A presentation by Mary Mueller as part of Discovery Education's EdTechConnect series

1. Bayless High School Location: Suburban St. Louis, Missouri Population: 524 students Ethnicity: 51% minority students Ethnic groups: Albanian, Bosnian, Chinese, German, Mexican, Pakistani, Vietnamese

2. Audaciously Audible grant objective : To increase the reading comprehension of English-language learners and ninth- grade students struggling with reading.

3. Audaciously Audible provisions: 1. Students will read one book per quarter in class. 2. Students will read one down- loaded book per month. The student will listen to the book from a CD and follow the text. 3. Students will blog on Think.com

4. Audible Books ( www.audible.com )

6. The great train Robbery By Michael Crichton Background Knowledge Needed: Victorian England in 1850’s London in 1850’s South Eastern Railway and trains Newgate Prison/Scotland Yard Lower class jargon

8. Searching for Web Sites and Visuals Search Engines: Google www.google.com Ixquick www.ixquick.com Vivisimo www.vivisimo.com Hints: Use double quotes for names and phrases, such as “Newgate Prison”. Search from at least two engines.

9. Search Results: The Victorian Dictionary www.victorianlondon.org The Victorian Web www.victorianweb.org

13. Problem/Solution: The Great Train Robbery Problem: Edward Pierce needs to figure out how to rob a train. He wants to get ₤12,000 of gold that is taken by rail from London to France on the South East Railway. The gold is transported in two safes requiring two keys to open. The plan must cover getting on the train and stealing the gold from the safe. Solution: Edward Pierce must find the four keys and figure out how to stage the robbery.

16. II. Solution- Planning the Successful Robbery A. Testing the safe keys (Taggert and Agar) B. Finding if the safe lock was changed (Miriam) C. Diverting Scotland Yard to Greenwich (Pierce) D. Figuring out how to get in the luggage car (Pierce, Burgess, Agar, Miriam) E. Planning climb from coach car to luggage van (Pierce, Agar) F. Switching 250 pounds of shot with gold (Pierce, Agar) G. Tossing gold out of luggage car (Barlow) Ending (Resolution): The robbery was successful, but eventually Agar’s woman turned him in. Agar turned in Pierce. At trial, Pierce mysteriously vanished. Pierce, Barlow and Miriam were never apprehended, not was the gold found. Agar, however, was transported to Australia, and Barlow spent two years in prison

18. Converting an outline to a summary paragraph by using the pattern design: The Great Train Robbery Pierce figures out the problem by finding the first two keys in the London Bridge Terminal . He and his friends figure out how to get into the terminal and make waxes of the keys. Next , he figures out that Fowler wears the keys around his neck and tricks Fowler into visiting Miriam, his accomplice and prostitute. Last, Pierce becomes friendly with Trent’s family and figures out that Trent keeps the fourth key in the cellar. After solving where the keys were located, Pierce works out the details of the train robbery . First, he tests the keys in the safe, he diverts the police to Greenwich, he figures out how to get his accomplices in the luggage car, he plans how to get from the coach to the luggage car, he plans how to switch the gold for shot, and finally he plans where to toss the stolen gold.

19. Converting an outline to a summary paragraph by using the pattern design: The Great Train Robbery Edward Pierce needs to figure out how to rob a train. He wants to get ₤ 12,000 of gold that is taken by rail from London to France on the South East Railway. The gold is transported in two safes requiring two keys to open. The plan must cover getting on the train and stealing the gold from the safe. Pierce solves the problem by finding the first two keys in the London Bridge Terminal. He and his friends figure out how to get into the terminal and make waxes of the keys. Next , he figures out that Fowler wears the keys around his neck and tricks Fowler into visiting Miriam, his accomplice and prostitute. Last, Pierce becomes friendly with Trent’s family and figures out that Trent keeps the fourth key in the cellar. After finding the keys, Pierce works out the details of the train robbery. He tests the keys in the safe, he diverts the police to Greenwich, he figures out how to get his accomplices in the luggage car, he plans how to get from the coach to the luggage car, he plans how to switch the gold for shot, and he plans where to toss the stolen gold. The robbery was successful, but eventually Agar’s woman turned him in. Agar turned in Pierce. At trial, Pierce mysteriously vanished. Pierce, Barlow and Miriam were never apprehended, not was the gold found. Agar, however, was transported to Australia, and Barlow spent two years in prison.

20. Structural Patterning: Bridging Reading and Writing Hints for building better reading comprehension and writing: 1. Build background of the or story. 2. Immerse students in vocabulary words. 3. Regularly review the story. 4. Help students to see how the story is constructed. 5. Reproduce the construction of the story by using graphic organizers and outlines. 6. Assign short story summaries as a means of expanding the outline.

21. Study Skills Strategies: Outlining Process Problem/Solution Cause/Effect Comparison/Contrast General-to-Specific Definitive The Integrated Pattern

22. Works Cited Borkowski, John G. &quot;Metacognitive Theory: A Framework for Teaching Literacy, Writing, and Math Skills.&quot; Journal of Learning Disabilities 25.4 (1992). Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. Fahey, Kevin, Joshua Lawrence & Jeanne Paratore. “Using Electronic Portofolios to MakeLearning Public.” Journal of Adolescent and Adult Literacy 50 (2007):460-71. Foil, Carolyn R., and Sheila R. Alber. &quot;Fun and Effective Ways to Build Your Students' Vocabulary.&quot; Intervention in School & Clinic 37.3 (2002): 131. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. Hickman, Peggy, Pollard-durodola, Sharolyn, and Sharon Vaughn. &quot;Storybook reading: Improving vocabulary and comprehension for English-language learners.&quot; Reading Teacher 57.8 (2004): 720-730. Academic Search Premier. 23 April 2007. <http://search.ebscohost.com>. History of Transportation; Railroads. United Learning, 2004. unitedstreaming. 21 April 2007 <http://www.unitedstreaming.com>. Honnert, Alicia M., and Sarah E. Bozan. &quot;Summary Frames: Language Acquisition for Special Education and ELL Students.&quot; Science Activities 42.2 (2005): 19-29. Academic Search Premier . 24 April 2007. <http://search.ebscohost.com>. Jackson, Lee. Dictionary of Victorian London. 2007. 19 April 2007. <www.victorianlondon.org>. McLain, K. Victoria Mayer, Gridley, Betty E., and David McIntosh. &quot;Value of a Scale Used to Measure Metacognitive Reading Awareness.“ Journal of Educational Research 85.2 1991: 81. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. Mokhatri, Kouider, and Ravi Sheorey. &quot;Measuring ESL Students' Awareness of Reading Strategies.&quot; Journal of Developmental Education 25.3 (2002): 2. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. Moss, Barbara. &quot;Teaching expository text structures through information trade book retellings.&quot; Reading Teacher 57.8 (2004): 710-718. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. Rekut, Martha D.. :Effective Vocabulary Instruction.” High School Journal. 80. 1996:66 Academic Search Premier. 23 April 2007. <http://search.ebscohost.com>. Swanson, Elizabeth A., and Dauna Howerton. &quot;Influence Vocabulary Acquisition for English Language Learners.&quot; Intervention in School & Clinic 42.5 (2007): 290-294. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. Swanson, Philip N., and Susan De La Paz. &quot;Teaching effective comprehension strategies to students...&quot; Intervention in School & Clinic 33.4 (1998): 209. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>. University Scholars Programme. Victorian Web. National University of Singapore. 2007. 19 April 2007 <www.victorianweb.org/technology/rrov.html>. Wallace, Ginger W., and Deborah A. Bott. &quot;Statement-Pie: A Strategy to Improve the Paragraph Writing Skills of Adolescents with Learning Disabilities.&quot; Journal of Learning Disabilities 22.9 (1989). Academic Search Premier . 24 April 2007. <http://search.ebscohost.com>. Weir, Carol. &quot;Using embedded questions to jumpstart metacognition in middle school remedial readers.&quot; Journal of Adolescent & Adult Literacy 41.6 (1998): 458. Academic Search Premier . 23 April 2007. <http://search.ebscohost.com>.