Video Introduction by Riley

Congratulations

And you get to keep stuff like this… forever

Transformed by Literacy

Scio tribulationem tuam studiosum Mastery Duke Interpersonal Buddy Understanding Electra Self-Expressive Celeste

MASTERY - Start with clear expectations Tell students what they need to know and how to do it step by step Establish opportunities for concrete experiences Provide speedy feedback Separate practice from performance INTERPERSONAL - Tie content to a personal experience Reinforce learning through support and positive feedback Use the world outside the classroom as a resource Select activities that build on personal experiences and cooperative structures Take time to help establish personal goals, encourage reflection, and praise performance

UNDERSTANDING - Provide questions that puzzle and data that teases Require students to hypothesize and develop plans of action before they explore answers Open the learning process to questions that stimulate deeper thought Build in opportunities for students to share their explanations and to provide evidence and proof for their ideas Evaluate students’ critical thinking and problem solving skills SELF-EXPRESSIVE - Inspire students to think divergently and imaginatively Model creative work so students can examine and establish criteria for assessment Allow students choice of activities and multiple methods for showing what they know Give feedback, coach, and provide an audience for sharing work Evaluate and assess performance according to established criteria

Swimming Ool

Poetry Academy Wilfong (2008) increased words correct per minute word recognition attitude toward academic reading comprehension improved attitude toward school Or… Have a full on poetry slam!

Inference Mary Had a Little Pet By Judith Natelli McLaughlin Mary had a little pet. Its fur was black as night. It followed her to school one day, Which gave the kids a fright. It made the teachers shout and scream, It gave them such a scare. For Mary didn’t have a lamb— She had a grizzly bear.

You can sing poetry, too! 6:556:55 (to the tune of "Twinkle, Twinkle, Little Star") Tinkle, tinkle, little bat, Wonder where the potty’s at? Straight ahead or to the right? Caves are very dark at night. Little bat, why do you frown? Did you tinkle upside down?

In fact, you can sing about anything… Even Tests… Even Tests…

Rock and Read! Primary Advanced stand up! Research

The Five Day Format (Young & Rasinski, 2009) Day 1: Read scripts and form groups Day 2: Focus on word recognition Day 3: Focus on expressive reading Day 4: Practice Performance Day 5: Performance Your Turn!

There Was An Old Woman – 4 Parts Narrator 1: There was an old woman Who lived in a shoe; Narrator 2: With so many children, What else could she do? Narrator 3: Their home had no windows, No doors, and no locks— Narrator 4: The kids were all happy But smelled like old socks.

Pee Ew! Is That You Bertie? Readers Theater Performance

Student Produced Movies (Young & Rasinski, 2013)Young & Rasinski, 2013 Phase 1: Grouping Phase 2: Idea Development Phase 3: Script Treatment Phase 4: Storyboard Phase 5: Scripting Phase 6: Preproduction Conference Phase 7: Filming Phase 8: Post-Production

Pee Ew! Is That You, Bertie? SPM

Item Pretest Mean a Posttest Mean a ZbZb Asymptotic Sig. (2 Tailed) Effect Size c Control Treatment <.01.57

A SOLUTION? Vellutino, Scanlon, Sipay, Small, Pratt, Chen, & Denckla (1996) 1-1 expert instruction for kindergarteners who did not know all their letters after 3 weeks After 12 weeks, 50% were ready for first grade After 20 weeks, 80% were ready for first grade The remaining 20% received 1-1 expert instruction in 1 st grade By the end of the first grade year, 98% were on grade level In sixth grade, 86% were still on grade level.