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Judy Willis, M.D., M.Ed www.RADteach.com �

Increasing Students Reading Motivation

“Ask Dr Judy” Webinar

Use the Power of

Narratives

Tell related stories Read 2 paragraphs

Photos��� �

of students the next grade up engrossed in reading when they were in your class

Photos��� �

•   Read around •   Lining up in order of plot events •   Costumed as authors or characters •   Unique presentations or media-tech

book reports

Photos (videos) of previous year’s students engaged in an upcoming literature activity this year’s students will do

Vocabulary Words

“Haughty”

Personalize information by previewing a book with a narrative about the author when he was their age

The Author

Book author anecdote to personalize

Charles Dickens Oliver Twist

Relevance from Goal Buy-in

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STUDENTS VALUE THE KNOWLEDGE��Punctuation Lesson �

? ! �� ; : . , ��Ongoing feedback intrinsic pleasure�

� Prediction Activate background knowledge Personal connections Prioritize importance Synthesize

General Principles for Reading Comprehension

It�s all about �me�

For all subject areas

Prediction with post-its

Talk back to the Text

Prediction Prompts

� I think you��ll be telling me about…. � I already know things about YOU so I predict.....

I see that you are similar to what I have learned before, because you remind me of... I would have preferred a picture of...(or sketch/download your own)

Additional Comprehension

Prompts

Underline the parts you understand with each of 3 readings

First reading: yellow

Second reading: blue

Third reading: green

Did I

Did I

Did I

Did I

Individualized self-feedback of progress evident regardless of different starting points

Experience the value of rereading as a strategy, because they experience success

Growth mindset builds

Patterning is the basis for literacy & numeracy

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Information is stored (and retrieved) based on relationships –

Frequently experienced patterns

Experience your own brain�s pattern storage and activation

What color is this slide?

What does a cow drink?

Why did your brain think of “milk” so quickly?

The frequent activation of those bits of information in a relationship (pattern) connected them into a strong memory circuit – fastest retrieval

Patterning and Your Literacy

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Patterning Stages

Short-term memory connects new to existing memory through pattern matching Long-term memory connections are made stronger when new information is activated with stored information (patterns/categories) Mental Manipulations: New applications of memory circuits (transfer) extends isolated memory circuits into expanded patterns of concept networks

What environment and instructional strategies promote

a climate for optimal brain performance?�

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POLK COUNTY MSAP SCHOOLS

Judy Willis, MD, M.Ed www.RADteach.com

WYAA State Conference on Afterschool Programs

Oct 15, 2012 Keynote Luncheon 12:50-1:50

Preview with reminders of the prior knowledge

to increase foundational knowledge and participation

Pattern Activation With Prior Knowledge Bridges

Bulletin boards that preview Reminders of what they already knoMake explicit connections: cross-curricular, spiraled curriculum

Graphic Organizers

Activate prior knowledge

Relate new to existing memory

Venn Diagram

Students can strengthen brains’ patterning skills

Internet Games to Boost Patterning Skills

Neuroplasticy strengthens and extends neuronal networks

1.  Durability 2.  Fast retrieval

Mental Manipulation for Long-term Memory

Synapses Dendrites

Neuroplastic Growth

Axon with myelin

Mental Manipulation for Reading Comprehension

Categorize-Patterning Analogies Graphic organizers Similarities/differences

Co-activate and Extend Patterns Symbolize: “Translate” to another representation

Synthesize: Concise summary

Interpretations: Ask yourself questions, Validity

Synthesize with Personalized Summarizing

With an empty

towel roll�

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Students summarize new learning with as if sending text messages or tweeting

Concise Summaries for More Mental Manipulation

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ ____ __ __ __ __ __ __�__ __ __ __ __ __ ____ __ __ __ __ __ __�

Tweet it Down ������������ ���� ���������������� ���������� ������� ������������������� � ��

Pattern Recognition for Concept Application in Language Arts

CCSS: Students are expected to make connections and identify relationships as they evaluate information

Gather, analyze, organize, and interpret information from multiple sources

Analyze author’s craft (e.g., style, bias, literary techniques, point of view)

Analogies Create an analogy

between new information and a personally chosen and humorous picture

Example: �Exclamation

points, like this man, attract our attention and are vertical lines.�

Buy-in: photos, read 2 paragraphs, narrative about author at their age

Comprehensible Input Highlighting

Patterning & Prior Knowledge Prompts

Mental manipulation: Summarize, Synthesize, Interpret

Summary of Strategy Examples

WEBSITE www.RADTeach.com

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Judy Willis, M.D., M.Ed www.RADteach.com �

Next “Ask Dr Judy” Webinar

October 10, 2013