Top Ten Reasons You Know You re a Teacher

1.

3. Top Ten Reasons, continued�

4. And the #1 Reason You Know You�re a Teacher is�

5. What is Literacy? Reading Writing Speaking Listening Viewing Nonverbal Communication All have the same purpose: COMMUNICATE KNOWLEDGE AND UNDERSTANDING.

6. Thinking in Social Studies� What are the categories or types of thinking that are routinely required in learning social studies content?

7. Thinking in Social Studies� Determine cause-and-effect relationships Organize a sequence of events Make inferences -- �read between the lines� Understand processes Determine relationships between ideas and people Read graphics-based materials Identify bias and separate fact from opinion

9. How many of these questions can you answer? How much understanding do you have about the content? Do you think any of your students see the test they read in your subject area in the same fashion? You can answer the questions correctly without having any comprehension of what the story is about�How many of these questions can you answer? How much understanding do you have about the content? Do you think any of your students see the test they read in your subject area in the same fashion? You can answer the questions correctly without having any comprehension of what the story is about�

10. Why teach reading and writing in the content areas? What benefits would students gain being able to read and write about the content with greater understanding?

11. Strategic Reading� PRE-Reading Clarify purpose for reading Consider strategies and tools that can be used for the purpose Preview material for contents, scope and organization Activate prior knowledge Formulate predictions and ask questions

12. Strategic Reading� DURING-Reading Monitor progress: do I understand this? Engage with the content Make connections Note main ideas and details Monitor reading style and strategies used Revise predictions Make inferences

13. Strategic Reading� AFTER-Reading Evaluate how well they understood what they read Summarize main ideas and details Re-read and review for clarity Think about how to demonstrate new understanding Revise schema

14. How are you Connecting? Learning Process Instruction Content Kids

15. CLICK it� KIDS

16. CLICK it� LEARNING PROCESS

17. CLICK it� CONTENT

18. CLICK it� INSTRUCTION

19. READING

20. If you want students to learn your subject area, they need to be able to become competent readers of the subject area text.If you want students to learn your subject area, they need to be able to become competent readers of the subject area text.

21. Components of the Reading Process

25. HUH????

26. What strategies do you use when you encounter text you don�t understand? What strategies do your STUDENTS use when they encounter text they don�t understand?

27. The �cycle� of assigning reading which students don�t do or don�t understand, so quit assigning.The �cycle� of assigning reading which students don�t do or don�t understand, so quit assigning.

28. Differentiation!Differentiation!

29. To understand reading process, we need to understand how learning occurs. Model adapted from the work of Pat Wolfe.To understand reading process, we need to understand how learning occurs. Model adapted from the work of Pat Wolfe.

30. Factors Affecting Student Performance on the Reading Task Self-perception of ability Read, but don�t comprehendSelf-perception of ability Read, but don�t comprehend

31. The Ability Factor Walk through / �build� the graph� Y-axis is difficulty of text; x-axis is student abilityWalk through / �build� the graph� Y-axis is difficulty of text; x-axis is student ability

32. Finding Alternative Reading Materials www.lexile.com

34. Typical Reader and Text Measures by Grade

35. Factors Affecting Student Performance on the Reading Task What do students already know about the subject? Million-dollar bet: learn Ukranian in one week�What do students already know about the subject? Million-dollar bet: learn Ukranian in one week�

36. The KEY PREDICTOR of reading success is the student�s background knowledge. Example from South Hamilton�s ITBS scores -- paragraph on other cultureExample from South Hamilton�s ITBS scores -- paragraph on other culture

37. Factors Affecting Student Performance on the Reading Task Culture and SES can contribute to background / prior knowledge Demographic differences = difference in interests Culture and SES can contribute to background / prior knowledge Demographic differences = difference in interests

38. Need to help students understand WHEN and HOW to use the strategies and tools so they can use them independently.Need to help students understand WHEN and HOW to use the strategies and tools so they can use them independently.

39. Learning / Reading and Retention

40. Independent Strategic Readers Know how to make text make sense Have strategies to use Know how to struggle with text Develop the patience and stamina to stick with a text Know what is separating them from success with the text Know what they should do to fix the problem

41. READING NEXT: 15 Elements of Effective Adolescent Literacy Programs

42. 1) Direct, Explicit Comprehension Instruction Explicit strategies presented New tools / strategies modeled Many independent practices of tools and strategies Students use tools and strategies independently Multiple contexts for apply tools and strategies

43. 1) Direct, Explicit Comprehension Instruction (continued) Student discussions about what is read Asking students to explain their thinking Wide variety of text available Teachers model their own thinking Let�s look at how this might look in the classroom�

44. Categories of Instructional Strategies That Affect Student Achievement

45. Know how to approach new words and increase vocabulary. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text features, cues and organizational patterns. Have a plan for how to approach the reading task. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

46. Story about the boiler repair�Story about the boiler repair�

47. First bill� Need itemized bill�First bill� Need itemized bill�

48. New bill� New bill�

49. Teachers need to know which strategies and tools will work best with which students� that�s the art of teaching.Teachers need to know which strategies and tools will work best with which students� that�s the art of teaching.

50. Our mantra� �an effective teacher knows where to hit with the right tool, at the right time, and with the right content to make learning happen.

52. Know how to approach new words and increase vocabulary. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text features, cues and organizational patterns. Have a plan for how to approach the reading task. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

53. Thinking About Vocabulary� How important is vocabulary instruction in social studies? How do you determine the vocabulary that is most important for students to really know? What does it mean �to know a word.�

54. Social Studies Vocabulary�

55. The Importance of Vocabulary Skills

56. Vocabulary Research Effective vocabulary instruction requires active and positive student participation. (Carr & Wixson, 1986) Personal engagement with a new word can lead to deep processing of meaning. (Dole, Sloan & Trathen, 1995) Researchers have named vocabulary knowledge as the most important factor in reading comprehension. (White, Sowell & Yanagihara, 1989)

57. The Relationship Among Time Spent Reading, Reading Achievement, and Vocabulary Acquisition of Fifth Graders

58. Indirect vs. Direct Instruction of Vocabulary Words 7-14 meaningful exposures to a word before it become part of your working vocabulary Best to explicitly teach the key vocabulary of the content area

59. But which words??? McREL�s list of critical content-specific words Represent the most important ideas -- need to understand at deeper level Frequency in the text Have a different meaning for the subject area than in everyday usage

60. How to teach the words??? Front-load meaning - prior instruction increases understanding by 33% Descriptions and examples Create symbols or pictures to represent the word -- gains 34 percentile higher Categorize words -- associations among related concepts Limit the # of words taught to those that represent key concepts Teach common prefixes, suffixes, roots

61. So what about context clues? Context clues can be helpful in figuring out what a word means� But be careful�

62. Fill in the Blanks�

63. How�d you do???

64. Why not look up the word in the dictionary? Think about what happens when a student looks up a word. Define the word �up��

65. A two-letter word that has more meaning than any other word� �UP�

66. The word �UP��

67. The Word �UP��

68. The Word �UP��

69. So what are the alternatives?

70. Reflecting on Vocabulary Opportunities What activities do I ask students to do to learn the vocabulary terms? Generate own explanations/descriptions Create nonlinguistic/visual representations Ask questions to help generate information Other What opportunities to I provide to ensure periodic review? How do I monitor how well they know the terms? How do I help those struggling with terms/phrases?

72. Vocabulary �Cheat Sheet� TYPE words in ALPHABETICAL order on one half of page (folded vertically) Write a quick description of the word in as few a words as possible (one line only) Use word recognition chart to �front-load� the words prior to students reading the assignment

74. Game: Categories

75. 1) Have strategies to use when encountering new words.

76. 1) Have strategies to use when encountering new words.

77. Reading Tools: What It Is and What It�s Not Vocabulary Wheels Five �Step Process My Personal Vocabulary Vocabulary Ball

90. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

91. Example of calling out the assignment as students are leaving the room�Example of calling out the assignment as students are leaving the room�

92. Example�Example�

93. Think about the reading you do� Do you always read for the same purpose?Think about the reading you do� Do you always read for the same purpose?

94. What the teacher thinks is important vs. what the student thinks is important�What the teacher thinks is important vs. what the student thinks is important�

95. Prior knowledge, knowledge of test cues and organization, etc.Prior knowledge, knowledge of test cues and organization, etc.

96. Reading Tool: Reading Assignment Plan (RAP)

99. Helping students to become better readers in turn makes them more knowledgeable about the content�Helping students to become better readers in turn makes them more knowledgeable about the content�

100. 8 Reading Strategies for Improved Comprehension Have strategies to use when encountering new words. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text cues and features and text organization to aid understanding. Have a plan for how to approach the reading task.

101. Think About Prior Knowledge� How do student�s prior knowledge and experiences in social studies affect their current learning? How do you know what students already know about the topic to be studied? How are prior knowledge and motivation connected? How do you address misconceptions or lack of prerequisite / background knowledge?

102. �Fish is Fish� example� Give background of story� Then one day, with a happy splash that shook the weeds, the frog jumped into the pond��Fish is Fish� example� Give background of story� Then one day, with a happy splash that shook the weeds, the frog jumped into the pond�

103. Read story�Read story�

105. Cows, said the frog, Cows! They have horns, eat grass and carry pink bags of milk�Cows, said the frog, Cows! They have horns, eat grass and carry pink bags of milk�

106. And people�And people�

107. That night, images of all that the frog had described floated through the fish�s dreams� �Marble� statue exampleThat night, images of all that the frog had described floated through the fish�s dreams� �Marble� statue example

109. Prior Knowledge and Schemata

110. What schema did you use?

113. Activating prior knowledge� Think about the topic Preview the passage and text cues Ask questions about the topic Present an issue or situation Use advanced organizers to guide the development of appropriate schema

114. How do you build prior knowledge? How help students understand the vocabulary? How build interest? What generates interest? Relevancy and emotion. Hamlet exampleHow do you build prior knowledge? How help students understand the vocabulary? How build interest? What generates interest? Relevancy and emotion. Hamlet example

115. How do we help students connect� Pre-Reading: What do I already know or think I know about the topic? During Reading: How does what I am learning make sense with what I already know? After Reading: What new learning did I gain from the text? What did I read about that I didn�t know before?

116. 2) Connect new knowledge to existing knowledge to make personal meaning.

117. 2) Connect new knowledge to existing knowledge to make personal meaning.

118. Reading Tools: How Sure Are You Connections, Points and Questions Ready-Set-Go-Whoa Comparison Matrix Chart Making an Analogy A Rose by Any Other Name Four Quadrants

138. Helps prepare the student for learning -- mind set Making predictions increases interest in the reading�Helps prepare the student for learning -- mind set Making predictions increases interest in the reading�

139. Why do we want students to �think ahead to what might be coming?� Review facts Motivation / �Investment� of self Higher order thinking Combine prior knowledge Make inferences Pay attention to the text Others?

140. 3) Think ahead to what might be coming in the reading.

141. 3) Think ahead to what might be coming in the reading

142. Reading Tools: Thinking Through the Reading Assignment Ready-Set-Go-Whoa My Own Perspective Reading Assignment Plan True or False? I Predict It is� Discussion Seeds My Personal Vocabulary List

153. 5 Missing Pillars of Reading Instruction Access to interesting texts and choice in text read Matching kids with appropriate text Reading and writing has a reciprocal positive effect Classroom organization: Limit whole class teaching Availability of expert tutoring

154. 8 Strategies for Reading Develop new vocabulary and figure out meanings of unknown words Connect new knowledge to make personal meaning. Think ahead to what might be coming in the text. Evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what has been read. Use text features and organizational patterns. Have a plan for how to approach the reading task.

155. Thinking in Social Studies� What are the categories or types of thinking that are routinely required in learning social studies content?

156. Thinking in Social Studies� Determine cause-and-effect relationships Organize a sequence of events Make inferences -- �read between the lines� Understand processes Determine relationships between ideas and people Read graphics-based materials Identify bias and separate fact from opinion

158. Strategy 4: Continually Evaluate Own Understanding

159. We Learn by Doing . . . . . . if we reflect on what we have done. John Dewey

160. Metacognition is important! Do students know WHY they are using the tools? �Much ado about nothing�� Action without understanding = no learning /retention

161. What inferences can you make from this passage?

165. 4) Continually evaluate their un-derstanding of what they�ve read

166. 4) Continually evaluate their un-derstanding of what they�ve read

167. Reading Tools: Pause and Reflect - p. 290 Stop and Spin - Volume 2 In With the Old, Out With the New � 92 The Problem�s Solved

177. Think about image-making� What visuals or other images do students have access to in your social studies text? In what ways do or can you have students create images and non-linguistic representations of what they are learning? How do the images help reinforce learning?

178. Students who lack ability . . . to create visual images when reading often experience comprehension difficulties. They cannot describe the pictures in their minds as they read. Good readers not only create visual images automatically when they read, the lack of the ability to create a visual signals a good reader that he/she is having comprehension problems -- and signals the need to use some fix-up strategies to aid understanding. Good readers not only create visual images automatically when they read, the lack of the ability to create a visual signals a good reader that he/she is having comprehension problems -- and signals the need to use some fix-up strategies to aid understanding.

179. And the research says . . . Learners who were instructed to create mental images of events� learned two to three times as much as learners who read aloud the sentences repeatedly. (Anderson, 1971) When taught to generate mental images as they read, [students] experience greater recall and enhanced abilities to draw inferences and make predictions. (Gambrell, 1981; Gambrell & Bales, 1986; Pressly, 1976; Sadoski, 1983, 1985_ A student�s failure to produce complete or accurate drawings can reveal comprehension gaps at an early stage in the learning process. (Peeck, 1987) Drawings can also aid in the retention of information. (Snowman & Cunningham, 1975). But Peeck, 1987, cautioned that the drawings need to be accurate and time spent drawing needs to be evaluated in terms of net gain. There is evidence that prompting students to use imagery and verbal elaboration has a powerful effect on learning and remembering. A student�s failure to produce complete or accurate drawings can reveal comprehension gaps at an early stage in the learning process. (Peeck, 1987) Drawings can also aid in the retention of information. (Snowman & Cunningham, 1975). But Peeck, 1987, cautioned that the drawings need to be accurate and time spent drawing needs to be evaluated in terms of net gain. There is evidence that prompting students to use imagery and verbal elaboration has a powerful effect on learning and remembering.

180. Students may need . . . . . . to be prompted repeatedly to focus on their mental images or �television in the mind,� as a way to monitor comprehension. Teachers also need to teach and model fix-up strategies for student to use.

181. Oops � Instead of developing images, . . . students may be using their mental energy to decode words or may lack vocabulary or background knowledge. External visual images can provide background knowledge and memory pegs to help students �see� what is happening and unlock meaning. If students can create their own images on the television screens in their minds as they read, their potential for understanding the text is increased. The use of sketches, illustrations, picture books and movies provides students with information on which to build their internal images. A �picture is worth a thousand words� for students who struggle with reading comprehension! If students can create their own images on the television screens in their minds as they read, their potential for understanding the text is increased. The use of sketches, illustrations, picture books and movies provides students with information on which to build their internal images. A �picture is worth a thousand words� for students who struggle with reading comprehension!

182. The pictures and words must match! When text and pictures don�t match, the illustrations can interfere with comprehension and reduce learning.

183. Using Visual Images� Not all students can use visual imagery to support comprehension. Students may need to be prompted to use imagery or may need to be taught how to create mental images. Model imagery strategies to students. Describe what you see in your mind as you read. From �A Picture Is Worth a Thousand Words,� Anne Nielsen Hibbing and Joan L. Rankin-Erickson; The Reading Teacher, May 2003. � Don�t assume your students can use visual imagery to support reading comprehension. Check out their ability to create images with discussions of what they �see� or with student-generated drawings. � Students who have imagery skills may need to be prompted to use imagery to support comprehension. Those who don�t have the skill will need to be taught. � Look for opportunities to model imagery strategies to your students. Discussing what you see on the television screen in YOUR mind will help students who are confused or lack the knowledge necessary for understanding.� Don�t assume your students can use visual imagery to support reading comprehension. Check out their ability to create images with discussions of what they �see� or with student-generated drawings. � Students who have imagery skills may need to be prompted to use imagery to support comprehension. Those who don�t have the skill will need to be taught. � Look for opportunities to model imagery strategies to your students. Discussing what you see on the television screen in YOUR mind will help students who are confused or lack the knowledge necessary for understanding.

184. Using Nonlinguistic Models� Graphic organizers Mental images Physical models Kinesthetic representations Pictographic representations

185. Creating Images: Pictographs The Battle of Trenton

186. The Continent Song

187. Student exampleStudent example

188. Student exampleStudent example

190. Seven Considerations for Evaluating Graphic Organizers The graphic organizer is a mental tool to aid comprehension . . . Not an end in itself. A gradual transition from teacher-directed graphic organizer activities to independent use is best. The process of creating, discussing, sharing, and evaluating a graphic organizer is more important than the organizer itself. Adapted from Bromley, K., Irwin-DeVitis, L., and Modlo, M. (1995). Graphic Organizers (p 28), New York: Scholastic.

191. Seven Considerations for Evaluating Graphic Organizers The discussion that accompanies the creation or interpretation of a graphic organizer is crucial to the learning process. There are many ways to represent the same information in a graphic organizer. Encourage students to evaluate the benefits of graphic organizers in their own learning. Some students will find graphic organizers more beneficial than others. Adapted from Bromley, K., Irwin-DeVitis, L., and Modlo, M. (1995). Graphic Organizers (p 28), New York: Scholastic.

192. Planning Tool for Graphic Organizers

193. 5) Create images of what is being read.

194. Create images of what is being read.

195. Reading Tools: Note-Taking Using Both Sides of the Brain - p. 274 Picture It - Volume 2 Thinking in Words and Images I Spy! The Five Step Process

203. Strategy 6: Periodically Summarize What Is Read

210. 6) Periodically summarize what is read and learned

211. 6) Periodically summarize what is read and learned

212. Reading Tools: Chain Reaction - p. 206 Alphabet Soup - 186 Comparison Matrix Chart - p. 226 Give Me a Hand - Volume 2 One Step at a Time Toss �Em in the Sack My Week of Reading in a Phrase Supporting the Main Idea Just for Chem Lab Summary Pyramid Shed Some Light on It

228. Thinking About Text Features� What features of your text help students understand content? What makes it difficult? How can understanding text features help students learn the content better? How can a social studies teacher help students use text features to gain a greater understanding of what is read?

229. Improving reading comprehension� Make sure students understand Difference between narrative text and informational text Organizational patterns used (i.e. cause-and effect vs. sequential) How to use text features such as pictures, graphs, headings, subheadings, etc. How to find materials that are appropriate to their reading ability level

230. Students don�t know how to approach different kinds of texts differently�Students don�t know how to approach different kinds of texts differently�

231. Many times we cover these at the beginning of the year, but we need to review periodically throughout the year�Many times we cover these at the beginning of the year, but we need to review periodically throughout the year�

232. Pre-Reading with Text� Read title and picture captions: What do you think you will read about? Look for bold-faced vocabulary words: Give your �best-guess� definition for each. Make an outline from the text using headings and subheadings. Fill in details as you read. List the visual aids used in the text: What new ideas or questions do you have after studying them?

233. Pre-Reading with Text� Write three questions you hope / think will be answered as you read. Make three predictions about what the text is about based on the title. Determine the focus (purpose) for the reading. Read the summary paragraph. Then look for supporting information as you read.

234. Pre-Reading with Text� Using clues from the text, list what you already know or think you know about the topic before you start to read. Make predictions about the new learning you will have from reading the text.

235. Using Text Organization� Time Order Order of Importance Classification Order Location Order or Description Cause-Effect Order Comparison / Contrast Order

236. 7) Use textual cues, visuals, and text organization

237. 7) Use textual cues, visuals, and text organization

238. Reading Tools: Thinking About My Text Thinking Through the Reading Assignment Reading Assignment Plan