2.  The consistent engagement of the minds of all learners with that which is to be learned  To occupy the attention or efforts of a person or persons.  The consistent engagement of the minds of all learners with that which is to be learned  To occupy the attention or efforts of a person or persons.

3.  Teacher benefits: › 21 st Century Skills are a must! › More effective teaching › Less behavior problems because students are actively engaged › Promotes problem- solving skills › Easier to immediately assess during lessons  Teacher benefits: › 21 st Century Skills are a must! › More effective teaching › Less behavior problems because students are actively engaged › Promotes problem- solving skills › Easier to immediately assess during lessons  Student benefits: › Focus, Rate & degree  More involvement of the brain › Retention › Ownership of more meaningful learning › Students are validated › Communication › Cooperation › Support from others and reinforcement of ideas  Student benefits: › Focus, Rate & degree  More involvement of the brain › Retention › Ownership of more meaningful learning › Students are validated › Communication › Cooperation › Support from others and reinforcement of ideas

4.  Lecture  Calling on volunteers  Individual responses

5.  Raise your hand if you grew up in Alabama.  Raise your hand if you love to eat chocolate.  Can anyone tell me how to get to the interstate?  Raise your hand if you are a teacher.  Raise your hand…  Uuggghhhh that gets OLD

6. Give OneGet One

8. Speaking/ Reading Aloud Writing Signaling Performing/Acting Out Thinking Combination Constructing Speaking/ Reading Aloud Writing Signaling Performing/Acting Out Thinking Combination Constructing

9.  Room arrangement › Walking loop, partner proximity  First 22 days…  Establish your signals and teacher talk  Introduce Procedures and Practice together  Make a chart  Incorporate them into all subjects › Mountain Math/Language is a great place to start and practice  Vary the responses › Unison/choral, partner, physical; writing; etc

10.  Provide the signal  Ask the question (once)  Allow think time (important)  Give response signal › If they do NOT respond correctly, allow them to try again with more think time or correct them › Most questions you use this with will be the kind most/all students can answer  Provide the signal  Ask the question (once)  Allow think time (important)  Give response signal › If they do NOT respond correctly, allow them to try again with more think time or correct them › Most questions you use this with will be the kind most/all students can answer

11. Let students know, two fingers represent two people talking about their answers. Name your partners. Put on desk or board. A, B or1, 2 Guppy, Goldfish orRock, Roll Peanut Butter, Jelly or Ham, Cheese Tell the students who will go first each time. Explain how to take turns. It’s okay if they both don’t get to talk every time. Explain what good listeners do: eyes on each other, listening, waiting your turn to speak. Let students know, two fingers represent two people talking about their answers. Name your partners. Put on desk or board. A, B or1, 2 Guppy, Goldfish orRock, Roll Peanut Butter, Jelly or Ham, Cheese Tell the students who will go first each time. Explain how to take turns. It’s okay if they both don’t get to talk every time. Explain what good listeners do: eyes on each other, listening, waiting your turn to speak.

12. Provide the signal. Provide the signal. Ask the question (once) Ask the question (once) Allow think time. Allow think time. Give a stem. (maybe even write it until they get “good”) Give a stem. (maybe even write it until they get “good”) “Start your sentence like this…” “Start your sentence like this…” TTYP: Partner__________ Go first. TTYP: Partner__________ Go first. Drop and Listen! (CRUCIAL) Drop and Listen! (CRUCIAL) Provide the signal. Provide the signal. Ask the question (once) Ask the question (once) Allow think time. Allow think time. Give a stem. (maybe even write it until they get “good”) Give a stem. (maybe even write it until they get “good”) “Start your sentence like this…” “Start your sentence like this…” TTYP: Partner__________ Go first. TTYP: Partner__________ Go first. Drop and Listen! (CRUCIAL) Drop and Listen! (CRUCIAL)

13.  You must have at least one signal to get your students’ attention back to you QUICKLY and quietly…. › 1,2,3 eyes on me › Clap once if you hear my voice…. › Back in 3…2….1 › My turn › All set….you bet › Give me 5

14.  Make sure students’ eyes are on the speaker  Provide students with a stem prior to partner talk  Provide think time  Consistently use established signals  Drop and listen  Make sure students’ eyes are on the speaker  Provide students with a stem prior to partner talk  Provide think time  Consistently use established signals  Drop and listen  Call on specific individuals to share (after ttyp)  Confirm responses  Limit teacher talk  Maintain a perky pace (a.p. takes more time)  GIVE MORE TURNS (it’s all about this)  Call on specific individuals to share (after ttyp)  Confirm responses  Limit teacher talk  Maintain a perky pace (a.p. takes more time)  GIVE MORE TURNS (it’s all about this)

15.  You are 2 nd grade students › Divide in families  Notice some of these strategies as I teach:  TTYP  FITB  Touch, say three times  Captions  Reread chorally  Half story/Comprehension Questions

17.  Green and blue family will be placed together to partner read the rest of the story or the assigned pages for the day.  Directions should be explicit on the partner sheet.  Red family will immediately come to you with their books.  Finish reading the story TO THEM while asking questions.  Incorporate TTYP and Choral responses.  Depending on the rotation of your small groups, you can allow red family to visit twice (using fluency strategies the 2 nd time) or extend their time during this first visit.  BLUE and GREEN friends stay together until it’s time to rotate.

18.  When these families come to visit you, review their sheets as you review the assigned pages. Choose how much to reread based on the need of fluency and comprehension practice.  Really focus on discussing the questions labeled with the “Focus Skill.”

20.  Possible review strategy: › Dueling Flipcharts  Teams race to write answers to questions on large paper.  Check answers when time is up to see who wins  Could be used for vocabulary or other concepts.

21.  Monday  Phonics/Decodable Book, Spelling, Vocabulary, Fluency  Tuesday & Wednesday  Main selection  Thursday & Friday  Leveled Readers › Use active participation with these stories too

22. 1. First read the entire story yourself. 2. If the story is too long for one sitting (most are), find a good spot to divide the story for two days. 1. Find the turning point in the story. 2. Keep their interests. 3. Make it as even as possible. 3. Once you have two halves, decide how much you want to do whole group for each day and how much the students will do w/partners and small group.

23.  Look at your comprehension questions. › You don’t have to use all of them, or you can ask your own in addition. › Be sure to use the ones with the focus skill! › Some lend themselves to easy, one-word choral responses. › Others are good for partner discussions › Don’t forget to get children to point to answers and use captions and/or pictures  Look at your comprehension questions. › You don’t have to use all of them, or you can ask your own in addition. › Be sure to use the ones with the focus skill! › Some lend themselves to easy, one-word choral responses. › Others are good for partner discussions › Don’t forget to get children to point to answers and use captions and/or pictures

24.  You know what your students can do!  Don’t be afraid to challenge them a little. › This needs to be a tool to guide them in reading and thinking about reading. › Not everyone will finish; some will finish QUICKLY › Answer in COMPLETE sentences › Can be used for assessment purposes

25.  Model for students.  Provide explicit instructions and set limits.  Assign partners and spots in the room for this reading.  Allow them to take turns reading, echo read, or choral read.  Be sure they know what to do when they finish.  Tell them not to let spelling limit their answers.

26.  Read to red family, continuing A.P. in small group. › They don’t have time to write the answers on this sheet….just talk about the questions.  Push the blue family!  Extend with green! Ask them more about their reasoning and have extensions for them.

27. The Reading TeacherVol. 60, No. 5 Feb. 2007

28. 28  Do you ever see your students just staring at you or looking bored???  Sometimes, we can fix that…  Make them “OWN” more of their learning.  They should have responsibilities during all parts of class.  Response sheet: make a sheet with any part of the lesson in which they need to hold, look closely, or write on.

29. Phrasing, Choral Read, Read to a partner Writing is a form of active participation!

30. Comprehension Strategy Daily Proofreading: Great for WRITING! G. O. Can be active with partners or groups! Make it more fun for them! Independent Practice

31.  If we make grammar more actively engaged, we can make writing the same way.  Allow students to share. Help them independently if they ask! Feedback.  Have high expectations!  Use graphic organizers and plan with them.  Window Paning: horizontal paper, four squares › First window  represents idea or fact › 2 nd – 4 th pane  other ideas › Writing based on 4 panes

32. Paddle Boards TGR Cards  Use these for spelling and vocabulary! › Practice handwriting at the same time.  Kids love them!!!!  Easy to check!  T otal G roup R esponse cards  Students have their own set of response cards (i.e. Proper noun, Common noun)  You drill › Give an example › 1,2,3 show me your answer › Check and repeat

33.  Make them communicate with these words!  Example:  Robust Vocabulary Lesson 15 days 1, 2, and 3.ppt Robust Vocabulary Lesson 15 days 1, 2, and 3.ppt  SHHHHhhhhh game!

34.  Breaking up the story  Small group  Partner sheets  Student Sheets  FITB reading  Three times  TTYP › Stems  Choral  Number/physical responses

35.  AMSTI keeps students fully engaged in their own learning!  Keep these inquiry based strategies and students will be engaged!  Cooperative groups are a must! › Don’t forget to use partners too!  AMSTI keeps students fully engaged in their own learning!  Keep these inquiry based strategies and students will be engaged!  Cooperative groups are a must! › Don’t forget to use partners too!

36.  Use varied responses when checking this in the morning!  I used this to really teach the procedures of physical (or numerical) and choral responses.

38.  Jigsaw puzzle › Horizontal paper › Markers › Follow my lead  How would you define “engaged time” or “time on task”?

40. 1. Assessing students’ strengths and weaknesses 2. Structuring activities around an EXPLICIT INSTRUCTIONAL format 3. Providing students with opportunities to learn and APPLY skills and strategies in AUTHENTIC tasks 4. Ensuring that students ATTEND to the learning tasks 5. Believing in one’s teaching abilities and expecting students to be successful.

41.  If the #2 pencil is the most popular, why is it still #2?  When everything is coming your way, you're in the wrong lane.  Everyone has a photographic memory. Some just don't have film.  If at first you don't succeed, destroy all evidence that you tried.  Success always occurs in private, and failure in full view.  7/5th of all people do not understand fractions.  Hard work pays off in the future. Laziness pays off now.

42. We make a living by what we get. We make a life by what we give. SUCCESS To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty, to find the best in others; to leave the world a little better; whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived. This is the meaning of success. Ralph Waldo Emerson