Speaking their Language Day 2

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2nd Day of Challenging the Adolescent Reader at Hormel Conference

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  • Skype with John
  • Skype with John
  • The change in the data is not statistically significant, so the STAR Test data indicates that the SEM-R neither increases nor decreases students’ reading assessment scores.The next step that researchers will take involves analyzing the qualitative data to look for possible trends in changes in self concept as a reader and motivation to read and compare to individual STAR Test scores
  • Consider a system for signing up to read the book when it’s available: it could be a list on the board, a sticky note inside the back cover of interested students, or a margarine container where students submit their names and a drawing occurs randomly at the end of the day (sort of like a silent auction)- You may want to have a “display area” (chalk trays work well) where recently featured books are displayed for a certain amount of time or where students who are looking for a new book can peruse. - Another effective strategy is to have related texts (same author, topic, non-fiction, website, etc) and ideas available for interested students
  • Good book choices for this activity:- The Librarian of Basra If the World Were a Village Science Verse John, Paul, George, and Ben Diary of a Wimpy Kid
  • Speaking their Language Day 2

    1. 1.
    2. 2. Tales From The Classroom:Experiences with SEM-R<br />
    3. 3. Tales From The Classroom:Experiences with SEM-R<br />
    4. 4. Participants and Setting<br />The research site is a high school in rural Cannon Falls, Minnesota.<br />The participating teacher is a 40-year veteran teacher licensed in high school speech, theater, and English, and he was trained to use the SEM-R at a summer institute during the summer of 2008.<br />The participating students are consenting juniors and seniors in a basic reading course.<br />
    5. 5. Adolescent Motivation to Read Profile:<br />20 item survey adapted for online use that uses a 4 point scale to measure self concept as a reader and value of reading<br />STAR Reading Test:<br />online test through the Accelerated Reader Company that provides a norm-referenced reading assessment of students’ reading achievement and ability to comprehend<br />Instant Messenger Chats:<br />semi-structured interviews conducted by the researchers using IM accounts created specifically for this project to protect the students’ anonymity with questions that focus on students’ motivation to read, reading habits, and perceptions of reading<br />Teacher Log:<br />weekly reflections written by the participating teacher to document progress and goals throughout the basic reading course<br />
    6. 6. Data Collection and Analysis<br />Results from the STAR Test and the AMRP are entered into an SPSS document for analysis<br />Logs of the IM interviews are entered into NVivo for use in qualitative data coding<br />Data analysis allows researchers to identify changes in students’ motivation to read, perceptions of themselves as readers, and overall reading achievement<br />
    7. 7. STAR Test Data<br /> A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the STAR Test. <br />There was no significant change in STAR Test scores from Time 1 (M=964.48, SD=328.70) to Time 2 (M=933.52, SD=321.16) t(22)=.84, p=.41.<br />
    8. 8. AMRP Data<br />A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP. <br />
    9. 9. AMRP – Self Concept<br />There was no significant change in the AMRP Self Concept scores from <br /> Time 1 (M=27.85, SD=6.167) to <br /> Time 2 (M=29.20, SD=5.68); <br />t(19)= -1.398, p=0.178<br />
    10. 10. AMRP – Value of Reading<br />There was a significant change in the AMRP Value of Reading scores from <br /> Time 1 (M=19.90, SD=5.66) to <br /> Time 2 (M=22.10, SD=5.09); <br />t(19)= -2.624, p=0.017<br />
    11. 11. AMRP – Total<br />There was a significant change in the AMRP Total scores from <br /> Time 1 (M=47.75, SD=10.533) to <br /> Time 2 (M=51.30, SD=8.951); <br />t(19)= -2.856, p=0.01<br />
    12. 12. "I didn't actually read the book, but I did play the video game loosely based on it."<br />
    13. 13. Phase 1<br />Exposure - Book Hooks:<br />High interest read alouds and higher order questions<br />
    14. 14. At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right.<br />~ Treatment Teacher<br />
    15. 15. Getting to Know You!<br />Think back: What was your favorite book as a child? <br />Share a memory about this book (or another book) with your neighbor. <br /><ul><li>What did you like about it?
    16. 16. What made it special to you?
    17. 17. What associations do you have with this book?</li></li></ul><li>Book Hook<br />
    18. 18. The students have broadened their reading choices due to the fact that they have been introduced to all the genres, and many nonfiction and fiction books, that they may have never picked up.<br />
    19. 19. A Primary Focus<br />Before you read aloud -- Take Three!<br />Exposure: Share why or how you chose the book.<br />Critical Thinking: Choose a question, theme, or strategy to guide your discussion about the literature.<br />Connections: Consider links to other books, websites, art, experiences, activities, or projects.<br />
    20. 20. Teacher Read AloudGuidelines in Phase One<br />Use a book you enjoy. <br />Match the book to your audience. <br />Illustrate reading strategies<br />Change intonation, speed, and volume.<br />Leave them wanting to hear more. <br />Scaffold higher level thinking skills. <br />Choose multiple books by the same author. <br />Change genres and styles often. <br />Utilize great books on tape.<br />Invite special guest readers.<br />
    21. 21.
    22. 22.
    23. 23. Developing a Question<br />Help your students see themselves as investigators collecting evidence:<br />Ask open-ended questions.<br />Tie answers back to the text.<br />Modeling is a Must!<br />Consider creative, offbeat ideas a bonus.<br />
    24. 24. <ul><li>Jacket
    25. 25. Author information
    26. 26. Back cover
    27. 27. illustration
    28. 28. Publication information
    29. 29. Why you enjoy the book</li></li></ul><li>
    30. 30.
    31. 31.
    32. 32.
    33. 33. Table Talk<br />Every time I introduce a new book during Phase 1, five students seem to want to read it right away! What should I do? What about the students in my subsequent class periods?<br />
    34. 34. Given to the most distinguished children’s informational book published in the preceding year.<br />Text Level<br />‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’<br />
    35. 35. Text Level<br />‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’<br />
    36. 36. Resources for Finding Books <br />
    37. 37. Weekly Book Hook Theme Ideas<br />www.CarolHurst.com/subjects/subjects.html<br />Author <br />Historical Event (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism)<br />Struggle<br />Race <br />Gender Issues<br />Big Questions (Why hate? Why love?)<br />
    38. 38. Weekly Theme: Prejudice<br /> Day 1<br />Dr. King uses some very interesting wording in his speeches. [Give one <br /> example] How would you have said the same thing? <br />For what purposes should someone use these books? <br />(MC text to self)<br />(MC text to text)<br />
    39. 39. Day 2<br />Why do you think that Dr. King’s sister would decide to write a book about <br /> her brother? <br />How does Ms. Anderson’s personality contribute to her success or failure?<br />How do these two books add to the information that we discussed yesterday?<br />(Making Inferences)<br />(Making Inferences)<br />(MC text to text)<br />
    40. 40. Day 3<br />How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods?<br />What questions do you have about the time period in which these books took place? <br />What kind of text could you use to find answers to your questions?<br />(MC text to world)<br />(Questioning)<br />(MC text to text)<br />
    41. 41. Day 4<br />As I read from this book, I want you to make a picture in your head of the characters and the setting. Be ready to tell me what you see. <br />(Visualization)<br />
    42. 42. DAY 5<br />Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different? <br />What seems to be the theme for this week’s books?<br />(MC text to text)<br />(Synthesis)<br />
    43. 43. Online Resources<br />http://www.gifted.uconn.edu/semr<br />Beth Newingham’s website<br />Amazon Trailer of The Graveyard Book<br />The Book Hive<br />
    44. 44. http://nancykeane.com/rl/<br />
    45. 45. Your Turn<br />Briefly examine a book on your table and look for a passage you might read aloud.<br />Decide which bookmark question and/or reading strategy you might use to guide a book hook from this book.<br />What other resources might you connect to this text?<br />
    46. 46. END PHASE 1<br />

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