1. Robin Fogerty & Associates Created by Kimberly Mutterback, Mercer County Academic Coach

2. 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.

3. 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

4. www.edtrust.org www.edtrust.org site 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

5. Brain research shows year round schools are necessary… IF YOU DONT USE IT – YOU LOSE IT!!!! The brain is constantly making connections….

6. Classroom Instruction that Works - Marzano If we do not have the teachers using these 9 strategies we know it wont work. Details the 9 best practices.

7. Making Connections: Teaching and the Human Brain Talks about 12 ways the brain learns.

8. 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.

9. Parents with professional jobs speak about 2100 words an hour to their toddlers, those in poverty only about 600. Through the Cracks By Carolyn Stollman Third 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

10. ACHIEVEMENT GAP Acheivement is about Poverty Race Expectations Teacher quality Parenting Test bias In the end it is about LITERACY INSTRUCTION

11. Katie Hancock stated, Every child has the right to quality instruction.

12. Knowing what you know, and what you dont know, and knowing how you can apply what you DO know to do the task. Also known as THINKING.

13. 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 – Text Self – Self Self – World Examples : The People Search The Human Graph Do you Agree/Disagree? Three Muskateers

14. Schema Song to the tune of Frere Jacques Schema, schema What I know Watch It grow I can make connections Meaningful connections Text to self Text to text Text to world

15. Which skill do you emphasize the most? The least? Writing SpeakingListening Reading

16. 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.

17. 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

18. 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.

19. 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.

20. Literacy Matters Fifteen Strategies… L earning to learn involves metacognition. I nquiring readers comprehend more. T apping into prior knowledge supports schema theory E xtensive reading encourages flexible reading R esearch on the brain informs educational practice. A nalysis of words promotes reading proficiency C ooperative learning groups engage learners Y ou are a reader attitude matters M ediate with early intervention strategies A ppealing to parents gets them involved. T each vocabulary with key words. T echnology impacts literacy E ntry points honor multiple intelligences. R ead aloud, read along, read-appropriate practices foster flexible reading S trategic reading is guided reading.

21. 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

22. Uses of Little Book Known 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.)

23. 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.

24. 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.

25. 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

26. The People Search The Little Book Seven Comprehension Strategies

27. Richards Vacca Reading in the Content Areas Big on Advanced Organizers (he calls it Structured Overview)

28. 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

29. Identifying Important Themes Agree still running it round in my mind Making a Point

30. Visualize Draw 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

31. Text Messaging…. find…. (give the children a reason to read) Plus Find something that is a positive Minus Find something that Is a negative Interesting Find something that is interesting

32. Making Inferences Body Language Tone Facial Expression Mood climate

33. 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 artists 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.

34. 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.

35. 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 Marzanos strategies.

36. 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?

37. Fix-Ups Reread Skip and go on to find context clues Find key words Skim and scan for magnet words Reread lead sentence in paragraph Read bold face headings Find words in italics Picture Clues Tell what is happening in story Use Prior Knowledge Get their mouth ready Stop… start over

38. Reading Flow Word Sense Vocabulary Fluency Comprehension Writing Critical Thinking Flexible Reading Public Speaking

39. 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