ready, set, read with susan williamson & linda o’reilly february 26, 2011 hosted by one to one...
TRANSCRIPT
Ready, Set, Readwith
Susan Williamson& Linda O’Reilly
February 26, 2011Hosted by
One to One Literacy Society
Introductions
ONE TO ONE Literacy Team
Agenda
• Motivation and Engagement
• Break around 10:30
• 5 minute games
QuickTime™ and a decompressor
are needed to see this picture.
Write Write something that something that you are good you are good
at.at.
Write Write something that something that is important to is important to
you.you.
Write an Write an alliterative alliterative
nickname for nickname for yourself. yourself.
Write the name Write the name of your of your
favourite food. favourite food.
Write Write something you something you want to learn want to learn
today. today.
10 Questions
• Think of something specific and tell your student whether it is a person, place or thing.
• Give the student 10 questions (yes or no) to figure out what you are thinking.
• Encourage your student to ask meaningful questions rather than just guessing such as, “Is it bigger than a book?”
QuickTime™ and a decompressor
are needed to see this picture.
Motivation
What do tutors need to know about the students they tutor
and motivation?
One size does not fit all!
•Motivation provides a source of energy that is responsible for why learners decide to make an effort, how long they are willing to sustain an activity, how hard they are going to pursue it, and how connected they feel to the activity.
Michael Rost
15
Effects from lack of motivation
• Avoidance
• Negative attitude
• Frustration
16
Results
• Insecurity
• Low esteem
This is what I need to feel
confident and motivated to
read.
Over to YouWhat strategies are you currently using with the students you tutor to build reading confidence?
“I need to know what comes
next.”
Please give me advance notice
of what is coming up in the tutor
session.
20
“I’m stuck!”
If the road is blocked, I need
to know the detours!
“Is it right? I need to know.”
Please give me feedback on how
I’m doing.
22
Praisevs
Praise+
23
Praise vs Praise+
• Praise: Gives a value judgment. (“Good job.”)
• Praise+: Acknowledges a specific reading behaviour. (“I noticed that you reread the sentence.”)
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• Number your paper 1-10. Use P for praise and P+ for praise plus acknowledgment.
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• P+ “You look very pleased that you used a self-correction!”
• P “You’re a good reader.”
• P+ “You read with a lot of expression.”
• P “Well done.”
• P+ “Substituting the vowel was a good strategy to try.”
• P “Thanks for doing a good job in your reading.”
• P+ “You remembered to pause when you see a comma.”
• P “Hey. that’s great.”
• P+ I noticed that you skipped the word and read on.
• P “Good job.”
Reading Brain Book Marks
reread the sentenceself-correctedskipped and read on
“Wait for me, I’m still thinking.”
Allow me to go at my own pace. If I’m rushed I get confused and
upset.
Wait Time
• 5-7 second wait time
• Allows for students to process information before responding
“Help me to focus.”
I like it when you say, “Focus.” or
“Eyes on the print.” It helps me to stay on task.
Your
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? Your
Your
Lively Conversatio
ns
Lively Conversations
Lively Conversation Starters
• What do you think about...?
• What character in the book changes the most?
• Which character is most like you?
• Which character would you like to invite to dinner? Why?
• Is there something you didn’t understand in the story?
• Does a character remind you of anyone in your life?
• What surprised you in the story?
Nonfiction