1. Poverty is NOT a Learning Disability
by Howard, Dresser, & Dunklee
Ch. 3
Teaching Strategies and Techniques Proven to Work with Low SES Children
**Disclaimer: These strategies will benefit ALL learners!

2. Crystal Roach Assistant Principal, Coppell ISD Previous Roles: (15 years teaching ELLs) Elementary Teacher Title I Specialist Middle School Newcomer/Intermediate Reading Teacher Reading Specialist ESL Team Leader Instructional Coach
Twitter: @roachteach
Voxer: croach737

3. Federal Guidelines for Free/Reduced Lunches

4. Four Teaching Strategies That Work
1. Building Positive Relationships with Students and Their Families 2. Conducting Formative and Summative Assessment 3. Integrating Learning Experiences A. Linking what is known to what is unknown B. Promoting Discovery Learning C. Integrating Instruction 4. Creating a Positive Climate for Instruction A. Creating a user-friendly classroom B. Creating a democratic learning environment C. Providing positive feedback early and often D. Providing verbal and non-verbal cues E. Structuring time effectively F. Cultural and academic flexibility G. Employing a sense of humor H. Celebrating students’ success
Pages 29-54

5. 1. Building Positive Relationships with Students and Their Families
1. Think about your favorite teacher in school. Why were they your favorite?
2. Share with a partner what made them special.
3. Do you do any of the same things for students? Share how you build relationships. P

6. 2. Conducting Formative and Summative Assessments
Prior Knowledge
2. Conducting Formative and Summative Assessments
Formative Assessments
Summative Assessments
kahoot
STAAR
4 corners
Unit test
Exit ticket
IRI/QRI
Red/green cards
White boards/responses
plickers
___________ is an example of a formative assessment because_____________________.
______________ is an example of summative assessment because________________. P

7. 3. Integrating Learning Experiences
Linking what is known to what is unknown.
Promoting discovery learning.
Integrating Instruction. P

8. Prior Knowledge vs. Background Knowledge
Tell a neighbor what you think is the difference between these two.
P.38-40

9. 3. Integrating Learning Experiences (1
3. Integrating Learning Experiences (1. Linking what is known to what is unknown)
Prior knowledge
Takes into consideration the totality of the child’s learning and experiences.
Not content specific.
Is overarching
Related to the environment, home language, cultural customs, religious beliefs, and family dynamics.
P.38-40

10. 3. Integrating Learning Experiences (1
3. Integrating Learning Experiences (1. Linking what is known to what is unknown)
Background Knowledge
Directly associated with the background knowledge a child has in relation to a specific topic.
Experiences like a trip to a zoo, traveling on a train, or reading a map. P

11. Linking what is known to what is unknown
“The amount of prior and background knowledge students have can directly be linked to the success they’ll have in committing new learning to long-term memory where it can be stored and manipulated for continued use across the curriculum”.
Learning to read Reading to Learn
P.38-40

12. Assessing the degree of background knowledge:
What background information do my students need to be prepared for what I am teaching?
How can I best assess their background knowledge?
What resources are available in my school to help students who need background enhancement?
P. 39

13. Asking: What do you already know about ____? (tell, write, or draw)
Effective techniques for assessing and activating background knowledge:
Asking: What do you already know about ____? (tell, write, or draw)
Talking buddies/experience groups (tell what you know)
Previewing questions: (ask students to put themselves in the shoes of the main character)
Use K-W-L approach
Using videos, film clips, field trips, and content related pictures
P. 39

14. 3. Integrating Learning Experiences (2. Promoting Discovery Learning)
Allows students to use background knowledge in classroom learning activities
Affords children the opportunity to use their own experiences to reach conclusions that make learning more vivid and better internalized.
Probe for connections between prior knowledge and new content
Gives kids control over their learning experience, encourages higher level problem solving, and thinking skills.
Thinking is not driven by answers, but by questions. P

15. Examples of Discovery Learning Questions:
What do you think will happen next?
What does the cover of this book make you think of?
Why do you think he did that?
How did you reach that decision?
P.40

16. 3. Integrating Learning Experiences (3. Integrating Instruction)
1. Development of study skills across all areas of curriculum.
Listening to directions
Asking questions for clarification
Observing
Identifying similarities and differences
Drawing conclusions
Using mnemonic devices
Identifying available outside resources
Verbalizing what they’ve learned
Taking notes for future reference
Memorizing P

17. 3. Integrating Learning Experiences (3. Integrating Instruction)
2. Content integration
Working with coaches to integrate topics
Communicating with other subjects
ing out topics being covered
Making references to other areas in your lesson. (I know you are studying rocks in Science, a sedimentary rock might weigh about 3 lbs. If you broke it in half, how much would each half weigh?)
P.42

18. 4. Creating a Positive Climate for Instruction
A. Creating a user-friendly classroom
B. Creating a democratic learning environment
C. Providing positive feedback early and often
D. Providing verbal and non-verbal cues
E. Structuring time effectively
F. Cultural and academic flexibility
G. Employing a sense of humor
H. Celebrating students’ success P

19. Thank you for participating! Crystal Roach
Twitter: @roachteach
Voxer: croach737