P1246990941GCcWA

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Smiles Never Hurt Anyone
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Community School District 21
Principals Conference
Ethel Tucker, Superintendent Aileen R. Golden,
Deputy Superintendent
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Thinking Strategies and Test Scores
Roger Farr Sponsored by Steck-Vaughn
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Why are the 4th and 5th grades so important in
reading and writing development?
Why do scores seem to decline (averages at least)
for some students?
What can teachers do? What should
reading/language arts programs emphasize?
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• What strategies do the students need to develop?
• Mental imaging (visualization)
• Prediction (whats coming next)
• Re-read and comprehend
• Question (withhold judgment)
• Summarize
• Make connections
• Interpret/think about/make inferences

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What happens at these grades? 1. Much more
expository reading 2. Expectations for more
reading 3. Much less control of vocabulary
(concepts) 4. Assessments emphasize thinking 5.
Constructed responses
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• Whats the research base for all of this?
• Schema studies (both reading and writing)
• Constructing meaning
• Verbal protocol analyses of readers/writers
• Metacognition
• Verbal rehearsal

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Smile when you think about the program your
students need!
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Strategies
Modeling
Integration
Levels
and
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S
trategies
Modeling
Integration
Levels
Effort
Enthusiasm
Energy
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Exuberance!
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Put a SMILE in your program!
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and put a SMILE on your students faces!
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Reading Comprehending
Its a verbnot a noun.
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Make a Difference by Modeling, Coaching, and
Getting Students to Think About Those Important
Reading Strategies
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• Select a story/textbook to read to students.
• Make three or four dots page where you
• were thinking. (You might jot down ideas
• that you were thinking.)
• Practice your think-aloud.

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• Tell students you will be thinking aloud.
• Students follow along as you read aloud.
• Make it interesting, but dont overdo.
• Predict, visualize, guess the meanings of words,
  tell what you think the characters look like--and
  more!

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• Ask students, What was I doing?
• Nudge them to respond.
• Write down exactly what they say on the
  chalkboard.

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• Prepare a checklist.
• Have students check off what you do as you are
  reading.
• After reading discuss.

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Teaching Strategies that Will Make a Difference
Coaching Strategies
Coaching is guiding students to think on their
own.
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Coached Practice
Coaching is guiding students to think on their
own--and not just ask questions.
Coached practice has two phases.
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Coached Practice

• Select a story/textbook to read to students.
• Read and think about it as you read.
• Make three or four dots where you were thinking.
• Make an overhead transparency of the selection
  and only show the students what you read--to the
  first dot.

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Coached Practice

• Ask students, What are you thinking about?
• Dont look for right answers!
• Encourage diverse ideas.
• Ask for explanations about their ideas.

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Coached Practice

• Select a story/textbook to be read by the
  students.
• Read and think about it as you read.
• Make three or four dots where you were thinking.
• Make a copy of the story inserting a box where
  you want the students to write what they are
  thinking.

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Read the chapter about Benjamin Franklin and then
answer these questions.
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1. Describe what you think Benjamin Franklins
life was like? 2. Tell how Franklins life is
like yours? 3. Would you have liked to live at
the time Benjamin Franklin was growing up? 4.
What did Franklin invent during his life? 5. How
did Benjamin Franklin help people? 6. What kind
of person do you think Benjamin Franklin was?
Would you like to be like him?
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Benjamin Franklin, Citizen, Inventor, Statesman
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The United States Its History and Neighbors,
Harcourt Brace Jovanovich, Inc. Chapter 8 - The
Middle Colonies, Section 4 Benjamin Franklin
Benjamin Franklin was the most important citizen
of colonial Philadelphia. Franklin was born in
Boston, the fifteenth of 17 children. His father
was a candle maker. One of his earliest teachers
was Sarah Knight, the lady who went on horseback
from Boston to New York.
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Ben Franklins Ideas
Benjamin Franklin was always curious and eager to
try out new ideas. One hot day when he was a boy,
he was flying a kite from the edge of a pond. He
tied the kite down so he could go for a swim.
Then he decided to try swimming anti flying a
kite at the same time.   He lay on his back in
the water and held on to the kite string, "I
began to cross the pond with my kite, which
carried me quite over without the least fatigue,
and with the greatest pleasure," he wrote.
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Franklin Learns a Trade
Young Franklin showed great interest in reading
and books. Because of this, his father had
Benjamin's older brother, a printer, take him as
an apprentice. An apprentice worked a certain
number of years for a person skilled in a craft.
An apprentice lived with the skilled worker's
family while he practiced and learned the
craft.   The apprentice system was the most
common way for boys to learn skills. Girls
usually learned skills from their mothers.
Sometimes girls worked in households as
indentured servants.
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Franklin Sets Out On His Own
Franklin was 12 years old when he became an
apprentice. As a printer's apprentice, the young
Franklin learned how to set type, or put together
the letters for the press. He also learned to
work the press, which pressed paper onto the type
and printed it. In his spare time Franklin read
books and worked at improving his own writing.
Benjamin Franklin did not get along well with his
older brother. In 1723, when he was 17 years old,
he ran away. He sold his books to buy passage on
a boat from Boston to New York. When he arrived
in New York, Franklin went to a printer to get
work. The printer had no work for him, and he
suggested that Franklin go to Philadelphia.
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Franklin Arrives in Philadelphia
Franklin made his way by boat and on foot to
Philadelphia. Hungry, tired and poor, he finally
arrived. The first thing he did was ask at a
bakery for 3 pence worth of bread. He was given
three large loaves, much more than he expected.
He ate one and gave the other two to a woman and
her child who had been on the boat with him. Then
he found work as a printer.   Franklin did very
well as a printer. Yet he said that he would
rather live a useful life than die rich. When he
could, he worked as a citizen, a scientist and,
an inventor.
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Franklin the Doer and Inventor
As a citizen, Franklin left a strong mark on the
growing city of Philadelphia. He organized the
first trained fire department. He worked to
establish the first public library and the first
hospital in Philadelphia. He organized a militia
to protect Philadelphia and the frontier
settlements.
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  As a scientist, Franklin is most famous for his
experiments in electricity. Using the kite of his
childhood, he proved that lightning is
electricity. A result of his experiments was his
invention of the lightning rod. A lightning rod
is a rod of metal attached to the top of a house,
barn or boat. It conducts lightning bolts into
the ground. Until the invention of the lightning
rod, buildings or boats struck by lightning were
likely to burst into flames. 
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 Franklin's mind was always looking for a better
way to do things. Unhappy with smoky fireplaces,
he invented an iron store. This stove, called the
Franklin stove, threw heat, but not smoke, into a
room. This type of stove is still in use.
Franklin the Statesman
Benjamin Franklin would he famous if he had done
no more. However, some of his most important work
was still to come. As a statesman, he would help
his country became an independent and respected
nation.
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Theres got to be a better way to get them
thinking about what they are reading!
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Another way!
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Write (or draw) your own thoughts and ideas as
you read.
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Write (or draw) your own thoughts and ideas as
you read.
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Heres what my students thought and wrote while
they were reading.
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Write what you are thinking in the box.
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Benjamin Franklin, Citizen, Inventor, Statesman
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The United States Its History and Neighbors,
Harcourt Brace Jovanovich, Inc. Chapter 8 - The
Middle Colonies, Section 4 Benjamin Franklin
Benjamin Franklin was the most important citizen
of colonial Philadelphia. Franklin was born in
Boston, the fifteenth of 17 children. His father
was a candle maker. One of his earliest teachers
was Sarah Knight, the lady who went on horseback
from Boston to New York.
What are you thinking about now?
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I think that teacher would be very tired to ride
from Boston to New York.
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That would be something special to ride all that
way from Boston. Shed need a lot of food. And
seventeen kids must have been hard when they were
babies.
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I only have one sister and shes more than I can
handle.
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It makes me think of other important people and
inventors like Thomas Edison.
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Ben Franklins Ideas
Benjamin Franklin was always curious and eager to
try out new ideas. One hot day when he was a boy,
he was flying a kite from the edge of a pond. He
tied the kite down so he could go for a swim.
Then he decided to try swimming anti flying a
kite at the same time.   He lay on his back in
the water and held on to the kite string, "I
began to cross the pond with my kite, which
carried me quite over without the least fatigue,
and with the greatest pleasure," he wrote.
What are you thinking about now?
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I think I would not have swam in the pond because
it has disgusting stuff in it. I think that if
you tried to fly a kite in a pond it would not
work.
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Franklin Learns a Trade
Young Franklin showed great interest in reading
and books. Because of this, his father had
Benjamin's older brother, a printer, take him as
an apprentice. An apprentice worked a certain
number of years for a person skilled in a craft.
An apprentice lived with the skilled worker's
family while he practiced and learned the
craft.   The apprentice system was the most
common way for boys to learn skills. Girls
usually learned skills from their mothers.
Sometimes girls worked in households as
indentured servants.
What are you thinking about now?
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I think that is weird that they didnt go to
school. The girls way of learning is kind of like
home schooling. I would hate to have to leave my
family and work for someone else.
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I dont think that would be right for girls to be
like slaves and everybody should go to school and
I dont think its fair.
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I think I wouldnt like to be an apprentice and
it would be hard to read the paper backwards. It
reminds me of Africans in the real early times
being indentured servants.
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Girls must have had a hard time. I wouldnt want
to wear petite dresses and cook all day. I would
want to run and have a good time like women do
now. I feel sorry for men too because they would
have to leave their family and work for someone
else.
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Franklin Sets Out On His Own
Franklin was 12 years old when he became an
apprentice. As a printer's apprentice, the young
Franklin learned how to set type, or put together
the letters for the press. He also learned to
work the press, which pressed paper onto the type
and printed it. In his spare time Franklin read
books and worked at improving his own writing.
Benjamin Franklin did not get along well with his
older brother. In 1723, when he was 17 years old,
he ran away. He sold his books to buy passage on
a boat from Boston to New York. When he arrived
in New York, Franklin went to a printer to get
work. The printer had no work for him, and he
suggested that Franklin go to Philadelphia.
What are you thinking about now?
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I would never run away like that. Id hate to be
alone, and Id probably use all my money too fast.
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I think that Ben Franklin must have been very
brave if he ran away like that at age 17. I dont
know what was going on at home, but if he ran
away it must have been bad.
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It sounds like the book we are reading, Johnny
Tremain. I think he is very smart to sell his
books and buy a ship. I would sell my books and
buy clothes.
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Franklin Arrives in Philadelphia
Franklin made his way by boat and on foot to
Philadelphia. Hungry, tired and poor, he finally
arrived. The first thing he did was ask at a
bakery for 3 pence worth of bread. He was given
three large loaves, much more than he expected.
He ate one and gave the other two to a woman and
her child who had been on the boat with him. Then
he found work as a printer.   Franklin did very
well as a printer. Yet he said that he would
rather live a useful life than die rich. When he
could, he worked as a citizen, a scientist and,
an inventor.
What are you thinking about now?
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I think Franklin is very nice because he gave a
loaf to a woman and her two girls. I think that
Benjamin is a gentleman and a nice person.
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Franklin the Doer and Inventor
As a citizen, Franklin left a strong mark on the
growing city of Philadelphia. He organized the
first trained fire department. He worked to
establish the first public library and the first
hospital in Philadelphia. H organized a militia
to protect Philadelphia and the frontier
settlements.
61
  As a scientist, Franklin is most famous for his
experiments in electricity. Using the kite of his
childhood, he proved that lightning is
electricity. A result of his experiments was his
invention of the lightning rod. A lightning rod
is a rod of metal attached to the top of a house,
barn or boat. It conducts lightning bolts into
the ground. Until the invention of the lightning
rod, buildings or boats struck by lightning were
likely to burst into flames. 
62
 Franklin's mind was always looking for a better
way to do things. Unhappy with smoky fireplaces,
he invented an iron store. This stove, called the
Franklin stove, threw heat, but not smoke, into a
room. This type of stove is still in use.
What are you thinking about now?
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I think that if Benjamin had lived longer, he
probably would have invented the flashlight.
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Franklin the Statesman
Benjamin Franklin would he famous if he had done
no more. However, some of his most important work
was still to come. As a statesman, he would help
his country became an independent and respected
nation.
What are you thinking about now?
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Benjamin Franklin has his name on a 100 bill. My
dad showed me one at the bank. You really have to
be somebody to get your picture on a 100 bill. I
think he should have been President.
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1. Describe what you think Benjamin Franklins
life was like? I never thought anyone would have
to live like that. No TV just working and he ran
away from home. I only heard about kids who were
in trouble who ran away. But he turned out great.
I wonder how?
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2. Tell how Franklins life is like yours? They
are not the same at all. He did so many things
and traveled all over the country alone. I dont
think I could do that. It sort of reminds me of
Tom Sawyer.
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3. Would you have liked to live at the time
Benjamin Franklin was growing up? In some ways he
could do what he wanted, but he had to work so
hard and things werent the same as now. I think
we have it better. I think every time has its
good and bad.
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4. What did Franklin invent during his life? He
was like that guy Edison who just kept inventing
all kinds of things. I bet he invented things we
dont even know about. He sort of invented or
discovered electricity. I wonder if hed be
called a nerd today.
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5. How did Benjamin Franklin help people? He
always seemed to invent things to help people.
Maybe thats why we remember him. Thats what I
wish I could do--invent something to help people
and maybe get a little money for it.
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6. What kind of person do you think Benjamin
Franklin was? Would you like to be like him? He
was just a great person at helping people and he
became famous. Lots of people today are famous
because of money or sports or movies but Franklin
helped people. Id like to be famous that way.
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What do you think? I think that this way is sort
of better, but it also made my brain more tired.
I think that we should do this rather than what
we do in the book.
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(No Transcript)
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What do you think? I think this is good because I
get to write my ideas and talk about them. But it
makes me tired too. I think you get more out of
it than when you just read the social studies
book. I like hearing other ideas too.
Harbans
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What do you think? I like it because I get to
tell my feelings and you get to write just where
youre thinking about it. Its pretty cool and I
like it better than reading right out of the
book. I think I understand it better.
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All READERS think about what they read in
relation to what they already know!
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Connections make reading comprehension happen
from
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all the way to.
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Connections are vital in comprehending fiction
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and non-fiction.
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But sometimes connections dont happen and then
reading comprehension is limited.
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Why cant some readers make connections?
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and what can a teacher do?
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Three developmental levels.
Level Four is the goal.
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(No Transcript)
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• Have limited decoding skills
• Focus energy on word identification
• Understand little of what is read

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• Whats a teacher to do?
• Use shared reading activities
• Work on decoding skills
• Provide easier reading materials

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• Read words, not ideas
• Repeat the authors ideas/words
• Make few connections to background
• Comprehend at a very literal level

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• Whats a teacher to do?
• Ask focused think-along questions
• Model and have student think-aloud
• Emphasize purpose(s) for reading
• Focus on a few strategies

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• Make some connections
• Relate purposes for reading to strategies
• Use a limited-range of strategies

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• Whats a teacher to do?
• Model more strategies (colored wands)
• Focus on purpose
• for reading
• Discuss think-alongs and encourage all ideasbut
  ask for support

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• Use strategies to build meaning with a
  wide-range of reading materials
• Connect thinking and strategies
• Develop strong self-concepts as readers (thinkers)

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• Whats a teacher to do?
• Emphasize the effective use of many strategies
• Encourage discussion with others
• Encourage the acceptance of the ideas of others

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Do students need instruction and practice in
learning to think while reading?
Next!
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They do if they are to meet the literacy demands
of society today and to become effective citizens!
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and will all of this raise test scores?
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Just try itand then stand back and
let them think their thinking!
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v
You will be amazed at what you can accomplish.
(AND, you will be amazed at what they can think.)
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To Farr, Roger C. From BuniakFam _at_aol.com Sent
Wednesday September 20, 2000 754 PM To
anything_at_rogerfarr.com
I am a multiple needs teacher in School District
54 and attended your workshop yesterday, Sept.
19. I was very motivated by your presentation,
but was not sure how I could modify your ideas
for the needs of my students. It turned out that
I didn't have to. My class consists of children
with autism spectrum, social emotional, and
communication disorders with developmental
functioning between 7 months and 7 years.
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Today I was reading a book about apples to the
class and it mentioned Johnny Appleseed. One of
my students, who frequently perseverates about
trains, said,"Amtrak." I know that last week I
would have said,"Patrick, we are talking about
apples now, we can talk about trains at recess."
Instead, I said,"Why are you thinking about
Amtrak?" Patrick replied, (and these are his
exact words) "I was thinking about the trips
around the country that my dad and I have taken
on Amtrak. Do you think that Johnny Appleseed
rode Amtrak train around the country when he
planted the apple seeds?" I couldn't believe
it!!!!! What a great discussion the class had
after that about how Johnny might have traveled
if he didn't walk around the country.
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Thank you so much for your inspiring ideas. By
the way, we don't take any multiple choice tests
in my class. We use a lot of data collection and
work samples instead. Special Education always
seems to be way ahead of regular education in
many ways. Thank you again for the
inspiration. Sincerely, Linda Buniak Multiple
Needs Teacher Nathan Hale School, Schaumburg, IL
LindaBuniak_at_sd54.k12.il.us
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Internet anything_at_rogerfarr.com