This is the presentation delivered at TNTESOL. The presentation looks at three very doable strategies for helping students who cannot read complex text to be able to find success. This is based on my book Why I Didn't Drop Out.
Keith Pruitt, Ed.SWords of Wisdom Educational Consulting www.woweducationalconsulting.com
You have one minute to make as many words as possible from the following word.Collaboration
All of You Are Getting A New Pair of Shoes!!!!! But I only have size 12s
One of the hidden dangers ofCommon Core is the mandate ofputting students in rigorous text.Text complexity works only whenthere are multiple scaffolds inplace to enable students access toits message.
Withoutscaffolding, it is merely throwing students in books they cannot read. And isn’t that what we have done for thepast 100 years?
Two boys look up at a mountain. One says I can’t. The othersays I will. Keith Pruitt- Why I Didn’t Drop Out
What Three Scaffolds Can I Use in the Classroom for those students who cannot read complex text? 1. Lay the foundation! 2. Hearing Text! 3. Read, Read, Read
One Would Never Dream of Building a House Without First Laying the FoundationLay TheFoundation
The New Dynamic of Phonics Instruction• Phonological Awareness should come early • Lessons Should be Short • Auditory Experience is brief• Tactile experience is paramount to the instruction • Connection should be made to print quickly
By itself, auditory experiences onlymet the needs of about 10% of thestudents in your room.70% of students are visual learners.But when you combine the printgraphonic with the auditory—youare working with all theeffectiveness of both.
Ways Students Can Hear Text1. Teacher recorded text using products like2. Using on-line tools like http://www.benchmarkuniverse.com/3. Have students read to each other
The Greatest Condition to Guarantee Student Success………Lots and Lots of Practice Outliers, study by Malcolm Gladwell (2008) of conditions to lead to extraordinary success the unifying factor between piano players, NBA players, programmers, etc. was HOURS OF PRACTICE 10,000 hours of Practice
How much time will the average studentthemselves spend reading in the classroom in one year?
That means the average child in an American school will spend less time engaged in reading in a year than theaverage High School football team will spend practicing in one week!
Some Realities About Independent Reading 1.Students Need Choice! 2.Students Need to Read Lots of Text at their Independent Reading Level 3.Students Need High Interest Text
Just 20 minutes per day! • Increases vocabulary by up to 600 words/year• Increases Comprehension
I like to read We want to read about about rodeosspiders, snakes, race cars and horses. and football players!
It is hoped that in implementing thesethree fundamental steps in your ELLprogram (for all students, really), you canhave a tremendous impact in studentoutcomes. Remember, We Teach Students!
Thank YouKeith Pruitt Words of WisdomEducational Consulting