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Engaging Students In Reading

Published on Nov 21, 2015

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1.

ENGAGING STUDENTS IN READING

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2.

PEELING BACK INDIFFERENCE

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3.

WE MUST BE CAREFUL

NOT TO BOX IN OUR STUDENTS AS LOW READERS
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4.

SOME KIDS HAVE READING DISABILITIES

...BUT MOST DON'T
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5.

STUDENTS WHO CARE

DO MUCH BETTER THAN THOSE WHO DON'T
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6.

HOW DO WE DO IT?

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7.

TIME

  • 40 Minutes
  • Every Day
  • Small Group
  • Similar Reading Level
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8.

IT MAKES A DIFFERENCE

APPROXIMATELY A THREE-POINT DIFFERENCE
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9.

DOWN

THE CONTROL GROUP WENT
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10.

10,000 HOURS

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11.

ALL INTERVENTION HELPS

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12.

But not all interventions
are equal....

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13.

LOW LEVERAGE

  • Class Grouping, 0.18
  • Test-Taking Skills
  • Homework, 0.29
  • Ability Grouping, 0.30
Photo by Domenico / Kiuz
14.

MEDIUM LEVERAGE

  • Parental Involvement, 0.51
  • Cooperative Learning, 0.54
  • Direct Instruction, 0.59
  • Phonic Instruction, 0.60
  • Discussion, 0.64
Photo by Natesh Ramasamy
15.

HIGH LEVERAGE

  • Vocabulary Programs, 0.67
  • Relationship/Expectations
  • Feedback, 0.73
  • RtI, 0.77
  • Formative Assessment, 0.90
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16.

Creating Purpose

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17.

LEARNING TARGETS

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18.

MAKE YOUR CONTENT

SERVE THE STANDARDS
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19.

STUDENTS LIKE PUZZLES

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20.

FRAME THE TEXT

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21.

LET STUDENTS CREATE

YOU ONLY NEED TO KNOW HOW TO ASSESS
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22.

FIND EASY TEXTS

THAT DON'T LOOK LIKE PRIMER BOOKS
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23.

THINK VISUALLY

GIVE STUDENTS A CHANCE TO
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24.

IF THEY CAN'T READ WORDS,

THEY WILL READ PICTURES
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25.

TEXT IS COMPLEX

UNLESS WE KNOW WHAT TO LOOK FOR
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26.

We need to remind ourselves how we have learned to read our texts, how we have constructed meaning.

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27.

MAKE THINKING VISIBLE

  • Word - Thesis - Sentence
  • Claim - Support - Detail
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28.

IS DEAD

CONTENT LITERACY
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29.

THREE LEVELS OF TEXT

  • Basic
  • Talking Back
  • Specialized
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30.

For example, a poem . . .

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31.

TEXT STRUCTURES

HOW TO READ WHEN THE TEACHER'S NOT THERE
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32.

ELEMENTARY TEACHES NARRATIVE

HIGH SCHOOL FOCUSES ON TEXT BOOKS AND INFORMATION
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33.

MAIN TEXT STRUCTURES

  • Compare/Contrast
  • Cause/Effect
  • Problem/Solution
  • Sequence/Chronological
  • Description
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34.

WE NEED TO TEACH

  • Inferences
  • Underlying Message
  • Connections
  • Main idea
  • Throwaways
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35.

PROFICIENT READERS

OFTEN SUPERIMPOSE LOGIC WHERE NONE EXISTS
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36.

ASSUMICIDE

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37.

MAIN IDEAS TO REMEMBER

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38.

IS A NECESSITY

INDIVIDUALIZED ATTENTION, EACH AND EVERY DAY,
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39.

HIGH LEVERAGE

AS OFTEN AS POSSIBLE, MAKE YOUR INTERVENTIONS
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40.

DO SOMETHING

BUT IF HIGH LEVERAGE ISN'T A CHOICE,
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41.

HIGHLIGHT PURPOSE

AND HELP STUDENTS TO MAKE THEIR OWN
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42.

APPEAL TO SIGHT

SO THAT STRUGGLING READERS CAN FOLLOW AS WELL
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43.

TYPES OF TEXT

HELP YOUR STUDENTS TO BE FAMILIAR WITH
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44.

WHAT IS IMPORTANT

SHOW THEM HOW TO FIND
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45.

THE ONES READING AND WRITING

ARE THE ONES GETTING SMARTER
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