Enhancing Reading Comprehension in Performance Based Fields

1. Enhancing Reading Comprehension in Performance Based Fields Dan Bielawski

2. Welcome Take the quiz that is located at your table. The quizzes are located at your table. You will have five minutes to finish the quiz.

3. Strategy 1: Reading directions • Helps students to read and understand what is being asked of them. • Step-by-step directions force students to think and understand what is expected of them. • Following directions is a skill needed for all future activities (college & world). • Did you answer all 5 questions? How confident were you about what you read and what you did?

4. Objectives • You, the teacher, will learn five reading strategies that can be applied in your classroom. • You will be given time to learn how to incorporate these reading strategies into a future or current lesson.

5. Strategy 2: Word wall

6. Word Walls Can: • Increase vocabulary. • Assist students with connecting words from unit to unit. • Allow for opportunities for student interaction. • Make students accountable for their own learning. • Make student directed learning easier. • Serve as either formative or summative assessment. (Enloe, 2009)

7. Word Wall Examples

8. Tips for Word Walls • Student generated. 1. Making the cards. 2. Determining which words are important. • On-going process. • Use words that are important to your curriculum. • Refer to the word wall often (a part of a daily routine).

9. Word Wall - Webbing Groundstroke Rally Smash Serve Volley 2x Bounce Rule Lob No Man’s Land

10. Word Wall Activity • In your division group, create a word wall that you could use for an upcoming unit. • Use the chart paper to show what your word wall would look like. • Look at the handout describing 6 different ways to use “word walls” for help (at table). • With your group, determine how you will use the word wall throughout your instructional unit. Add these ideas to your chart paper. • After 5 minutes, we will share your word walls.

11. Strategy 3: Read Article • Promotes students to read outside the classroom. • Creates interest in your unit. • Ways to use: homework, enrichment, extra credit, post articles in your room, etc. • Example: Pickleball • http://articles.sfgate.com/2009-01-04/living/17196363_1_tennis-court-tennis-players-bay-area • http://www.kcpickleball.com/id6.html

12. Read Article Pickleball: The fastest growing sport you've never heard of January 04, 2009|Sam Whiting As Northern California ambassador for the USA Pickleball Association, it is Greg "Komo" Komisarek's duty to get more courts dedicated to his sport, which employs paddles and a plastic ball - like pingpong, but with the players standing on the table. So far, his efforts have come to one public Pickleball court he knows of in the Bay Area, and that came by adding lines to a concrete basketball court in a 50-year-old gym at the Highlands Rec Center, off Highway 280, near his home in San Mateo. If you go up there on a Thursday night, when the Aloha Pickleball Club convenes, you will hear the pocking of plastic against graphite, which is the unmistakable sound of Pickleball. The pocking may explain why there is just one public pickleball court in the Bay Area. "The noise is one thing tennis players don't like," says Komo, who on occasion has modified a public tennis court by putting out water bottles to form the lines of a Pickleball court, which has the same dimensions as a doubles badminton court. "We've had the cops called on us because we're having so much fun we disrupt the tennis players." Pickleball has been around for 40 years, but Komo knows of just one other court in the Bay Area, at a home in Saratoga. There is also an old court at a home in Atherton, and one in Moraga, but Komo hadn't heard about these. There is a court in Squaw Valley and four courts at a club in Granite Bay, where there is also a Pickleball pro who happens to be Komo's brother-in-law. Nine courts is an embarrassment compared with the retirement ghettos of Florida, where Pickleball is a spectator sport. "There are a hundred courts at the Villages retirement community in Florida," says Komo, a high-strung carpenter who was introduced to the game when he went to the Villages for his father's World War II air squadron reunion. "Once somebody picks up a paddle, they don't want to stop playing," says Komo, who was so excited by the game that when he got home he milled two wooden paddles before finding out you can buy them. Since then he has been to every major tennis club and public recreation area, and even two badminton clubs, on the Peninsula, pleading to have just one little court dedicated to Pickleball. Among his arguments is that four Pickleball courts can fit on one tennis court, turned sideways.

13. Strategy 4: Concept Mapping Method of organizing information around a word or phrase that represents a larger category of objects, people, places, or events Marzano, Norford, et. all, p.147

14. Mapping Activity • Go to an available computer. • Go to https://bubbl.us/ • Click “start brainstorming”. • Type in your concept and go from there – have fun. • We will regroup in 5 minutes.

15. Strategy 5: Whip strategy • Involves total participation. • Activity enables data to be collected by the teacher to check for student understanding. • Assists teachers in determining if they need to re-teach. • Can be used as a closure activity. Fisher & Frey, 34-35.

16. Whip Strategy Implementation Steps: Example 1: 1) Teacher asks a question or gives a task. Ex: Make a list of 3 items 2) Students respond on paper. 3) All students stand up. 4) Students are randomly called on to share one of their responses. 5) As students listen to the responses, they cross off anything on their own list that was already stated. Students sit down when all of their ideas have been stated. Fisher & Frey, 34-35.

17. References Enloe, Toni. (2009, March 9). Using interactive word walls in science. Learning Focused. Retrieved from http://www.learningfocused.com/index.php/resources/newsletter/using-interactive-word-walls-in-science Fisher, D. & Nancy F. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, Virginia: ASCD. Marzano, R. , D. Pickering, and J. Pollock. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Marzano, Norford, et. All (2011). A handbook for classroom instruction that works. Alexandria, Virginia: ASCD. p.60 Teachers say word walls work! Education World. Retrieved fro mhttp://www.educationworld.com/a_curr/profdev/profdev086.shtml Whip. Pennsylvania Department of Education. Retrieved from http://www.portal.state.pa.us/portal/server.pt/community/before-during-after_reading_strategies/7540/whip/508399