Your SlideShare is downloading. ×
Rescue SORLA 2010
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Rescue SORLA 2010

326
views

Published on

Relate to, Expect more from, Scaffold for, Uplift, and Engage your Striving Readers!

Relate to, Expect more from, Scaffold for, Uplift, and Engage your Striving Readers!


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
326
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Jessie: Favorite= Brilliant Least Favorite= underpants Jen: Favorite=Plethora Least Favorite= moist
  • Jessie: Favorite= Brilliant Least Favorite= underpants Jen: Favorite=Plethora Least Favorite= moist
  • Rescue from the system—feel powerless, nothing is going to change, Then Teach them to Swim, empower them to use their own strength, knowledge, and skills we directly teach to save themselves.
  • Quick vocab lesson. . .
  • Handout—place to jot down things you’ve done this summer. . .
  • Include Jessie’s what do you know. . .trivia activity
  • Ex showing Life is Beautiful before Night. OMM reader’s theatre
  • Depending on the difficulty of the text/concepts you determine the level of scaffolding.
  • Ex: Literacy Awards Banquet “ Books and BBQ
  • Partner activity from Buehl for group
  • Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser: http://www.polleverywhere.com/free_text_polls/LTE2ODUzNjkwNjM
  • Transcript

    • 1. SUPPORTING SECONDARY STRIVING READERS SORLA 2010 JEN MCCARTY & JESSICA CROOKER READING SPECIALISTS EASTVIEW HIGH SCHOOL APPLE VALLEY, MN R.E.SC.U.E.
    • 2. Let’s Get to Know Each other
      • On one sheet of paper, create an illustration that best represents a current frustration you have when it comes to meeting the needs of striving readers.
    • 3. Let’s Get to Know Each other—Example
      • www.fotobabble.com
      • http://www.fotobabble.com/m/endWOGdIMFFCRFk9
    • 4. R.E.SC.U.E.
      • R is for Relate
      • E is for Expect
      • SC is for Scaffold
      • U is for Uplift
      • E is for Engage
    • 5. Pre-reading Strategy www.wordle.net
    • 6. Pre Teach Vocabulary
      • The Genteel Unteaching of America’s Poor
      • by National Council of Teachers of English President Kylene Beers
      • Example:
      • Genteel (adj)
      • belonging or suited to polite society.
      • well-bred or refined; polite; elegant; stylish.
      • affectedly or pretentiously polite, delicate, etc.
    • 7. 6 steps of vocabulary instruction Marzano and Pickering, 2005
      • Demonstration Lesson from Building Academic Vocabulary
      • Step 1: Explanation of essential vocabulary by instructor. Choral repeat of pronunciation of the word.
      • http://wordcentral.com
      • Step 2: Pair/Share—turn to your neighbor and either explain opine in your own words or give an example. (Don’t simply repeat what I said)
      • Step 3: Non-linguistic activity--photo
      • Steps 1-3 would be done in 10-15 minutes of first day. Do with each essential word.
    • 8. 6 Step Process cont. (Marzano and Pickering, 2005)
      • Step 4: Periodically during the week, ask students to ‘play with’ or do a short activity with the essential vocabulary.
      • Examples:
        • Word in context: On a sheet of paper/Exit card—do the following:
        • Write down a synonym or antonym of opine. What is one topic you can OPINE about with passion?
      • Step 5: Periodically during the week ask students to discuss the terms with each other.
      • Examples: Think/Pair/Share
      • Think of whether you think this is a word that has positive or negative connotation—explain and model.
      • Pair with a partner and discuss what you have thought about.
      • Allow some students to Share with the whole class.
      • Step 6: Play games and have fun with the term.
      • Example:
        • Create a poem—cinquain
        • Play Jeopardy
        • http://www.vocabulary.com/
    • 9. During Reading Purpose
      • As you read, choose one short phrase (a sentence or two) that struck you. Be prepared to read it aloud and explain why it hit you.
      • As you read, consider who “those” kids are
        • In our society. . .
        • In our school . . .
        • In our classrooms. . .
      • (Be prepared to share along with your passage with the group)
    • 10. Post Reading: Think Pair Share
      • With your table group:
      • Share your excerpt (read it, don’t paraphrase) (RR alternative)
      • Share why it struck you
      • Share your views of “those” kids? Who are they in our society, our school, and our classrooms?
    • 11. “ R” is for Relate
      • Do you know these students?
        • Tardy Tracy—isn’t there a clock on your cell phone?
        • Absent Abigail—MIA… a lot.
        • Bobby Belligerent—the answer is always “NO!”
        • Jack Jokester—lots of jokes; often inappropriate
        • Sleepy, Dopey, Droopey… wait, are those dwarves?
        • Sneezy Sally—frequent visits to Nurse Peggy
        • Charlie Charmer—everybody’s buddy
        • Forgetful Fay—no pencil, no notebook, no problem
        • Billy Bladder—suspiciously well-hydrated
        • Celine Cell—so many texts, so little time
        • Messy Melissa—something could be living in that backpack
        • I-could-care-less Chris—surprisingly indifferent about everything
    • 12. “ R” is for Relate
      • “ Pretend that every single person you meet has a sign around his or her neck that says, Make Me Feel Important . Not only will you succeed in sales, you will succeed in life.”    -Mary Kay Ash (1908-2001), entrepreneur
    • 13. “ R” is for Relate
      • Personal connections with students
          • Especially the ones who bug you 
          • Students who struggle are masterful hiders
            • (ex. 24 hiders in 1 room)
          • Pull, poke, and persistently pry them out of their shells
          • Don’t take it personal. . .striving readers tend to deflect. . .
      • Community Building within the class
          • Create a sense of belonging & ownership
          • Striving students sometimes view themselves as outsiders at EVHS—pull them IN
          • Give them a place to feel included—your classroom!
            • (ex. the coffee shop)
    • 14. “ R” is for Relate
      • Personal connections with students
        • Start the year with a “What do you know…” trivia
          • ex. Are you a true bookworm?
        • Interest surveys—lots out there, no need to recreate
        • Student create “walls”—favorite quotes, fav/least fav words
        • Display student work
        • Popsicle sticks with names—student aid/study hall kid task
        • Exit cards—use scrap paper from your Staff Resource Room
        • Digital conversation—forums and chat rooms on Moodle
        • Share your writing, reading, work, frustrations, successes, etc…
        • Create a class work-time playlist on iTunes
    • 15. “ R” is for Relate
      • Community Building
        • Consider a room arrangement not in traditional rows
        • Attendance questions— “Say your name and your favorite…”
        • Name tents—4 corners; each contains a personal detail
        • Team Classroom Management—calendar updates, attendance, collect today’s assignment, entrance cards, RESPECT 100 . . .
    • 16.
        • Say cheese! Pictures make it feel like home
        • Birthday calendar—school calendar or get creative
        • Games & Contests
          • Loaded Questions, newspaper puzzles/riddles, trivia games
          • Create teams and keep track of points on a board/poster
          • Free prize idea: “1 extra day” on an assignment coupons
      “ R” is for Relate
    • 17. “ R” is for Relate Build Community (but add a curricular connection)
      • Goal Setting
      • Ball Toss
      • Synergy
      • Magic Carpet Ride
    • 18. “ R” is for Relate
      • On your R ESCUE note sheet, write down one idea you can take and implement in your classes right away.
    • 19. “ E” is for Expect (great things)
      • Maintain high expectations for all students
      • Can be tempting to lower expectations for struggling students
          • Don’t want to embarrass them or make the vulnerable
          • Alternatives to the dreaded “Round Robin” reading
          • Activity—alternative to RRR from opening text (Beers)
          • Paired/Tri Reading Activity with “Why Couch Potatoes Can’t Read” by David Walsh
      • Striving readers actually need to do MORE not less
      • Change their self-perception—Growth Mindset
      • A, B, C or Do it Over
      • Fair isn’t Always Equal – Rick Wormeli
    • 20. “ E” is for Expect
      • We need to remember:
      • To not confuse expectation with enabling
      • To empower instead of making the content “easy”
    • 21. “ E” is for Expect (great things)
      • On your R E SCUE note sheet, write down one idea you can take and implement in your classes right away.
    • 22. “ SC” is for Scaffold
      • Striving readers are often mistaken as lazy
      • They choose to give up because of past failure and their Performance Mindset
      • Scaffold reading by establishing purpose and giving background ( OMM scaffold example)
      • Allot some class time for reading
          • You can model how you approach a new reading assignment
          • Gives students an “in” to the text
          • Can do an exit card as they leave to check for understanding
          • Don’t forget the POWER in pre, during, and post reading strategies. Google for many many ideas.
    • 23. “ SC” is for Scaffold Comprehension Continuum
    • 24. “ SC” is for Scaffold Comprehension Continuum
    • 25. “ SC” is for Scaffold
      • On your RE SC UE note sheet, write down one idea you can take and implement in your classes right away.
    • 26. “ U” is for Uplift
      • Those who are lifting the world upward
      • and onward are those who encourage
      • more than criticize.”    Elizabeth Harrison (1897-1955), investor, author
      • Meaningful feedback. . .so crucial:
      • In an answer to “When have you felt like a strong writer?” One of our striving 9 th grade readers said, “ When Mr. F. had us write about an important person to us. I wrote about Amanda J.. . .Mr. F. gave me feedback that pointed out all of the good things I was doin’ with my writing.” “Like how I used precise word choice that gave him a picture in his head.”
    • 27. Give some Feedback
      • “ I like this book because it makes me think about what is going to happen like it a mistory book and every time I have read the book I have gottin in to it. like I hate reading, but this book is making me wanna keep reading it. I wish I would have found some books like this one before because then I think I would probably read a little bit more when I was younger.”
      • ~Jon, grade 10, September, 2008
    • 28. Mindset “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck
    • 29. “ U” is for Uplift
      • Lack of confidence can paralyze students—
        • Pair up with someone kind, patient, and knowledgeable. . .
        • Scaffold
        • Give purpose for reading
        • Reward hard work with meaningful activity
        • Avoid spotlighting insecurities (yet keep standards high). Tricky, we know. (fluency example, RR alternatives)
      • Appreciative Inquiry. Capitalize on students’ strengths.
      • “ Describe a time when you felt most confident as a reader, writer, historian, mathematician, scientist, student, musician, etc.” Ask students to WRITE. . .striving readers will tell you more in writing (typically) than verbally (AW ex.). “Who do you admire as a reader, writer, student. . .Why?
    • 30. “ U” is for Uplift
      • On your RESC U E note sheet, write down one idea you can take and implement in your classes right away.
    • 31. “ E” is for Engage
      • Guthrie (2007) and Engagement Theory says,
        • Choice is crucial! Choice of text, choice of passages to read, choice in where to begin, in questions that need answering. . .
        • Relevance at all costs
        • Constructing meaning (learning) is SOCIAL! Collaboration is key. (D. Beuhl partner example)
        • Control over one’s own learning (master’s thesis vs. freshman English lit. paper, ex.)
        • “ If a student feels this is my question, and I read my selection to answer it, and I have my answer , he owns the reading event. For his own question, he will read deeply, persevere, and gain an elaborated understanding” (Guthrie, 2007, p. 121).
    • 32. Students’ Reading Motivations
      • Meaning is Motivating
      • Control and Choice
      • Reading is Social
      • Self-Efficacy
      • Interest in Reading
    • 33. Meaning is Motivating
      • Students must be motivated to be literate
      • We must move them from performance-minded to mastery-minded
      • Focus of our teaching must be mastery goals
      • Discourage obsession with grades
    • 34. Meaning is Motivating
      • 7 practices of mastery motivation
      • Provide mastery goals
      • Make tasks relevant
      • Use hands-on activities
      • Transform text to meaning
      • Scaffold mastery motivation
      • Provide re-teach opportunities
      • Reward effort over performance
    • 35. Control and Choice
      • Seek to balance teacher vs. student centeredness
      • 6 practices that cultivate motivation:
      • Ownership of text
      • Options for how to learn
      • Input into curriculum
      • Self-selection of knowledge displays
      • Voice in standards for evaluation
      • Inquiry projects
    • 36. “ E” is for Engage
      • Get Digital!
      • Experiences with 100% engagement: Moodle, book trailers, podcasts, poll everywhere, i-tunes, glogster, wordle, . . .list is endless. . .
      • Glogster example. . .
    • 37. http://s001.drmccarty.edu.glogster.com/glog/
    • 38. Book Trailer
    • 39. “ E” is for Engage
      • On your RESCU E note sheet, write down one idea you can take and implement in your classes right away.
    • 40. The polls you downloaded are embedded on the next slide. You may view them by running the slideshow. Feel free to copy the poll slides to another presentation or build up your presentation starting from this one. - The Poll Everywhere Team Poll Everywhere
    • 41. Poll Everywhere
    • 42. R.E. SC.U. E.
      • Throw your striving students a life line. . .you may save their academic lives!