Friday, July 1, 2016

5 BRAIN-BASED SECRETS TO SUPER HIGH READING TEST SCORES!

5 BRAIN-BASED INSTRUCTIONAL READING PRACTICES TO HELP STUDENTS WIN! THE SECRETS TO SUPER HIGH READING TEST SCORES!

1. Spiraled-practice (DISTRIBUTED PRACTICE): Practice
over time using targeted grade level and above tier 1, 2, and 3 Academic Vocabulary words. Reading and practicing new words with your eyes, your ears, your voice and your hands (muscle memory finger spelling or making and signing mnemonic symbols). Tier 2 and 3 Academic words are broken down by RIT level and are used by Pearson, PARCC, Smarter Balanced and 99% of published test to assess students standardized reading scores. Students work with a cooperative partner daily 3 or 4 times reviewing 3-6-9 tier 2 and 3 academic vocabulary words for a minimum of 4 weeks to prepare for any standardized reading test. Students can review at home what was practiced in the class. Working individually doing word work "worksheet drills" without a teacher or peer assistance is not effective.


"I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times." Bruce Lee 

2. Self-quizzing (Self-Testing): Student-directed, detected, selected and redacted self-testing reading and study resources. Good old-fashioned flashcards, Cornell notes or self-testing the old school way with folded paper covering the question/term or the denotation/answer for review. My students that actively seek out unknown Tier 2 and 3 vocabulary and make their own flashcards or self-quizzes grow 2-3 years as measured by the NWEA MAP reading assessment. 

"The unprepared mind cannot see the outstretched hand of opportunity." Alexander Fleming

3. Socratic Seminars (ELABORATIVE INTERROGATION): Reading with a question in your mind and discussing the deeper meaning of complex text using the Socratic questioning techniques. Socratic questioning is disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don't know, to follow out logical implications of thought or to control the discussion. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.

"The weakest ink is better than the best memory. Study with pen in hand Picture" Adrian Rogers 

4. Response to Literature/Learning (SELF-EXPLANATION): "Why is this passage important? "What did I learn by reading this passage?" "What did I Learn?" "How did I learn that" “What new information does the passage present?"  “How does the passage relate to what I already know?” Response to Literature or Reflective Journaling, is the most effective way of understanding a work of literature, evaluate what you have learned, gain new knowledge,  and strengthening understanding of the writing process at the same time. With journaling you integrate reading and writing instruction, students will relate to the story/text more completely, they will deepen their knowledge of the ideas, themes, opinions, conflicts, settings, images, conversations, characters, and interesting facts.

  “Thoughts become things. If you see it in your mind, you will hold it in your hand.” Bob Proctor

5. ELA Reading Games (INTERLEAVED PRACTICE): Mixed up ELA games that incorporate mixed levels (Begining, Intermediate and Advanced) and mixed content. The novelty of games is always engaging and fun plus the ELA mixed content practice boost memory and retention. Games should always incorporate mixed levels to expose all students to advanced concepts. They can be a mixture of 2-5 different ELA domains. Reading teachers can mix spelling, vocabulary knowledge, word analysis, reading fluency, reading comprehension, Dolch sight word recognition, or any area that students need remember and retrieve using memory.  

At-Risk Readers and Beginning Readers: Reading Fluency and word automaticity are critical to reading comprehension. Students that use all their energy word calling and decoding will have no cognitive ability to comprehend the text. Students need to practice reading with real emotion, expression, intonation, and endurance. Students that are required to take EOG End of Grade standardized reading test may have to focus and read for 2 to 3 hours for up to two days. Practicing reading fluency and endurance is a winner to help kids when they are doing their marathon testing sessions. 

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