1. Get them Reading!

2. Traditional Approach Give Assignment Independent Reading Discussion to see if students learned main concepts

3. The Blurvle Ceremony The axtlzbn is worn primarily by meebs for the blurvle ceremony each kipto. It consists of a wlomb made of cygde and tied with a qorf. It is decorated with many hujas. 1.Describe the axtlzbn. 2.Who wears an axtlzbn? 3.What ceremony is it for? 4.Fill in the blanks: The _____ is worn by _____ for the _____.

4. How can we do it differently? K-12 Performance Guidelines Actively engage students with text Fiction vs. Non-fiction

5. Strategic Approach Pre-reading activities: Discussion, Predictions, Questioning, Brainstorming, Establishing Purpose Guided active silent reading Activities to clarify, reinforce, and extend knowledge

6. Before Reading Activities Artifact / picture Word chaining Anticipation Guide Visualization Visualization Sample VisualizationSample Probable Passage Probable Passage Tea Party

7. Vocabulary Strategies Making Connections Exclusion Brainstorming Predict-o-Gram Linear Arrays Words in Context I Words in Context II Word Logs

8. During Reading Bookmarks Say Something Think-Aloud Re-Reading Peer Reading Peer Reading

9. Fact or Fiction PROOF FORPROOF AGAINST Many students have no direction and lack motivation. Fear is often a factor when students disconnect. Stereotypes can be used to relieve educators of responsibility.

10. Compare and Contrast Student FearTeacher Fear

11. Most Important Word Choose 3 – 4 words that you feel are the most important words in the passage based on evidence in the text. Be ready to explain why you chose each word.

12. After Reading Activities Point of view writing Ebay Somebody wanted but so Most important word Sketch to stretch Retelling Rubric Retelling Rubric Scales Reading Rubric

13. Bibliography ACTFL Performance Guidelines for K-12 Learners Allen Janet. Words, Words Words: Teaching Vocabulary in Grades 4 – 12. York, ME. Stenhouse Publishers. ISBN 1-57110-085-7 Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. ISBN 0- 86709-519-9 Blaz, Deborah. Foreign Language Teacher’s Guide to Active Learning. ISBN 1-883001-75-7 Macián, Jan. Reading in a Foreign Language. Instiute for Educational Development Seminar Opitz, Michael F. and Timothy V. Rasinski. Good-bye Round Robin. Portsmouth, NH, Heinemann. ISBN 978-0-325-02580-3 Silver, Harvey F., Richard Strong and Matthew Perini: Discovering Nonfiction: 25 Powerful Teaching Strategies Grades 2 – 6. ISBN 1- 57271-030-6

14. Bibliography Sousa, David. How the Brain Learns to Read. Thousand Oaks, CA: Corwin Press. ISBN: 978-1-4129-0601-2 Terrill, Laura. Presentation Notes from NADSFL 2007: Strategic Reading: Engaging Students with the Text Tovani, Cris. Do I Really Have to Teach Reading? Portland, ME: Stenhouse Publishers. ISBN: 1-57110-376-7 Tovani, Cris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Learners. Portland, ME: Stenhouse Publishers. ISBN: 1-57110-089-x

16. Probable Passage Directions: Work together to place the words below on the worksheet. Then develop a gist statement. Scared Stray Forest Alone Basket Hunter Grandmother Eat Cut Stomach Encounter Wolf Sick

17. Tea Party You have a strip of paper with a sentence. Circulate and read your sentence to others. Do not expand on what the card says. Do not make any notes. As you hear what others say, think about what the text is about. Return to your small group and make a prediction. prediction

18. Word Chaining Give students a key word from an upcoming reading Have students pass a paper down a row and back so that a cluster of 9 – 10 associations for one word is formed Example: FORESTFOREST

19. Peer Reading Coaching Page 1 Questions (For Reader A) 1.Why would students be the major obstacle to good teaching? 2.Why is it dangerous to criticize the client? Page 2 Questions (For Reader B) 1.What does the dean mean when he talks about diagnosing a student’s condition? 2.What evidence was the faculty asked to consider and why was this evidence important?

20. Visualization Strategy Teacher selects and posts words on board. Students close their eyes and imagine words for one minute. Distribute handout 5 minutes to draw pictures, write questions about commonalities, express feelings and/or predict. Follow up discussions: small group/class