Robin Fogerty & Associates

Created by Kimberly Mutterback, Mercer County Academic Coach

70 % of input to the human brain is visual

Nothing about reading is new… we simply hear it again to renew and replenish ourselves to go back out

there and teach.

There is an expectation for transfer… we need to take what we

learn and implement it in the classroom.

Highly qualified teachers is a major concern of the No Child Left Behind Act. They are looking for quality minded teachers.

EVERYONE can be a QUALITY TEACHER

www.edtrust.orgsite where you can go to find research that shows if you put highly qualified teachers in low performing areas there is a

marked improvement.

By: Rene Book addressing how high quality teachers

teach low performing schools

Brain research shows year round schools are necessary…

IF YOU DON’T USE IT – YOU LOSE IT!!!!

The brain is constantly making connections….

Classroom Instruction that Works

- Marzano

If we do not have the teachers using these 9 strategies we know it won’t work.

Details the 9 best practices.

Making Connections: Teaching and the Human Brain

Talks about 12 ways the brain learns.

• 38% of kids are not reading at grade level

• 78% are African American• 40% of all math errors on the state test are reading areas

Test Measurement• 90% Narrative – Reading Elementary level• 90% Informational Text – high school level

Literacy Achievement has not risen in 70 years.

Parents with professional jobs speak about Parents with professional jobs speak about 2100 words an hour to their toddlers, 2100 words an hour to their toddlers, those in poverty only about 600.those in poverty only about 600.

Through the Cracks

By Carolyn StollmanThird grade determines the lifelong reading level. It talks

about how these children who have fallen through the cracks band together and the finally reach a classroom where they feel like they can learn

ACHIEVEMENT GAP

• Acheivement is aboutPovertyRace

Expectations Teacher quality

Parenting Test bias

In the end it is about LITERACY INSTRUCTION

Katie Hancock stated,

“Every child has the right to quality instruction.”

Knowing what you know, and what you don’t know, and knowing how you can apply what you DO know to do the task.

Also known as THINKING.

In order to improve reading, you must draw upon prior knowledge.

-Schema Theory

Having children make connections between their prior knowledge and

the new information. Activating their prior knowledge.Self – TextSelf – Self

Self – World

Examples : The People SearchThe Human Graph

Do you Agree/Disagree?Three Muskateers

Schema Songto the tune of Frere Jacques

Schema, schemaSchema, schema

What I knowWatch It grow

I can make connectionsMeaningful connections

Text to selfText to text

Text to world

Which skill do you emphasize the most? The least?

Writing

Listening

Reading

Speaking

When we talk about literacy, we are all teachers of literacy.

We want the children reading, writing, speaking, and listening to content. The only way test scores can go up is to address the four issues of listening, speaking, reading, and writing.

Ruben Foyerstein

• Worked with the children of the Holocaust. He took the children that no one thought would be able to learn and he said he could teach them how to read. He came up with 14 tasks to get the children to start learning and thinking.

• His work mirrors Sternberg. He is the Piaget of our time.

• He agrees with Vygotsky, but he also states that the learner needs an adult or mediator to shape and guide their information acquisition.

• Did the Mediated Journal

1. Name a literate person. (fictional, historical, or real.)

2. List two traits of your literate person.

3. Describe someone who is not literate.

4. Tell how the two are different.

5. Write a closing sentence.

6. Title your piece.

Every area has a literacy… computer literacy, math literacy, science literacy….

We need to get everyone on board. What better way to do vocabulary instruction than through content area?

We must all work together. Show the commonality of literacy across the curriculum.

Literacy MattersFifteen Strategies…

Learning to learn involves metacognition.Inquiring readers comprehend more.Tapping into prior knowledge supports schema theoryExtensive reading encourages flexible readingResearch on the brain informs educational practice.Analysis of words promotes reading proficiencyCooperative learning groups engage learnersYou are a reader attitude matters

Mediate with early intervention strategiesAppealing to parents gets them involved.Teach vocabulary with key words.Technology impacts literacy

Entry points honor multiple intelligences.

Read aloud, read along, read-appropriate practices foster flexible reading

Strategic reading is guided reading.

MAKING LITTLE BOOK

1. Fold it in half into hamburger bun.

2. Fold it again into half.

3. Fold it in half one more time to make the small book.

4. Open up.. You have 8 sections

5. Fold it again so the fold is to the top.

6. Tear it down one panel so you have a slit longways in the middle.

7. Open up, refold like a hotdog bun.

8. Push the outside edges in like an accordian. Looking from the top, you have an X.

9. You take the two sides together to make the book.

10. Put the ragged end to the bottom.Little

book

Uses of Little BookKnown as the Tiny Transfer Book

• Can be used for recording notes for field trip.• Can be used to make units to be stored in a

little cereal box with the end cut off or in a cassette tape case.

• Summarizing (Marzano) that makes kids get to the point.

• You could store them in an animal crackers box (that has the handles – looks like a briefcase.)

7 Comprehension Strategies

1. Schema Theory (Activate prior knowledge – predict)

2. Identify Important themes.

3. Ask questions of yourself as you read.

4. Visualize

5. Draw Conclusions or make inferences; THINK

6. Summarize (retell the story, synthesize)

7. Employ a “Fix-Up” Strategy when “lost” in the text.

Madelyn Hunter

• It matters how you put information on a chalkboard… our visual memory empresses the information in our brain.

When going back to find the information, we remember were it was on the page.

• Our visual spatial memory is very powerful. The human brain has a visual aspect that helps you remember where you are in the graph.

Strategies used in AM session

• Three Muskateers (tee-pee formation)• The human graph• The card gain (four post it notes)• Mediated Journal Entry• Tell Me More (to get children to go beyond the

one word answer)• Revisit, Review, Reteach• Read (incorporate it into everything you do so

kids see models of readers.)• SCHEMA SCHEMA SCHEMA SCHEMA

• The People Search

• The Little Book

• Seven Comprehension Strategies

Richards VaccaReading in the Content Areas

• Big on Advanced Organizers (he calls it Structured Overview)

Finding Themes:How do you decide what is important?

1.Look at the language (vocabulary, Word choice)

2.Find a common thread.

3.Context of the writing

4.Skim/Scan

Identifying Important Themes Agree

still running it

round in my mind

Making a Point

VisualizeDraw what you see

• Similarities• Comparisons… contrasts• Graphic Organizer• Flow Chart• Venn Diagrams• Cartoon to make a point• Text messaging

Marzano detailed learning by non linguistic visual representations

Text Messaging…. find…. (give the children a reason to read)

PlusFind something that is a positive

MinusFind something that

Is a negative

InterestingFind something that is

interesting

Making Inferences

• Body Language• Tone• Facial Expression• Mood• climate

Inferences Across Content

• Math: statistics; linear equations; estimations

• Science: labs…make observation; inference

• Social Studies: infer historical reference

• Language Arts: infer moods, setting, motive

• P.E.: infer about opponents

• Art: infer about era from artist’s work

• Music: infer mood; action; type

• Health: infer illness from symptoms

• Business: infer trends

• FACS: infer ads about products

Focusing on inference at least once a week to raise test scores.

Thread making inferences in every classroom.

You are going to read to find out.

What are the facts you can find out in this article?

“Mind Expansion: Inside the Teenage Brain”

1. What are the four lobes?

2. What is one change that occurs in the teenage brain?

3. What is so important about the teenage brain?

4. Is the title appropriate? Defend your answer.

You are going to read to figure out stuff.

The text only tells you enough to figure it out.

2 – 4 – 8

Two kids share… then they go to another group and you have to tell you partners story to the next group. Then you go to another group and have to share another partners story.

Summarize and Take Notes

Second of Marzano’s strategies.

“Fix – Up” Strategies

We all read and lose track of what we are reading… and we have a way of recovering the information.

• How do good readers get back to what they were reading?• What do you do to get back to knowing what you are reading?

Fix-UpsRereadSkip and go on to find context

cluesFind key wordsSkim and scan for magnet wordsReread lead sentence in paragraphRead bold face headingsFind words in italicsPicture Clues Tell what is happening in storyUse Prior KnowledgeGet their mouth readyStop… start over

Reading FlowWord Sense

Vocabulary

Fluency

Comprehension

Writing

Critical Thinking

Flexible Reading

Public Speaking

Comprehension

List

Make a list of things according to what you give children. Brainstorm, then chose your best two.

Rank

Rank your two best choices.

Compare

A menu of services is like _____________ because both _______________________

__________________________________.

Illustrate Visual Representation

Picture

Topic You Are Studying