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Read to Achieve Webinar 4 April 23, 2013. Agenda End of the Year Items Vocabulary Motivating Reluctant Readers.

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Presentation on theme: "Read to Achieve Webinar 4 April 23, 2013. Agenda End of the Year Items Vocabulary Motivating Reluctant Readers."— Presentation transcript:

1 Read to Achieve Webinar 4 April 23, 2013

2 Agenda End of the Year Items Vocabulary Motivating Reluctant Readers

3 Where’s the money?

4 Assurance Statements are due August 1, 2013. The RTA grant is a legal binding document. Every school that applied for the grant must adhere to the original requested program.

5 End of the Year Program Evaluation Report due May 15 Administer final diagnostic assessment Attendance Report due before summer break

6 The poorest readers have the weakest vocabulary. Learning vocabulary from context is not effective for poor readers Poor readers are not exposed to challenging language. Current teaching practices ignore the direct teaching of vocabulary. Combining explicit vocabulary instruction with a direct reading application is highly effective. Exposure to oral language improves vocabulary growth. Repetition improves vocabulary acquisition.


8 Vocabulary learning takes place when students are immersed in words.

9 Click EncycloMedia (bottom left under Education) Sign in and log in under KET Teachers’ Domain Type Vocabulary in the search box and click GO Click Introducing Vocabulary 4-12 View video - 5 minutes and 25 seconds

10 Education Resources National Links National Board for Professional Teaching Standards National Center for Education Statistics U.S. Department of Education State Links Education Professional Standards Board Kentucky Center for School Safety Kentucky Council on Postsecondary Education More Education Resources Archives March 2013 (38) February 2013 (43) January 2013 (43) December 2012 (37) November 2012 (45) October 2012 (45) September 2012 (47) August 2012 (58) July 2012 (31) June 2012 (35) May 2012 (65) April 2012 (51) March 2012 (56) February 2012 (64) January 2012 (49) December 2011 (37) November 2011 (46) October 2011 (37) September 2011 (60) August 2011 (41) July 2011 (45) June 2011 (48) May 2011 (40) April 2011 (42) March 2011 (29) February 2011 (25) January 2011 (19) December 2010 (16) November 2010 (28) October 2010 (15) September 2010 (18) August 2010 (15) Content Calendar March 2013 S M T W T F S « Feb 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 © 2013 Kentucky Teacher User Agreement · Privacy · Accessibility March 25 issue Word Nerds: Teaching All Students to Learn and Love Vocabulary by Brenda J. Overturf, Leslie H. Montgomery, Morgot Holmes Smith


12 an academic vocabulary list which may be copied

13 Vocabulary Games for the Classroom by Dr. Robert Marzano

14 1.Provide a description, explanation, or example of the new term. 2.Ask students to restate the description, explanation, or example in their own words. 3.Ask students to construct a picture, symbol, or graphic representing the word. 4.Engage students in activities that help them add to their knowledge of the terms in their notebooks. 5.Involve students periodically in games that allow them to play with terms.

15 Many kindergarten students in poverty enter school knowing 3,000 fewer words than their peers from higher-income families.

16 By age 3, when many children enter early preschool, youngsters from well-to-do families have a working vocabulary of 1,116 words, compared to 749 words for children in working-class families and 525 words for children on welfare.

17 D rop E verything A nd R ead

18 Musical Books



21 Artful Artist Literary Luminary Discussion Director Capable Connector Word Wizard



24 Give frequent, early, positive feedback that supports students' beliefs that they can do well. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community.


26 Readers must: 1.Understand that reading is meaningful. 2.Believe in their ability to make sense of texts. 3.Consider reading a pleasurable event. 4.Self-monitor spontaneously and consistently. 5.Have the knowledge, skills, and strategies to problem-solve to ensure meaning. 6.Use this information flexibly. 7.Use this information independently. 8.Use this information with increasingly sophisticated texts.

27 Teach struggling students to search for a worthwhile purpose by asking questions. Acknowledge feelings of resistance and alienation. Involve students in finding ways to genuinely taste success. Make students partners when introducing a goal for recreational reading. Make reading success part of your classroom culture, a desired activity that reaps positive rewards.



30 If current trends hold true, 6.6 million low-income children in the birth to age 8 group are at increased risk of failing to graduate from high school on time because they won’t be able to meet N AEP’s proficient reading level by the end of third grade.


32 Attendance Code

33 Vocabulary Websites


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