1. W E L C O M
B A C K
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2. Reading Strategies & Instructional Strategies to Engage Learners
AdvancED Required Actions:
(1) Implement school improvement components into professional goals
(2) Develop multiple methods to increase accountability for effectively engaging students
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3. Challenges Adolescents Face with Content Area Reading
Reading ability level of the student
Limited vocabulary or background knowledge of topic
Understanding of text features and organization of the text
Students who don’t have strategies or tools when they get stuck
Low motivation or interest in the content
Difficulty of text and textbooks
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4. Cognitive Holiday
We must use textbooks MEANINGFULLY by giving them the tools to interpret; it’s not going to get easier!
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5. Challenges Adolescents Face with Content Area Reading
Varied texts throughout the day from content to content requires varied reading skills, knowledge, and reasoning that are specific to each content (vocabulary, textual formats, processing skills)
Varied texts require different levels of attention VS
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6. Components That Influence Test Performance
Reading ability – 40%
Knowledge about the content of the reading passage – 20%
Motivation – 15%
Format of the test & test-taking strategies – 10%
Unknown sources of error in the process of measurement – 15%
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7. Immerse Students in Knowledge About the World
Flood classrooms & school libraries with compelling NONFICTION texts. As students read informational texts, they build background knowledge of a plethora of content and topics
Majority of reading passages in tests are nonfiction – in fact, 6 out of 8 passages on the NeSA-R are nonfiction
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8. How would I remember the name of the CLOSER or FINISHER pitcher for the Giants in last World Series?+ + = +
Brian Wilson
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9. Students Use Writing to Think in all Content Areas
Donald Murray in Write to Learn says that writing is “the most disciplined form of thinking.”
Writing to think or learn is …..
-A way of processing and remembering information
-A means for learners to translate printed texts into their own language to make meaning with new information
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Choose one of the following 10 reading strategies to engage students this year

10. Writing to Think: Exit Slips
Reading Strategy #1
Writing to Think: Exit Slips
Exit Slips
Exit slips are used as a quick review of learning, or as a formative assessment of learning occurred
Short prompt that invites students to reflect on what they understood or what they’re confused about
Index cards or scrap paper
Examples
What was one key piece of learning you had today?
Describe your level of engagement during today’s class.
What’s one question you still have about _________
How will you use the new word _______at home tonight?
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11. The four components of RT:
Reading Strategy #2
Reciprocal Teaching
Instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text
The four components of RT:
1. summarizing
2. questioning
3. clarifying
4. predicting
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12. Reciprocal Teaching Put students in groups of four.
Distribute one notecard to each member of the group identifying each person's unique role.
Summarizer (2) Questioner (3) Clarifier
(4) Predictor
Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion.
At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading.
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13. Reciprocal Teaching
The Questioner will then pose questions about the selection:
unclear parts
puzzling information
connections to other concepts already learned
motivations of the agents or actors or characters
The Clarifier will address confusing parts and attempt to answer the questions that were just posed.
The Predictor can offer guesses about what the author will tell the group next
The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read.
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14. Combination Notes Reading Strategy #3
Students begin with an inverted T on their paper. They record facts and notes on the left side and drawings or other nonlinguistic representations on the right. At the bottom (under the bar of the T) they write a 1-2 sentence summary of the above information.
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15. Questioning With Text Features
Reading Strategy #4
Questioning With Text Features
Preview the text, looking for text features
Write a question related to each text feature
Read the text to find the answers to their questions
Have a discussion with students on whether or not they found answers to their questions, or how this strategy
increased comprehension
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16. Question – Answer Relationships (QAR)
Reading Strategy #5
Question – Answer Relationships (QAR)
In the Book
In My Head
Right there: literally stated in the text
Putting It Together: answers found in more than one sentence to connect facts and draw conclusions
Author & Me – constructed partly by what’s in the text, and partly by my background knowledge
On my own – in the reader’s background knowledge or script inside the reader’s head
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17. Why Question-Answer Relationships (QARs) Matter for Adolescent Readers
Shows students that answers to questions are located in either the text OR from additional information the reader already knows
Knowing how to classify the kind of question tells the reader how to answer the question!
Teaches students how to find and confirm answers by using evidence from
the text
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18. Vocabulary Support Sheet
Reading Strategy #6
Vocabulary Support Sheet
Teacher types words in alphabetical order on one half of page (folded vertically)
Write a quick description of the word in as few a words as possible (one line only)
Students can use this as a bookmark while reading
Teacher BOLDS the words students are accountable for
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19. Example of Support Sheet
Vocabulary Cheat Sheet
Commission – becoming an officer
Confederate – an unrecognized southern slave state from
Corps – group of people with a special job
Diplomacy – managing relations between different countries
Regiment – group of soldiers commanded by a colonel
Rendezvous – a meeting with someone (sometimes secretly)
Secede – to separate from a country
Tactic – a method to achieve something
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20. Concept Circles Reading Strategy #7
Allows students to categorize words and justify the connections between and among words.
Options for use:
1. Select 4 words and write one in each section of the circle. Ask students to write about the connections they see between the words or phrases. Why are these words in a Concept circle together?
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21. Concept Circles: More Options for Use
Select 3 words and have students select a 4th, explaining why they’ve chosen that word to add and how these words now form a concept
Ask students to select 4 words from their study of a topic or text and use those 4 words to write about what they have learned on the topic
Ask students to shade a word that doesn’t fit the group of 4 and explain in writing the attributes of the words and why one is included or excluded
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22. Read – Talk - Write Reading Strategy #8
Read – Talk – Write teaches students the mental skill to pause periodically while reading and think about what they’ve read.
Teaches them to evaluate their level of understanding
Increases comprehension dramatically
Encourages students to construct meaning together
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23. YOU’RE UP!
PICK A PARTNER
And DO THIS!
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24. What Causes Static Electricity in Your Hair?
Read silently up to the end of paragraph 5. Turn paper over when finished.
Partner A starts with describing what has been read so far.
Partner B affirms or adds more.
Both partners write on what they’ve learned so far. Could also include a question they now have.
Look back at the text to clarify or add important information to notes.
Continue this process for the whole text, stopping at designated breaks.
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25. Tips for Increased Effectiveness with Read/Talk/Write
MODEL how this looks and sounds!
Partner students in advance; or student choice
Segment the text for students
Assign roles (i.e. Partner A – talks first, Partner B – listens first)
Teacher facilitates the process by prompting when to start reading, talking, and writing
Consider using Read/WRITE/Talk
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26. Inside – Outside Circles:
Reading Strategy #9
Inside – Outside Circles:
A Cooperative Learning Strategy
Arrange students in even-numbered groups with a minimum of 6 per group
Each group divides in half; one group of 3 forms an inside circle facing outward, and the other group of 3 forms an outside circle facing inwards. Students should be standing opposite another student.
Using textbook or teacher-generated questions, the inside circle participants ask the question while the outside circle participants respond
After a set time, signal the outside circle to rotate clockwise so that each student stands in front of a new student
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27. Save the Last Word for Me
Reading Strategy #10
Save the Last Word for Me
Students will read carefully and purposefully, think critically about the text, and use evidence from the text to support thinking.
Engages ALL students in reading and engaging with the content and the text.
Provides a cooperative learning format, and uses small groups instead of large class discussion.
Works best with material that elicits differing opinions or multiple interpretations.
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28. YOU’RE UP AGAIN! PICK A GROUP OF 3
Now follow the directions using “Top 10 Cell Phone Etiquette Rules People Still Break” article
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29. HE’S BACK……. …the one …..the only
Robert Marzano and his Art and Science of Teaching Instructional Strategies
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30. Choose one of the following 10 strategies to engage students this year
PART II…….
ENGAGING STUDENTS
When students aren’t engaged……..
When energy level in the room is low………..
Demonstrate intensity & enthusiasm for content:
signal excitement by physical gestures, voice tone, dramatization of information Or
employ crisp transitions from one activity to another, alter pace appropriately
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Choose one of the following 10 strategies to engage students this year

31. (1) Use academic games and inconsequential competition to main student engagement
(2) Use response rates techniques to maintain student engagement in questions
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32. (3) Use physical movement to maintain student engagement
(4) Use friendly controversy techniques to maintain student engagement
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33. (5) Provide opportunities for students to talk about themselves
(6) Use unusual or intriguing information about the content in a manner that enhances student engagement
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34. (7) Use behaviors associated with “withitness” to maintain adherence to rules and procedures
(8) Applies consequences for not following rules and procedures consistently and fairly & consistently and fairly acknowledges adherence to rules and procedures
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35. (9) Use students’ interests and background to produce a climate of acceptance and community
(10) Use verbal and nonverbal behavior that indicates caring for students
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36. SO…….What Do We Do Now? AdvancED Required Actions:
(1) Choose one reading strategy and make it your professional goal #1
(2) Choose one Marzano instructional strategy for effectively engaging students and make it your professional goal #2
(3) Inform your principal of both goals
(4) Use and be able to demonstrate both of these during the entire school year to principal during walk-throughs
(5) Be prepared to share results during staff
development workshops
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