Robin Fogerty & Associates Created by Kimberly Mutterback, Mercer County Academic Coach

Literacy Matters Robin Fogerty & Associates Created by Kimberly Mutterback, Mercer County Academic Coach

70 % of input to the human brain is visualNothing about reading is new… we simply hear it again to renew and replenish ourselves to go back out there and teach.

There is an expectation for transfer… we need to take what we learn and implement it in the classroom. Highly qualified teachers is a major concern of the No Child Left Behind Act. They are looking for quality minded teachers. EVERYONE can be a QUALITY TEACHER

www.edtrust.orgsite where you can go to find research that shows if you put highly qualified teachers in low performing areas there is a marked improvement.By: ReneBook addressing how high quality teachers teach low performing schools What is it about me you can't teach?

Brain research shows year round schools are necessary… IF YOU DON’T USE IT – YOU LOSE IT!!!! The brain is constantly making connections….

Classroom Instruction that Works - Marzano If we do not have the teachers using these 9 strategies we know it won’t work. Details the 9 best practices.

Making Connections: Teaching and the Human Brain Talks about 12 ways the brain learns.

38% of kids are not reading at grade level • 78% are African American • 40% of all math errors on the state test are reading areas Test Measurement • 90% Narrative – Reading Elementary level • 90% Informational Text – high school level Literacy Achievement has not risen in 70 years.

Parents with professional jobs speak about 2100 words an hour to their toddlers, those in poverty only about 600. Through the Cracks By Carolyn Stollman Third grade determines the lifelong reading level. It talks about how these children who have fallen through the cracks band together and the finally reach a classroom where they feel like they can learn

ACHIEVEMENT GAP • Acheivement is about Poverty Race Expectations Teacher quality Parenting Test bias In the end it is about LITERACY INSTRUCTION

Literacy is Learning Katie Hancock stated, “Every child has the right to quality instruction.”

Metacognition Knowing what you know, and what you don’t know, and knowing how you can apply what you DO know to do the task. Also known as THINKING.

In order to improve reading, you must draw upon prior knowledge.-Schema TheoryHaving children make connections between their prior knowledge and the new information. Activating their prior knowledge.Self – TextSelf – SelfSelf – WorldExamples :The People SearchThe Human GraphDo you Agree/Disagree?Three Muskateers

Schema Songto the tune of Frere Jacques Schema, schema Schema, schema What I know Watch It grow I can make connections Meaningful connections Text to self Text to text Text to world

Elements of Literacy Which skill do you emphasize the most? The least?

When we talk about literacy, we are all teachers of literacy. We want the children reading, writing, speaking, and listening to content. The only way test scores can go up is to address the four issues of listening, speaking, reading, and writing.

Ruben Foyerstein • Worked with the children of the Holocaust. He took the children that no one thought would be able to learn and he said he could teach them how to read. He came up with 14 tasks to get the children to start learning and thinking. • His work mirrors Sternberg. He is the Piaget of our time. • He agrees with Vygotsky, but he also states that the learner needs an adult or mediator to shape and guide their information acquisition. • Did the Mediated Journal

Mediated Journal • Name a literate person. (fictional, historical, or real.) • List two traits of your literate person. • Describe someone who is not literate. • Tell how the two are different. • Write a closing sentence. • Title your piece.

Every area has a literacy… computer literacy, math literacy, science literacy…. We need to get everyone on board. What better way to do vocabulary instruction than through content area? We must all work together. Show the commonality of literacy across the curriculum.

Literacy Matters Fifteen Strategies… Learning to learn involves metacognition. Inquiring readers comprehend more. Tapping into prior knowledge supports schema theory Extensive reading encourages flexible reading Research on the brain informs educational practice. Analysis of words promotes reading proficiency Cooperative learning groups engage learners You are a reader attitude matters Mediate with early intervention strategies Appealing to parents gets them involved. Teach vocabulary with key words. Technology impacts literacy Entry points honor multiple intelligences. Read aloud, read along, read-appropriate practices foster flexible reading Strategic reading is guided reading.

MAKING LITTLE BOOK • Fold it in half into hamburger bun. • Fold it again into half. • Fold it in half one more time to make the small book. • Open up.. You have 8 sections • Fold it again so the fold is to the top. • Tear it down one panel so you have a slit longways in the middle. • Open up, refold like a hotdog bun. • Push the outside edges in like an accordian. Looking from the top, you have an X. • You take the two sides together to make the book. • Put the ragged end to the bottom. Little book

Uses of Little BookKnown as the Tiny Transfer Book • Can be used for recording notes for field trip. • Can be used to make units to be stored in a little cereal box with the end cut off or in a cassette tape case. • Summarizing (Marzano) that makes kids get to the point. • You could store them in an animal crackers box (that has the handles – looks like a briefcase.)

7 Comprehension Strategies • Schema Theory (Activate prior knowledge – predict) • Identify Important themes. • Ask questions of yourself as you read. • Visualize • Draw Conclusions or make inferences; THINK • Summarize (retell the story, synthesize) • Employ a “Fix-Up” Strategy when “lost” in the text.

Madelyn Hunter • It matters how you put information on a chalkboard… our visual memory empresses the information in our brain. When going back to find the information, we remember were it was on the page. • Our visual spatial memory is very powerful. The human brain has a visual aspect that helps you remember where you are in the graph.

Strategies used in AM session • Three Muskateers (tee-pee formation) • The human graph • The card gain (four post it notes) • Mediated Journal Entry • Tell Me More (to get children to go beyond the one word answer) • Revisit, Review, Reteach • Read (incorporate it into everything you do so kids see models of readers.) • SCHEMA SCHEMA SCHEMA SCHEMA

Comprehension Strategies • The People Search • The Little Book • Seven Comprehension Strategies

Richards VaccaReading in the Content Areas • Big on Advanced Organizers (he calls it Structured Overview)

Finding Themes:How do you decide what is important? • Look at the language (vocabulary, Word choice) • Find a common thread. • Context of the writing • Skim/Scan

Identifying Important Themes Agree still running it round in my mind Making a Point

VisualizeDraw what you see • Similarities • Comparisons… contrasts • Graphic Organizer • Flow Chart • Venn Diagrams • Cartoon to make a point • Text messaging Marzano detailed learning by non linguistic visual representations

Asking Questions Text Messaging…. find…. (give the children a reason to read) Plus Find something that is a positive Minus Find something that Is a negative Interesting Find something that is interesting

Making Inferences • Body Language • Tone • Facial Expression • Mood • climate

Inferences Across Content • Math: statistics; linear equations; estimations • Science: labs…make observation; inference • Social Studies: infer historical reference • Language Arts: infer moods, setting, motive • P.E.: infer about opponents • Art: infer about era from artist’s work • Music: infer mood; action; type • Health: infer illness from symptoms • Business: infer trends • FACS: infer ads about products Focusing on inference at least once a week to raise test scores. Thread making inferences in every classroom.

You are going to read to figure out stuff. The text only tells you enough to figure it out. You are going to read to find out. What are the facts you can find out in this article? • “Mind Expansion: Inside the Teenage Brain” • What are the four lobes? • What is one change that occurs in the teenage brain? • What is so important about the teenage brain? • Is the title appropriate? Defend your answer. Synthesize

2 – 4 – 8 Two kids share… then they go to another group and you have to tell you partners story to the next group. Then you go to another group and have to share another partners story. Summarize and Take Notes Second of Marzano’s strategies.

“Fix – Up” Strategies We all read and lose track of what we are reading… and we have a way of recovering the information. • How do good readers get back to what they were reading? • What do you do to get back to knowing what you are reading?

Fix-Ups Reread Skip and go on to find context clues Find key words Skim and scan for magnet words Reread lead sentence in paragraph Read bold face headings Find words in italics Picture Clues Tell what is happening in story Use Prior Knowledge Get their mouth ready Stop… start over

Reading Flow Word Sense Vocabulary Fluency Comprehension Writing Critical Thinking Flexible Reading Public Speaking

Comprehension Topic You Are Studying

Robin Fogerty & Associates Created by Kimberly Mutterback, Mercer County Academic Coach