Keep Em Honest:

Alternatives to the
Gotcha Quiz for Out of
Class Reading

March 9th, 2016 Profesional

Development
RHS English Department
 Entrance Slip: Bell Ringer Activity
Gathering Data- Formative Assessment

Individual Tasks:

1. Complete. Please answer the five questions on BOTH sides of the

provided green sheet of paper.

2. Reflect. Take a moment and reflect. Which side was more difficult
to answer? Which side was easier to answer? Why?

3. Share Out. Turn to your group memebers and share your findings.
 High school students are motivated
when teaching is relevant to their livesin
these conditions, students showed higher
volumes of reading activity than students
who perceived the instruction as less
relevant to them.
Reeve, Jang, Carrell, Jeon & Barch, 2004; Zhou, Ma, & Deci,
2009
Best Practices in Literacy Instruction 4th ed. Morrow &
Gambrel, 2011
As the teacher, what you do (or dont do)
before your students read a major literary
work will determine their level of
motivation and interest. This in turn will
have a direct effect on their level of
comprehension.
Kelly Gallagher Deeper Reading: Comprehending Challenging Texts,
4-12, 2004
 Where do I
start?
How can I make a text relevant
to my students and still
accomplish my instructional
goals?
Step 1. Framing the Text
Increasing Autonomy Support Making Connections to Students Lives
 Web Searches
Before Reading Strategy

Encourages students to seek out

information before reading an
unfamiliar text. This strategy
promotes building background
knowledge and research skills. The
activity also creates an opportunity
for a rich student generated small
group or whole group discussion
strengthening cooperative group
learning and speaking and listening
skills.
 Theme Spotlights
Before Reading Strategy

Focuses the students attention on

one major theme to be studied.
This strategy helps to prepare
students to consider the big ideas
in the work they will be reading.
Encourages rich student led
discussion and strengths speaking
and listening skills.
 Focus Poems
Before Reading Strategy

Students build background

knowledge on a topic, time
period, event or person through
poetry. This unique approach
encourages students to interact
with poetry, make meaning
from a complex text, and to
make inferences about an
event, time period, group of
people etc.
 Step 2. Make it Relevant
Increasing Student Buy In Answering the Question Whats in it
for me?
The Word Game
After Reading Strategy

Holds students accountable Version 1 Find Evidence

for the nights reading.
Demonstrates the students
understanding of the text and
their ability to provide
evidence from the text to
support their response. This
strategy also helps to frame
the days lesson or can be
used as a jumping off point.
From the previous nights reading, locate
evidence from the text that
demonstrates or supports the meaning /
importance of the provided word.
Version 2 Explain the Meaning
Write a paragraph explaining the
significance of the provided word
from the previous nights assigned
reading.
 Interrupted Summary
After Reading Strategy
Holds students accountable for the
nights reading. Demonstrates the
students understanding of the text.
Students remain engaged because
they are unsure of who will be called
on next to continue the summary.
Provides weaker readers with details
they may have missed in the reading.
This strategy also helps to frame the
days lesson or can be used as a
jumping off point.
Matthew, today we are going
to read Chapter 3 of Lord of
the Flies. Before we begin,
lets review last nights
reading of Chapter 2. As you
recall, Chapter 2 starts with
Ralph calling a meeting to
order by blowing the conch.
What happened next?
 Interactive Learning Stations
Learn, Explore, Create

Task:
1. With your grade level partners decide if you would like to work together or
if you would like to work independently. If you are working together, which
text will you be using?

2. Visit the strategies or activities that interests you the most.

2. Explore the examples provided to you. Refer to the provided note packet.

3. Using the text you brought, create an example that you can take back to
your classroom and include in your instruction. All strategy templates have
been sent to your school email.
 What Stuck With You?: Closure Activity
Gathering Data- Formative Assessment

Task:
1. Reflect on todays presentation.
What can you take away from todays presentation?

What stuck with you the most?

2. Record your reflection on the provided sticky note and then

place it on the bright blue sticky note near the doorway.