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Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM) & Plan-Do-Study-Act (PDSA) Part III: Success Strategies. Presenter:. Dr. Peggy Petersen, Staff Developer. Strategies Overview. One of the principal goals of strategy

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Region Center IIIContinuous Improvement and Professional DevelopmentpresentsContinuous Improvement Process (CIM)& Plan-Do-Study-Act (PDSA)Part III: Success Strategies


Dr. Peggy Petersen, Staff Developer

strategies overview
Strategies Overview

One of the principal goals of strategy

training is to alter students’ beliefs about

themselves by teaching them that their

failures can be attributed to the lack of

effective strategies rather than to the lack of

ability or laziness.

-B.F. Jones,

Strategic Teaching and Learning: cognitive Instruction in the Content Areas

(page 137)

strategies overview continued
Strategies Overview (continued)

One of our “secrets to success” was

applying elementary teaching practices

at the intermediate and high school


(page 137)

strategies overview continued1
Strategies Overview (continued)

Teachers are more effective when they

model thinking processes step by step.

(page 137)

student motivation
Student Motivation

Motivation is absolutely critical to

student success.

(page 139)

student motivation continued
Student Motivation (continued)

Intrinsic motivation is essential.

(page 139)

student motivation continued1
Student Motivation (continued)

Test Talks

Arrange a test-talk day where

teachers, counselors, principals, and

administrators talk to student

individually regarding their test scores

from the previous year.

(page 140)

student motivation continued2
Student Motivation (continued)


Create climate where any and all

successes are celebrated. This might

coming the form of a simple comment,

like “Give me a high-five” or “Way to

go,” or as something more tangible,

like candy, lunch or stickers.

(page 142)

student motivation continued3
Student Motivation (continued)

Create a climate that says “We’re all in

this together.” Encourage student to

congratulate their peers for successes.

(page 142)

student motivation continued4
Student Motivation (continued)

School-Wide Participation

Involve the entire campus in your

motivation strategies.

(page 147)

t ogether e veryone a ccomplishes m ore
Together Everyone Accomplishes More
  • Meet with cafeteria staff, custodial staff, physical education staff and others to share the state standards objectives and ways they can help the children learn these objectives. Remember, we are all responsible for getting the students ready for the state standards test!

(page 147)

math strategies
Math Strategies
  • Model! Model! Model!
  • The overhead projector can be your best friend
  • Relate the concept being taught to real life
  • Provide the necessary math vocabulary
  • Develop a district or campus list by grade level

(page 153)

math strategies continued
Math Strategies (continued)
  • To help maintain and re-teach concepts / targets already addressed, accumulate a bank of math questions
  • Ask students to create some math problems like the ones they just solved
  • Integrate math in other content areas
  • Students must show their work
  • Use graphic organizers
  • Story problems with a twist…

(page 153)

math think aloud story problem analysis
Math Think Aloud: Story Problem Analysis

1. Whisper and read the problem

2. Make a mental picture of what is being read

3. Make a mental picture of what is being read

4. Re-whisper read the problem and highlight signal words

(page 161)

math think aloud continued
Math Think Aloud (continued)

4. Re-whisper read the problem and

eliminate unnecessary information

5. Determine what operation or

operation you will be using to solve

the problem

6. Re-whisper read the problem and

solve at least two times to check

7. Evaluate the solution

(pages 162-163)

strategies for reading
Strategies for Reading
  • Read! Read! Read!

To extend your students’ reading skills, surround your student with a variety of reading materials

(page 167)

think aloud
Think Aloud
  • Model! Model! Model!

Teachers must model thinking processes. Children learn by example

(page 169)

think aloud continued
Think Aloud (continued)
  • The key to the 8-Step Process is instruction. Central to the delivery of instruction is teaching student to think…also known as “think alouds.” The goal is to model thinking processes to the point that the process becomes natural.

(page 169)

think aloud process
Think Aloud Process:

Teacher models comprehension thinking processes while reading a variety of texts.

Student observes.

Teacher guides the students through the process while reading a variety of texts

and a thinking process prompt sheet.

Student participates.

Students apply thinking processes independently using a prompt sheet.

Students work independently.

Students naturally apply successful reading comprehension strategies.

Student adopts process as own.

(page 169)

think aloud continued1
Think Aloud (continued)

Teaching students to follow certain

thinking processes should being in the

lower grade levels. Kindergarten

teachers can model simple techniques

while reading aloud to students.

Similar, but more complex “thinking

aloud strategies can be applied in

the upper grades.

(page 170)

think aloud continued2
Think Aloud (continued)

Meet as a campus or district tot

develop a generic reading think aloud

prompt sheet to guide teachers from

Pre-K to grade 12.

(page 170)

cues for comprehension general reading think aloud
Cues for Comprehension: General Reading Think-Aloud
  • Before you begin reading exercise
  • “As you read” exercise
  • After reading exercise

(pages 171-172)

cues for comprehension test taking think aloud
Cues for Comprehension: Test-Taking Think-Aloud
  • Look at the format of the passage
  • Whisper read the title and subtitles
  • Carefully study any charts, graphs, illustrations, and/or diagrams
  • Using prior knowledge
  • Whisper read the questions, carefully circling key words making sure you understand the question
  • Beginning with the title, whisper read the passage.
  • Re-whisper read the question and answer and answer choices
  • Return to the passage and underline the answer or clues that support the answer
  • Eliminate wrong answers and bubble in the correct answer. Record the number of the paragraph in which the answer / clues are found. Remember you have to prove your answer.
  • Repeat steps 7-9 for the remainder of the questions.
  • Check to make sure all questions are answered reasonably.

(pages 173-176)

test taking strategies for reading objectives
Test-Taking Strategies for Reading Objectives


Question:________ Answer: ______

Information from the text:

“What I already know”

(page 177)

context clues
Context Clues
  • Signal words
  • Questions often asked
  • Strategy for using context clues

(pages 179-180)

facts and details
Facts and Details
  • Terminology
  • Questions often asked
  • Strategy for using facts and details

(pages 181-182)

  • Terminology
  • Questions often asked
  • Strategy for using summarization

(pages 183-184)

relationships and outcomes
Relationships and Outcomes
  • Terminology
  • Questions often asked
  • Strategy for using relationships and outcomes

(pages 185-186)

inferences and generalizations
Inferences and Generalizations
  • Terminology
  • Strategy for using inferences and generalizations

(pages 187-188)

point of view propaganda and fact non fact
Point of View, Propaganda, and Fact / Non-fact
  • Terminology
  • Questions often asked
  • Strategy for using point of view, propaganda, and fact / non-fact
    • Fact and opinion
    • Real / Unreal
    • Author’s purpose

(pages 189-191)

sample reading passage
Sample Reading Passage

Growing Totally Tasty Tomatoes

(pages 193-198)

tools for writing success
Tools for Writing Success
  • Model! Model! Model!

The more you model the correct way

to write, the more the students are

likely to comprehend and improve.

Always share samples of how the day’s

lesson is applies in a written example

(page 201)