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Engaging Todays Students in Texts Engaging Todays Students in Texts William McBride Independent Reading Consultant, Author of Entertaining an Elephant.

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Presentation on theme: "Engaging Todays Students in Texts Engaging Todays Students in Texts William McBride Independent Reading Consultant, Author of Entertaining an Elephant."— Presentation transcript:

1 Engaging Todays Students in Texts Engaging Todays Students in Texts William McBride Independent Reading Consultant, Author of Entertaining an Elephant Pupils as Passionate Learners

2 How Can We Use Brain Research to Help Students Pay Attention and Retain Information?

3 Choice (content, process, resource, environment) Relevance (personal, in context) Feedback (as immediate as possible) Engagement (emotionally, physically, verbally)

4 How Humor Promotes Retention Oxygen Endorphin Surge Gets Attention! Positive Climate Increases Retention Discipline Mental Health

5 the rich get richer and the poor get poorer Matthews Effect: Poor Reader Average Reader

6 Variation in Amount of Independent Reading , , , , , , , ,146, ,823, ,358,00098 Percentile Minutes of Reading Per Day Words Read Per Year Source: adapted from Anderson, Watson, and Fielding, 1998

7 Rank of Rare Words in Spoken & Written Language Childrens Books Comic Books Adult Books Popular Magazines Newspapers Scientific Articles Mr.Rogers/Sesame Prime Time TV Cartoon Shows Expert Witness College Graduate Rare Words per 1000 Communication Medium Rank of Median Word Source: adapted from Anderson, Watson, and Fielding, 1998 Frequency Ranking of 86,741word forms where the word the ranks #1 in usage, pass ranks #1,000, vibrate ranks #5,000, shrimp ranks #9,000, and amplifier ranks #16,000.

8 If most vocabulary is acquired outside of formal teaching, then the only opportunities to acquire new words occur when an individual is exposed to a word in written or oral language that is outside his current vocabulary. This will happen vastly more often while reading than while talking or watching television. Source: Cunningham and Stanovich. What Reading Does for the Mind, American Educator, (Spring/Summer, 1998). Vocabulary Facts

9 Age Groups 13.1% 14.4% 17.0% Source: Survey of Public Participation in the Arts, – 2002

10 Brain-based Teaching Time in minutes Degree of retention Primacy-recency effect Prime-time-1 Prime-time-2 Down-timeNew Content Practice & Review Sense & Relevance

11 Predicting ABCs Predicting Vocabulary Before Reading TOPIC: A-BG-HE-FC-D O-P M-NK-LI-J WXYZU-VS-TQ-R

12 Vocabulary Development What Works Extensive Reading Direct Instruction in Word Meaning Direct Instruction in Morphology Direct Instruction in Context Usage Diverse, interesting, fun activities

13 Preview Maps

14

15 What it looks like: The Americans, The Divisive Politics of Slavery What is the title?What is this list? Whose American story is told? Whose picture is shown? What is in the purple block of text? Rewrite first major heading as a question? Rewrite the first subheading as a question? Preview Maps Previewing Texts Before Reading

16 Brain-based Teaching Time in minutes Degree of retention Primacy-recency effect Prime-time-1 Prime-time-2 Down-timeNew Content Practice & Review Sense & Relevance

17 P.L.A.N. Predict Locate Add Note

18 P.L.A.N. The Living Constitution – Article 2. The Executive The Executive, p. 256 Salary Qualifications Electoral College Terms of Office Four Years w/ V. Pres. SuccessionOath of Office Election Day Equals # of Senators and Reps US Map p. 256 picture Affirmation p. 257 Natural-born citizen – p. 257 ? + ! ? X ? Legend: X = familiar / ? = unfamiliar / ! = surprising / + = important !

19 What Did I Read?

20 What it looks like: Teacher says: Class, remember that the Middle Ages were filled with war and disease. Now we are going to see a big change in Europe. Follow along as I read and take notes. Teacher Reads Aloud: The years 1300 to 1600 saw an explosion of creativity in Europe. Historians call this period the Renaissance. The term means rebirthin this case a rebirth of art and learning. The Renaissance began in northern Italy around 1300 and later spread north. One reason northern Europe lagged behind is that France and England were at war. Teachers says: What did I read? Everyone take two minutes to make some notes about what I just read. Teacher says: [after two minutes] Steven, what did I read? Steven says: Renaissance means rebirth. A rebirth or art and learning. Teacher says: Good. Maria, What did I read? Maria says: It started in Italy and spread north. The north had been having a war. Teacher says: Good. Kim, what did I read? Kim says: The war was between France and England. Teacher says: Good. Kevin, what did I read? Kevin says: The Renaissance lasted between 1300 and Teacher says: Good. Anyone have anything else? (No answer) Then lets go to the next section. During Reading What Did I Read? Guided Reading

21 Legend: X = familiar / ? = unfamiliar / ! = surprising / + = important P.L.A.N. + What Did I Read? The Road to Lexington and Concord

22 Compare/Contrast Y Notes

23 Compare/Contrast Y Notes Summarizing Differences and Similarities What it looks like: During Reading Topic:______________ Similarities:

24 Compare/Contrast Y Notes Summarizing Differences and Similarities What it looks like: Topic: The Lincoln-Douglas Debates During Reading Topic:______________ Similarities: S. DouglasA. Lincoln Ran for US Senate in 1858 Against slaveryDistorted Douglass views Against popular sovereignty Dramatic speaker Against slavery Plain and direct language Former Whig For Popular Sovereignty Distorted Lincolns views Incumbent SenatorRan for US Senate in 1858 Against slavery Distorted Lincolns views Distorted Douglass views

25 The systems you have in place are perfect for the results you are getting. Words to Remember

26 Contact Information Bill McBride 432 Vicksburg St. San Francisco, CA Phone/Fax: Workshop Info:

27 Teacher Price-$6.36 Half the proceeds go to charity. To order call For Workshops or Keynotes Speeches Go to:


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