Video Introduction by Riley Congratulations And you get

Video Introduction by Riley

Congratulations

And you get to keep stuff like this… forever

Transformed by Literacy

Science

“Why is it important to know the stuff on this test? ” • Student 1: So you can get a good grade and know you are doing good in science. • Student 2: Your parents might get you an ICEE. • Student 5: To make sure we have been paying attention.

“BUT SERIOUSLY, Why is it important to know the stuff on this test? ” • Student 7: I guess it is only important because of grades. • Student 8: If you never measure rain, you don’t need to know about rain gauges. If you never do any of this stuff, it won’t help you at all. • Student 9: If you can’t remember this stuff, it may not matter. You can always look it up.

We have to keep the brain in mind.

Mastery Interpersonal Duke Buddy Understanding Self-Expressive Electra Celeste Learning Styles

MASTERY - Start with clear expectations Tell students what they need to know and how to do it step by step Establish opportunities for concrete experiences Provide speedy feedback Separate practice from performance

INTERPERSONAL Tie content to a personal experience Reinforce learning through support and positive feedback Use the world outside the classroom as a resource Select activities that build on personal experiences and cooperative structures Take time to help establish personal goals, encourage reflection, and praise performance

UNDERSTANDING Provide questions that puzzle and data that teases Require students to hypothesize and develop plans of action before they explore answers Open the learning process to questions that stimulate deeper thought Build in opportunities for students to share their explanations and to provide evidence and proof for their ideas Evaluate students’ critical thinking and problem solving skills

SELF-EXPRESSIVE Inspire students to think divergently and imaginatively Model creative work so students can examine and establish criteria for assessment Allow students choice of activities and multiple methods for showing what they know Give feedback, coach, and provide an audience for sharing work Evaluate and assess performance according to established criteria

Cockroach Sandwich

Swimming Ool

Poetry Academy Wilfong (2008) • increased words correct per minute • word recognition • attitude toward academic reading • comprehension • improved attitude toward school Or… Have a full on poetry slam!

Mary Had a Little Pet By Judith Natelli Mc. Laughlin Inference Mary had a little pet. Its fur was black as night. It followed her to school one day, Which gave the kids a fright. It made the teachers shout and scream, It gave them such a scare. For Mary didn’t have a lamb— She had a grizzly bear.

You can sing poetry, too! 6: 55 (to the tune of "Twinkle, Little Star") Tinkle, tinkle, little bat, Wonder where the potty’s at? Straight ahead or to the right? Caves are very dark at night. Little bat, why do you frown? Did you tinkle upside down?

In fact, you can sing about anything… Even Tests…

Primary Advanced stand up!

• Day 1: Read scripts and form groups • Day 2: Focus on word recognition • Day 3: Focus on expressive reading • Day 4: Practice Performance • Day 5: Performance

Jack was Nimble – 3 Parts Narrator 1: Jack was nimble, Narrator 2: Jack was quick. Narrator 3: Jack jumped over the candlestick. Narrator 1: Jack kept jumping much too close. Narrator 2: Now his pants Narrator 3: smell like burnt toast.

There Was An Old Woman – 4 Parts Narrator 1: There was an old woman Who lived in a shoe; Narrator 2: With so many children, What else could she do? Narrator 3: Their home had no windows, No doors, and no locks— Narrator 4: The kids were all happy But smelled like old socks.

I Gotta Go! Readers Theater Performance

Pee Ew! Is That You Bertie? Readers Theater Performance

Listen child… …and you shall read.

Channel your inner Oprah

Pretest Meana Posttest Meana Zb Asymptotic Sig. (2 Tailed) Control 65. 17 68. 28 . 54 . 59 . 10 Treatment 64. 00 81. 39 3. 39 <. 01 . 57 Item Effect Sizec

Predictive Power Of Early Vocabulary • Best kindergarten predictors of 1 st and 2 nd Grades reading achievement: • Phonemic Awareness • Alphabet Knowledge • Best kindergarten predictor of Grades 3 & up reading achievement: • Oral Vocabulary

Oral Vocabulary Differences For Disadvantaged Children • Total Oral Vocabulary • 2700 words middle SES 1 st graders • 1800 words low SES 1 st graders • New Words Per Year Primary Grades • 3000 words/year middle SES • 1000 words/year low SES • Top high school seniors know 4 times as many words as lower-performing classmates.

How Many Words? ? • 18 month needs to learn avg. of ___ new 5 words a day to have avg. vocab. of approx. 8, 000 ______ words by the time he or she is 6 years old (Senechal & Cornell, 1993) • Avg. high school graduate knows approx. ______ words (Nagy & Herman, 1985) 40, 000 • To go from 8, 000 to 40, 000 in 12 years, a child needs to learn 32, 000 words or ____ 7 -8 words a day. 3, 000 • Children typically learn _____ words a year (over 8 words a day) between 3 rd and 12 th grades (Nagy & Anderson, 1984)

A SOLUTION? 1 -1 expert instruction for kindergarteners who did not know all their letters after 3 weeks After 12 weeks, 50% were ready for first grade After 20 weeks, 80% were ready for first grade The remaining 20% received 1 -1 expert instruction in 1 st grade By the end of the first grade year, 98% were on grade level In sixth grade, 86% were still on grade level. Vellutino, Scanlon, Sipay, Small, Pratt, Chen, & Denckla (1996)

be that teacher… who guides students to the edges of possibility; who uses challenge as motivation; who learns alongside their students; who provides meaningful and authentic learning experiences; who clearly loves to teach; be that teacher who students remember forever.

chaseyoung@shsu. edu www. thebestclass. org THANK YOU, CORPUS CHRISTI! GOODNIGHT!