Top Ten Reasons You Know You re a Teacher

1.

2. Top Ten Reasons You Know You�re a Teacher�

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. 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�

7. 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?

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

9. CLICK it� KIDS

10. CLICK it� LEARNING PROCESS

11. CLICK it� CONTENT

12. CLICK it� INSTRUCTION

13. READING

14. 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.

15. Components of the Reading Process

19. HUH????

20. 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?

21. Think of 3 students currently in your classes� Struggling reader Average reader �Good� reader

22. 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.

23. Differentiation!Differentiation!

24. 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.

25. 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

26. 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

27. Finding Alternative Reading Materials www.lexile.com

29. Typical Reader and Text Measures by Grade

30. 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�

31. 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

32. 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

33. 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.

34. All textbooks are NOT created alike -- different organizational patterns, different ways to read� Math text-- EVERY word counts-- not much text Science -- need to understand how a scientist thinks to understand Social Studies -- all about location and time/events Language Arts -- telling a story Vocational courses -- �How To� All textbooks are NOT created alike -- different organizational patterns, different ways to read� Math text-- EVERY word counts-- not much text Science -- need to understand how a scientist thinks to understand Social Studies -- all about location and time/events Language Arts -- telling a story Vocational courses -- �How To�

35. Example of Barriers 1 and 2:

36. Pre-Reading: Setting the stage for understanding: prior knowledge, vocabulary, �anticipatory set� During-Reading: �Knowing when you know / understand� Post-Reading: Where we usually focus; Too late when the reading has been completed; Re-readingPre-Reading: Setting the stage for understanding: prior knowledge, vocabulary, �anticipatory set� During-Reading: �Knowing when you know / understand� Post-Reading: Where we usually focus; Too late when the reading has been completed; Re-reading

37. Learning / Reading and Retention

38. 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

40. WRITING

41. Writing Purposes Compare / Contrast Describe Sequence / Order Persuade Show Cause and Effect Identify Problems and Offer Solutions Reflect

44. Student Difficulties in Reading and Writing

45. Making the Reading / Writing Connection in Instruction Content: What do I want kinds to learn? Thinking: What kind of thinking will be required? Reading: What text will be used to help students obtain or reinforce needed knowledge or skills? Strategies / Tools: Which reading strategies / tools will be used to help students process the text? Which tools match the intended learning and the kind of thinking needed? Writing: How will students communicate / share what they have learned? How can they use writing to reflect on the learning?

47. Story about the boiler repair�Story about the boiler repair�

48. First bill� Need itemized bill�First bill� Need itemized bill�

49. New bill� New bill�

50. 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.

51. 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.