1. Brain research suggests:
Brain research suggests: *Movement helps students stay awake and focused *Student-to-student conversation leads to better understanding *Music, used properly, can be a significant tool for teaching & Learning *Memory strategies instantly boost understanding & test scores *Relevance & giving Choice makes learning real, improving engagement *Learning is always emotional- Positive or negative! *homework rarely improves learning outcomes

2. Tried & True Literacy strategies
Julie Ward
Old Mill Elementary
ext. 1707

3. Pendulum is ALWAYS swinging!
Top- Down
Bottom-Up
Whole language
Relies on meaning of stories and texts
Whole language takes priority over individual words
Learning the individual parts of language
Individual meanings
Understanding the basic unity of the texts
Then moves upward to understand the whole text.

4. Comprehensive Literacy
Use the BEST of both
Focus on teaching Learners….not books!

5. CLI- Comprehensive Literacy Instruction Hattie’s Visible Learning for Literacy- (.4 equals one years growth)
Student/Teacher Relationships….(.75)
Whole Class Instruction
Direct, systematic, explicit, structured teaching of language structure
Reading Mini Lessons
Close Reading… (.65)
Interactive Read-Aloud
Small Group Instruction……. (.5)
Guided Reading…(.65)
Literature Circles… (.75)
Individual Instruction
Independent reading
Independent Literacy & Word work
Independent reading Conferences....(.75)

6. Teaching Language structure

7. Direct, systematic, explicit, structured teaching of language structure

8. Close Reading

9. Close Reading
They say… a picture is worth a thousand words

10. 3-2-1 strategy

11. 3-2-1 Strategy for Comprehension
After reading a passage record in writing
3- things that they learned
2- things that are interesting
1- question that they have
Then share with a neighbor during independent work time
Choose 1 or 2 students to share at the end of literacy block

12. Giving Choice

13. Choice Boards

14. The Power of Instruction
Achieving balance in reading instruction does not mean dabbling superficially in a variety of skill domains but means teaching each component thoroughly, systematically, and well. Considerable expertise is required to teach everyone to read, but well-informed classroom teachers using valid instructional programs are up to the job. There is no more important task for educators to undertake.