Angie Grove March 2013

ACT 48 hours if you combine today’s hour with two more focus group hours this year.

Possible increase in H.E.A.T. scores NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholde r to insert your own image. $25 Gift Card Drawing!!!

 Create a definition for engaged reading  Learn the purpose for engaged reading  Learn examples of engaged reading  Practice engaged reading

 Read each statement  Mark agree or disagree 1. Students should be allowed to choose the books they read. 2. All students should spend the same amount of time reading per day to get the same benefits. 3. Teachers need to allow time during the school day for students to read every day. 4. Asking students to talk about what they have read will increase their comprehension. 5. Teacher read alouds are important in the primary grade, but lose their effectiveness in intermediate grades.

 With your partner, create a definition of what engaged reading looks like in the classroom.  Pass definition, Read and Revise  Group Discussion and Definition  YOU JUST DID ENGAGED READING!!!

 Revisiting text  Accountable  Visible  Has a purpose  Students create meaning/synthesize  Engaged  Teacher is visible and available- circulating

 Students need to take ownership of their learning activities  Talking to the text+ Talking about the text = ownership  Deepens and assesses student knowledge and understanding  Quick formative assessment- you know right away who is not understanding the text  Helps them to remember and make meaning  They can connect to the text  Keeps students on task and ENGAGED!  It is getting students ready of the rigorous standards of the Common Core

 Tell kids why they are reading the text  Will they have to answer questions about it?  Will they have to share a connection?  Will they have to take a vocabulary test on it?  TELLING STUDENTS WHY THEY ARE READING HELPS THEM TO RECOGNIZE WHAT IS IMPORTANT!

 Highlighting  Post its  Sheet protector  Coding/ Marking

 Read the article.  As you read mark the text for things that help you to understand the statements on the anticipation guide. (highlight, post its, mark the text)

 Do you want to change any of your answers?  Find evidence to support all of your choices.  Share with a partner.

 Based on what you read and heard today, write 3 things you:  Want to try in your classroom OR  Want more information about OR  Have tried and liked OR  Still have questions about  Thanks for attending!  I am always here to help!