strategies for reaching students at-risk

Strategies for Reaching Strategies for Reaching Students At-Risk Students At-Risk

““Know that for kids and teachers alike, growth Know that for kids and teachers alike, growth comes through risk taking and mistake making.”comes through risk taking and mistake making.” - Steven Zemelman, Harvey Daniels, and Arthur Hyde, - Steven Zemelman, Harvey Daniels, and Arthur Hyde, Best PracticeBest Practice

AgendaAgenda

► Identifying At RiskIdentifying At Risk

► Learning StrategiesLearning Strategies

► 2121stst Century Century LearnersLearners

Who is At-Risk?Who is At-Risk?Pupil Selection Pupil Selection

Criteria:Criteria:

< 2 MEAP or MME < 2 MEAP or MME ELA TestELA Test

< 2 MEAP or MME < 2 MEAP or MME Mathematics TestMathematics Test

< 2 MEAP or MME < 2 MEAP or MME Science TestScience Test

Two or more of the following criteria:Two or more of the following criteria:

Victim of Child Abuse or NeglectVictim of Child Abuse or Neglect

Pregnant teenager or teenage parentPregnant teenager or teenage parent

Atypical behavior or Attendance Atypical behavior or Attendance patternspatterns

Eligible for free or reduced-price lunchEligible for free or reduced-price lunch

Below grade level in English Language Below grade level in English Language and communication skills or and communication skills or mathematicsmathematics

Family history of school failure, Family history of school failure, incarceration, or substance abuseincarceration, or substance abuse

Cowboy Cowboy PhilosophyPhilosophy

““Many people set out to break the spirit of a horse. The Many people set out to break the spirit of a horse. The last thing I want to do is break down the spirit of any horse: I’m last thing I want to do is break down the spirit of any horse: I’m out to build it up so that I can utilize it. I want to relate to the out to build it up so that I can utilize it. I want to relate to the horse on his own level and on his time schedule. If you want a horse on his own level and on his time schedule. If you want a horse to have a good attitude, you can’t force things on him. horse to have a good attitude, you can’t force things on him. You have to give him time to decipher what it is you want him You have to give him time to decipher what it is you want him to do. to do.

Usually the problem is the way the horse was taught in Usually the problem is the way the horse was taught in the beginning. Somebody tried to force a lesson on him, or he the beginning. Somebody tried to force a lesson on him, or he was punished harshly for not doing right. If he doesn’t do the was punished harshly for not doing right. If he doesn’t do the right thing, he knows you’re going to jerk harder or spur harder right thing, he knows you’re going to jerk harder or spur harder or get a bigger mouth bit. So now he’s nervous, scared, and or get a bigger mouth bit. So now he’s nervous, scared, and defensive. He is just flat-out turned off to learning.defensive. He is just flat-out turned off to learning.

Horses naturally understand a pecking order. Your Horses naturally understand a pecking order. Your horse can accept the fact that you are the leader of the herd horse can accept the fact that you are the leader of the herd and he is the follower. That doesn’t mean that a horse won’t and he is the follower. That doesn’t mean that a horse won’t test you from time to time. He’s going to test you. But you can test you from time to time. He’s going to test you. But you can establish that you are the leader, number one in the pecking establish that you are the leader, number one in the pecking order, without causing your horse pain or fear. The way you do order, without causing your horse pain or fear. The way you do that is to control your horse’s mind instead of his body.”that is to control your horse’s mind instead of his body.”

- Craig Cameron, “the cowboy professor”- Craig Cameron, “the cowboy professor”

Read and RespondRead and Respond3 Keys to Motivate Students3 Keys to Motivate Students1.1. Stress effort Stress effort – Often students look only at the red marks, – Often students look only at the red marks,

what they have done wrong, or the final grade. It is what they have done wrong, or the final grade. It is important that educators emphasize the learning and the important that educators emphasize the learning and the effort that take place and encourage continued attempts.effort that take place and encourage continued attempts.

2. 2. Convey enthusiasm Convey enthusiasm – When students are successful, – When students are successful, when they have given their best effort, or when they are when they have given their best effort, or when they are attempting something for the first time, educators need to attempting something for the first time, educators need to express their enthusiasm to reinforce struggling students. express their enthusiasm to reinforce struggling students. Do this genuinely.Do this genuinely.

3. 3. Engender hope Engender hope – Above all, teachers need to create a – Above all, teachers need to create a climate of hope in the classroom that all students can climate of hope in the classroom that all students can learn. With hope, students will not easily give up and will learn. With hope, students will not easily give up and will be motivated to learn.be motivated to learn.

How true are these for our own How true are these for our own motivation?motivation?

Copyright 2007 Success4Teachers.com

Sustained Silent ReadingSustained Silent Reading

"Research has shown that reading ability is positively correlated "Research has shown that reading ability is positively correlated with the extent to which students read recreationally.”with the extent to which students read recreationally.”

- National Center for Education Statistics, - National Center for Education Statistics, The Condition of Education The Condition of Education 19971997

““Young people who read for pleasure are able to make Young people who read for pleasure are able to make connections with the world around them and eventually grow to connections with the world around them and eventually grow to understand themselves on levels they never thought possible.”understand themselves on levels they never thought possible.”

- Rafe Esquith, - Rafe Esquith, Teach Like Your Hair’s on FireTeach Like Your Hair’s on Fire

SSSSRR

RReessppoonnssee

Sustained Silent Reading Response

Each day that we read in class, you are to respond to what you’ve read. Your responses should be 3-5 thoughtful sentences per day. Your first sentence should summarize what you’ve read, but the rest should address your opinions about the characters, the events, and/or the writing style in the novel.

Title________________________ Author_____________

Chapter _________ Page #’s________ Rating 1 2 3 4 5

Reading Response: Question, Clarify, Summarize, Predict, Evaluate, or Connect: New/Interesting Vocabulary Words:





Talk to the TextTalk to the Text

Name ____________________________ Date _________ Hour _______

Directions: Read and analyze the following poem with a partner, paying special attention to each line or stanza and make notes to clarify the message.

The Road Not Taken Robert Frost

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that, the passing there Had worn them really about the same,

And both that morning equally lay In leaves no step had trodden black. Oh! I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I – I took the one less traveled by, And that has made all the difference.

Re-read the poem with your notes and state the theme below:

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________

TTaallkk

to to

the the

TTeexxtt

Essay of the WeekEssay of the Week

EEssssaayy

ofof

thethe

WWeeeekk

Directions: Please read the following statement based on this weeks theme and write a short thoughtful essay (at least 1 page in length) on the back.

Remember: The essay is due next Monday. You will be graded on proper grammar, spelling, sentence structure, and organization so please use your resources and graphic organizer to ensure a thoughtful essay.

The Power to Change Lives

This week we’ve studied how the power of words, either written or spoken, can be used to change the ways in which people view themselves and others. In the case of Edwards, he was one person alone who tried to change the lives of others. In the case of the witch-hunters, they used words through accusations to destroy lives. How can people use their power to make a difference in their lives and the lives of others? Please thoughtfully discuss your point of view about this topic.

In your essay, take a position on the statement. Use specific reasons and examples to support your position.

Thesis Statement

Evidence 1 Evidence 2

Evidence 3

EExxeemmppllaarryy

EExxaammppllee

Power of Changing Lives

Words can make a difference in someone’s life, either for the better or worse. When people use their power of written or spoken words it can either hurt or make their lives better. People can put other people down with their words and they could think less of themselves or it could be the opposite and make someone feel a lot better about their self. Edwards, the witch-hunters and telling someone that you are proud of them are all examples of how this can happen. Edwards used his words to try and change the way people thought about god. He told them there was nothing they could do to save themselves from hell. His words changed the way people thought and it also changed the way they acted because they thought that god would forgive you after you did something bad, but Edwards said there was nothing you could go. So people started to both not care and basically act out or they would try and be as good as possible that way they wouldn’t go to hell. The witch-hunters used their words to change people’s lives because the tests that they would use were so simple and it would be anyone that everyone feared they would be accused of being a witch. Once you were accused of being a witch there was nothing you could do you were going to die no matter what. Either by proving you weren’t a witch or just confessing because the pain of proving it was too much and then they would kill you because you said you were a witch. The words that the witch-hunters used where so conniving that the people who were accused of being the witch would get stuck and just give in. When they gave in it changed their life because they would then get killed. Giving someone a hug and saying how much you are proud of them makes them feel better. It can change the way they think about themselves and their confidence can go up from something that simple. Telling people kind stuff can make them feel better and sometimes people don’t know how to show that you made them feel better so they just keep it in. You can change someone’s life for the good or bad by what you say to them or to other people who then told them what you said. Everything you say has a way of changing someone else’s life.

But I don’t teach English…But I don’t teach English…““We are teaching kids how to analyze information, We are teaching kids how to analyze information, relate it to other information they know, put it relate it to other information they know, put it together, take it apart, and give it back in a form that together, take it apart, and give it back in a form that we request. It doesn’t matter what the class is; we all we request. It doesn’t matter what the class is; we all teach the same things. We just use different terms. teach the same things. We just use different terms. English teachers use commas and adjectives; biology English teachers use commas and adjectives; biology teachers use chromosomes and chlorophyll; math teachers use chromosomes and chlorophyll; math teachers use imaginary numbers and triangles. We teachers use imaginary numbers and triangles. We are also teaching an optional agenda: are also teaching an optional agenda: we’re teaching we’re teaching our kids to believe in themselves.our kids to believe in themselves.””

-LouAnne Johnson, -LouAnne Johnson, Teaching Outside the BoxTeaching Outside the Box

Unveiling the Mystery of Learning Unveiling the Mystery of Learning ProtocolProtocol

1.1. SEE IT.SEE IT.

2.2. DO IT.DO IT.

3.3. TEACH IT.TEACH IT.

A Vision of K-12 Students TodayA Vision of K-12 Students Today

Digital StorytellingDigital Storytelling

Synthesizing ChaucerSynthesizing Chaucer

A Different Take on A Different Take on ShakespeareShakespeare

Riders on the Storm

The Doors - 1971Riders on the storm Riders on the storm Into this house we're born Into this world we're thrown Like a dog without a bone An actor out alone Riders on the storm

There's a killer on the road His brain is squirmin' like a toad Take a long holiday Let your children play If ya give this man a ride Sweet memory will die Killer on the road, yeah

Girl ya gotta love your man Girl ya gotta love your man Take him by the hand Make him understand The world on you depends Our life will never end Gotta love your man, yeah

Riders on the storm Riders on the storm Into this house we're born Into this world we're thrown Like a dog without a bone An actor out alone Riders on the storm

Riders on the storm Riders on the storm Riders on the storm Riders on the storm Riders on the storm

Better Not Look DownBetter Not Look Down--B. B. KingB. B. King

I've been around and I've seen some thingsI've been around and I've seen some thingsPeople moving faster than the speed of soundPeople moving faster than the speed of soundFaster than the speeding bulletFaster than the speeding bulletPeople living like SupermanPeople living like SupermanAll day and all nightAll day and all nightAnd I won't say if it's wrong or if it's rightAnd I won't say if it's wrong or if it's rightI'm pretty fast myselfI'm pretty fast myselfBut I do have some advice to pass alongBut I do have some advice to pass alongRight here in the words of this songRight here in the words of this song

You better not look down, if you want to keep on You better not look down, if you want to keep on flyingflying

Put the hammer down, keep it full speed aheadPut the hammer down, keep it full speed aheadYou better not look back, or you might just wind up You better not look back, or you might just wind up

cryingcryingYou can keep it moving, if you don't look downYou can keep it moving, if you don't look down

An old girl friend of mine showed up the other dayAn old girl friend of mine showed up the other dayThat girl have lived in love and for love,That girl have lived in love and for love,and over love, and under love all her lifeand over love, and under love all her lifeIf the arrows from cupid's bow that hadIf the arrows from cupid's bow that hadpassed through her heart had been stickingpassed through her heart had been stickingOut of her body she would have looked like a Out of her body she would have looked like a

porcupine,porcupine,And she asked me, And she asked me, "B.B. do you think I've lived my life all wrong?“"B.B. do you think I've lived my life all wrong?“And I said: "The only advice I have to passAnd I said: "The only advice I have to passalong is concealed in the chorus of this song", girlalong is concealed in the chorus of this song", girl

You better not look down, if you want to keep on flyingYou better not look down, if you want to keep on flyingPut the hammer down, keep it full speed aheadPut the hammer down, keep it full speed aheadBetter not look back, or you might just wind up cryingBetter not look back, or you might just wind up cryingYou can keep it moving, if you don't look downYou can keep it moving, if you don't look down

I was walking down the street at sunrise one morning,I was walking down the street at sunrise one morning, in London, Englandin London, EnglandAnd there was a very large Rolls Royce limousine,And there was a very large Rolls Royce limousine,pulling slowly along the streetpulling slowly along the streetAnd in that Rolls Royce was the queen of England,And in that Rolls Royce was the queen of England, looking tiredlooking tiredJust go back from a party, and the queen leaned out and,Just go back from a party, and the queen leaned out and,she said: "Aren't you B.B. King?“she said: "Aren't you B.B. King?“She said: "Oh B.B., sometimes it's so hard to pull things She said: "Oh B.B., sometimes it's so hard to pull things

together.together.Could you tell me what you think I ought to do?“Could you tell me what you think I ought to do?“And I said:And I said:



High Standards. High Results. No Excuses.