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Engaging Today’s Students in TextsWilliam McBride Independent Reading Consultant, Author of “Entertaining an Elephant”: 

Engaging Today’s Students in Texts William McBride Independent Reading Consultant, Author of “Entertaining an Elephant” Pupils as Passionate Learners

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

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

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

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

“the rich get richer and the poor get poorer” : 

“the rich get richer and the poor get poorer” Matthews Effect: 1 2 3 4 5 6 7 Poor Reader Average Reader

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

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Rank of “Rare” Words in Spoken & Written Language 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.

“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.”: 

“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

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Vocabulary Facts Age Groups 13.1% 14.4% 17.0% Source: Survey of Public Participation in the Arts, 2002 1982 – 2002

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Brain-based Teaching 0 10 20 30 40 Time in minutes Degree of retention Primacy-recency effect Prime-time-1 Prime-time-2 Down-time New Content Practice & Review Sense & Relevance

Predicting ABC’sPredicting Vocabulary: 

Predicting ABC’s Predicting Vocabulary Before Reading TOPIC: A-B G-H E-F C-D O-P M-N K-L I-J WXYZ U-V S-T Q-R

Vocabulary Development What Works: 

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

Preview Maps: 

Preview Maps

Preview MapsPreviewing Texts: 

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

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Brain-based Teaching 0 10 20 30 40 Time in minutes Degree of retention Primacy-recency effect Prime-time-1 Prime-time-2 Down-time New Content Practice & Review Sense & Relevance

P.L.A.N. Predict Locate Add Note: 

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

P.L.A.N.: 

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. Succession Oath 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 !

What Did I Read?: 

What Did I Read?

What Did I Read?Guided Reading: 

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 rebirth—in 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 1600.” Teacher says: “Good. Anyone have anything else? (No answer) Then let’s go to the next section.” During Reading What Did I Read? Guided Reading

P.L.A.N. + What Did I Read?: 

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

Compare/Contrast Y Notes: 

Compare/Contrast Y Notes

Compare/Contrast “Y” Notes Summarizing Differences and Similarities: 

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

Compare/Contrast “Y” Notes Summarizing Differences and Similarities: 

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

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

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Contact Information Bill McBride 432 Vicksburg St. San Francisco, CA 94114 Phone/Fax: 415.826.2310 E-mail: billmcbride@ionix.net Workshop Info: www.entertaininganelephant.com

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Teacher Price-$6.36 Half the proceeds go to charity. To order call 1-800-525-2125 For Workshops or Keynotes Speeches Go to: www.entertaininganelephant.com