everything Nasty Snowbound: The Tragic Story of the Donner Party Let Me Play: The Story of Title IX
Out of Darkness: The Story of Louis Braille Tales of the Cryptids: Mental_Floss Presents Condensed Knowledge
We Are One: The Story of Bayard Rustin Mysterious Creatures That May or May Not Exist Tough Boy Sonatas*
8 print books of each title Tell All the Children Our Story: Memories and Tupac Shakur*
2 copies of the Recorded Book Mementos of Being Young and Black in America Us and Them: A History of Intolerance in America
8 print books of each title 8 print books of each title
Independent Reading Texts 2 copies of the Recorded Book 2 copies of the Recorded Book

Animal Grossology: The Science of Creatures Independent Reading Texts
Gross and Disgusting*
Independent Reading Texts
Blackbeard the Pirate King* 2gether 4ever: Notes of a Junior High School Heartthrob 1,000 Places to See Before You Die*
Boy: Tales of Childhood The Adventures of Penrose the Mathematical Cat Andy Warhol: Pop Art Painter*
The Boys’ War: Confederate and Union Soldiers The Adventurous Life of Miles Standish and the Breaking Ground: Breaking Silence
Talk About the Civil War* Amazing-But-True Survival Story of Plymouth Colony* The Burn Journals
El Niño: Stormy Weather for People and Wildlife* America’s Dumbest Criminals Chicken Soup for the Latino Soul
Emeril’s There’s a Chef in My Soup!: Boys Who Rocked the World: From King Tut to Tiger Woods* The Devil in the White City: Murder, Magic,
Recipes for the Kid in Everyone* Brainstorm: The Stories of Twenty American Kid Inventors and Madness at the Fair that Changed America
Encyclopedia of Animals Chicken Soup for the Teenage Soul: Flocabulary: The Hip-Hop Approach
The Encyclopedia of Preserved People 101 Stories of Life, Love, and Learning to SAT-Level Vocabulary Building*
Extreme Pets!* The Concrete Wave: The History of Skateboarding* Flocabulary: The Hip-Hop Approach to U.S. History*
Facing the Lion: Growing Up Maasai on the African Savanna* Do Fish Drink Water?: From Abba to Zoom: A Pop Culture Encyclopedia
Puzzling and Improbable Questions and Answers* of the Late 20th Century*
Generation Fix: Young Ideas for a Better World*
The Egyptian News From Altoids to Zima: The Surprising Stories Behind
Girls Think of Everything:
Escape!: The Story of the Great Houdini 125 Famous Brand Names*
Stories of Ingenious Inventions by Women*
Extreme Sports: The Illustrated Guide to Go Ask Alice*
Harriet Tubman: Conductor on the Underground Railroad*
Maximum Adrenaline Thrills* Hayao Miyazaki: Master of Japanese Animation*
Horrible Science: Space, Stars, and Slimy Aliens*
Freedom Riders: John Lewis and Jim Zwerg on the Horrible Science: Chemical Chaos*
Immigrant Kids*
Front Lines of the Civil Rights Movement* Horrible Science: The Terrible Truth About Time*
Indy Race Cars*
Girls Who Rocked the World: How to Draw Hip Hop
Leon’s Story*
Heroines from Sacagawea to Sheryl Swoopes* How to Survive a Horror Movie:
Lives of the Athletes*
The Greatest: Muhammad Ali* All the Skills to Dodge the Kills
Mistakes That Worked: 40 Familiar Inventions
Horrible Science: Blood, Bones and Body Bits Ladies First: 40 Daring American Women Who Were
and How They Came to Be
Horrible Science: Bulging Brains* Second to None*
A Negro League Scrapbook*
How Rude! The Teenager’s Guide to Good Manners, Proper Leonardo DaVinci: The Genius Who Defined the Renaissance*
On the Court with … Michael Jordan*
Behavior and Not Grossing People Out* Lucky
Out of the Shadows: An Artist’s Journey*
Jokelopedia: The Biggest, Best, Silliest, Malcolm X: A Graphic Biography
Ripley’s Believe It or Not! Special Edition 2006
Dumbest Joke Book Ever Maus: A Survivor’s Tale
The Stunning Science of Everything*
Light Shining Through the Mist: Never Die Easy: The Autobiography of Walter Payton*
The Stupid Crook Book*
A Photobiography of Dian Fossey* Nickel and Dimed: On (Not) Getting By in America*
Team Moon: How 400,000 People Landed
The Lost Boy: A Foster Child’s Onward: A Photobiography of African-American
Apollo 11 on the Moon*
Search for the Love of a Family* Polar Explorer Matthew Henson*
Uncle John’s Bathroom Reader for Kids Only!
The NEW Way Things Work Periodic Table: Elements with Style
What Happened to the Mammoths? and
On Time: From Seasons to Split Seconds* The Places in Between*
Other Explorations of Science in Action*
Richard the Lionheart Reading Lolita in Tehran*
Women of Hope: African Americans Who Made a Difference*
Top Secret: A Handbook of Codes, Ciphers, Uncle John’s Bathroom Reader Plunges into Hollywood*
2 print books of each title
and Secret Writing Voices from the Fields: Children of Migrant Farmworkers
2 copies of the Recorded Book (as noted)
Uncle John’s Top Secret! Bathroom Reader for Kids Only! Tell Their Stories
146 total print books each The Worst-Case Scenario Surival Handbook: Travel War in the Middle East: A Reporter’s Story: Black September
64 total Recorded Books Zlata’s Diary: A Child’s Life in Wartime Sarajevo* and the Yom Kippur War
2 print books of each title What’s the Number for 911? America’s Wackiest 911 Calls
CD 10811 ..........................$7,995.00 2 copies of the Recorded Book (as noted) Worst Case Scenario: Extreme Edition
2 print books of each title
144 total print books 2 copies of the Recorded Book
46 total Recorded Books
150 total print books
*Audiobook provided CD 10815 .........................$7,995.00 80 total Recorded Books

CD 10819 .........................$7,995.00

† Titles subject to change

Moving Forward — by Dr. Janet Allen
Moving Forward with What We Know
A friend of mine used to say, “There are two ways to get to the top of an oak tree. You can climb the branches or
you can sit on an acorn and wait.” In creating Plugged-in to Nonfiction, we chose to climb the branches. In the
creation of any program with this scope, we were always aware that new research into adolescence and literacy was
occurring as we were writing. In choosing the texts, creating teacher and student support materials, and designing
assessments, we used applicable research in four broad areas: adolescence, effective literacy instruction, nonfiction
texts, and assessment. We wrote with the knowledge we gained from this research and with the information stu-
dents provided as they read and wrote nonfiction texts.

There was one document that served as a review for me as I went back through all the materials we created. In
essence, I used this information as a form of checks and balances to ensure that our work was framed by guid-
ing principles applicable to any classroom in any setting. Jill Lewis, in her chapter “Academic Literacy: Princi-
ples and Learning Opportunities for Adolescent Readers,” provides us with 10 principles that frame the
instructional decisions we made.

Guiding Principles for Developing Academic Literacy

1. Students need high-interest and challenging reading material, with models, practice mate-
rial, and longer selections drawn from sources that are commonly found in academic text.
2. Students need learning opportunities that develop critical thinking.
3. Students need to experience process-oriented instructional approaches that encourage devel-
opment of self-monitoring and metacognitive habits.
4. Students need learning opportunities that promote use of prior knowledge to facilitate
prediction and comprehension.
5. Students need to have learning opportunities for integrating reading and writing.
6. Students need learning opportunities that provide for partnership and collaboration.
7. Students need opportunities to learn that support a variety of learning styles.
8. Students need learning opportunities that allow them to assume responsibility for their
own learning.
9. Students need learning opportunities that measure success using a variety of
authentic assessments.
10. Students need opportunities to use technology as a learning tool, not as an end in itself.

These principles encompass a classroom any of us would wish for our children. This classroom would give stu-
dents the opportunity to read and write engaging texts, explore new ideas, develop strategies for independent
learning, and collaborate with others through interesting conversations and activities. We look forward to you and
your students having the benefits of rich instruction and diverse learning opportunities as you “make it real” in
your learning community.


Order Form
Contact: Billing Information
______________________________________________________________________________
Name 1. Pay with credit card:
______________________________________________________________________________ Charge to: Visa American Express MasterCard Discover
Telephone Fax
______________________________________________________________________________
Email __________________________________________________________________________________
Credit Card Number Exp. Date

Ship to: __________________________________________________________________________________
______________________________________________________________________________ Name on Credit Card
School/Library Name
__________________________________________________________________________________
______________________________________________________________________________
Signature
Attention
______________________________________________________________________________
Street Address 2. Pay with purchase order: (must be attached)
______________________________________________________________________________
City State Zip Code __________________________________________________________________________________
Purchase Order Number
All shipments FOB, Prince Frederick, MD.
Bill to:
______________________________________________________________________________
School/Library Name
______________________________________________________________________________
Street Address
______________________________________________________________________________
City State Zip Code

Plugged-in to Nonfiction Options
Part No. Qty Title Unit Price Price

10811 Plugged-in to Nonfiction LEVEL 1 (Grades 5-7) - ON CD $7,995.00



Equipment Options
Part No. Qty Equipment Unit Price

90345 6-Person Listening Center (4 included) $996.00

90275 Personal CD Players (12 included) $359.88

97080 CD/Radio/Cassette Recorder (1 included) $119.95

14672 Complete equipment package (includes all equipment listed above) $1475.83

Subtotal

Recorded Books Postage
(add 5% to total, $5.00 minimum postage fee)
Mail: 270 Skipjack Road Shipping charges outside the U.S. may be higher.

Prince Frederick, MD 20678 State and local tax
(CA and WA only)
Attn: School Division (We are required to assess sales tax on orders to CA and
WA unless we receive a copy of your organization’s Tax
Exemption Form or Direct Pay Permit.)
Call: 1-800-638-1304
GRAND TOTAL
Fax: 1-410-535-5499
Online: www.recordedbooks.com/school
www.pluggedintoreading.com


270 Skipjack Road
Prince Frederick, MD 20678
www.pluggedintoreading.com

Published
by Recorded
Books

PITNF Flyer

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie PITNF Flyer

Ähnlich wie PITNF Flyer (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

PITNF Flyer