How To Teach A Novel
How To Teach A Novel
How To Teach A Novel
This is absolutely the most important step. Just as we choose wallpaper and
furniture carefully, knowing that we’ll be living with it for the next ten or fifteen
years, choose your novel carefully, because you will indeed be living with it for
the next two to six weeks.
When choosing a novel, ask yourself: “Why this book? What’s worth reading in
it? What’s worth teaching from it?” Below, I’ve listed just a few of the many
reasons why you might choose one novel over another, and you are sure to have
reasons of your own.
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How to Teach a Novel
Reading the novel sounds obvious, but you’d be surprised how many teachers
have started a novel or read-aloud without having read it first themselves. Their
rationale: “I want to experience it as freshly as my students.” That will still
happen the first time that you read it on your own. But then, as the teacher, you
can use your knowledge of the novel’s content to plan an engaging lesson plan.
Your reflection on the novel a week, a month, a year later will provide further
insights into what the novel has to offer.
I would recommend two readings: one from cover to cover, full immersion. At
most, jot down question marks and exclamation marks in the margins, but
nothing more. A second analytical reading would occur with pencil in hand, after
Step Three.
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How to Teach a Novel
Students learn the strategies and skills of reading and writing by reading
and writing (Wells, 1990). By placing related pieces of literature with
similar characteristics together, it is possible to scaffold (Ibid. page 23)
instruction and gradually release the responsibility for learning to the
students (Pearson, 1985). In the first selection the teacher can provide
heavy support and modeling. In the next selection students can begin to
take control and model what they are learning, still under the teacher's
guidance or coaching. Finally, students use the last selection to model and
apply what they have learned. Reading the literature provides models for
the strategies and skills. By encountering several related pieces of
literature, students get repeated modeling and practice with the same
types of strategies and skills. This is what Walmsley and Walp (1990) call a
“skills through application” approach.
Children learn to read and write together (Teale & Sulzby, 1986). A
thematic organization allows reading and writing to be taught and
developed together as readers and writers naturally learn. By having
themes with several pieces of the same type of literature, students have
models to use in their writing. For example, if students are reading several
well-formed stories with very strong character descriptions, their writing
can focus on the writing of stories with strong character descriptions; the
exact topic of the student's writing, however, should be selected by the
student (Graves, 1983).
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(http://www.eduplace.com/rdg/res/literacy/lit_ins2.html)
But which comes first: the novel or the theme? That’s entirely up to you.
Many teachers have strong allegiances to certain novels, so they let the
novel “lead” the curriculum. Other teachers prefer to select several themes
for the year (often one per marking period) and then build a collection of
novels, Wisdom Books (picture books), poetry, drama, and accompanying
activities around that theme.
Another consideration is how far a theme will extend into other curriculum
areas. This is where Universal Themes (Balance, Change, Patterns) prove to
be somewhat more authentic than “topics” (Spiders, Autumn, Tall Tales).
Themes more naturally tie disciplines together.
Consider the theme of Identity. The chart below illustrates how this universal
theme can easily be incorporated into the four major subject areas.
The Universal Themes list on the following page, while not meant to be
exhaustive, provides dozens of possible themes for your consideration.
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Studies
Unit: Novel Study Properties Animal Life Native
of Because of Whole Cycles Americans
of Numbers of New
Winn Dixie Jersey
Guiding
Questions: • How do we • In what • What • What
form our ways do traits are cultural
identities? numbers unique to components
• How does create identity each animal (music, dress,
what others in our world? family? food, shelter,
think about you • How does • In what beliefs) define
affect how you place value ways do traits the Lenape?
think about affect a digit’s and learned • How did
yourself? identity? behaviors the identity of
• How is • What are define an the average
identity shaped the ways that animal’s Lenape
by relationships we can name identity? change after
and numbers? • How do contact with
experiences? • How do adaptations European
• When positive and change an settlers?
should an negative signs animal’s • What can
individual take a change a identity? you learn
stand in number’s about yourself
opposition to identity? by studying
another the lives of
individual or others?
larger group?
Universal Themes
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This is just a sampling of themes which might be incorporated into the existing
curriculum. Some can be paired to create a juxtaposition of ideas.
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Below are several websites which may help in further investigation into themes.
Sites on Theme
eThemes Resources
Topical and thematic resources listed alphabetically or by calendar.
http://www.emints.org/ethemes/resources/by-title.shtml
Click on the theme to get a list of (mostly picture) books with summaries. If the
link seems problematic, try simply http://www.readingrockets.org/books/ and
then find the themes link on that page.
http://www.readingrockets.org/books/booksbytheme
Four themes and their guiding questions are provided below. Note that each
theme is accompanied by a definition which narrows the overly general theme.
Theme: Choices - People are faced with decisions every day, some more important than others.
When an individual is faced with choices, he/she must evaluate which choices will bring desired, or
at least positive, outcomes. People often forget that they can exert control over situations through the
decisions they make; however, they must be willing to accept the consequences of those decisions.
Guiding Questions:
How do we make good decisions?
What is the relationship between decisions and consequences?
How can a person’s decisions and actions change his/her life?
How do the decisions and actions of characters reveal their personalities (identities)?
How do decisions, actions, and consequences vary depending on the different perspectives of
the people involved?
Questioning Toolkit
Great resource for creating Essential Questions and understanding the different
types of questions which should be used in the classroom.
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http://www.fno.org/nov97/toolkit.html
Once you have selected at least one theme, it’s time to reread the novel with
that theme in mind. As you read,
• Assign each page a title. This will allow you to reference specific events
more quickly. Critical quotes make excellent titles.
• Form anticipatory questions for each chapter. What thoughts might
help review the previous chapter while cuing the student’s mind for this
new chapter?
• Jot down questions throughout each chapter. Some questions may
review information which is critical to unfolding events, while others may
ask students to predict what will occur. It’s important to write STOP at
those points where you would like students to predict or reflect; often in
the “heat of the moment” we have flown past a point in the story where I
had meant for students to stop and share their thoughts, or to predict
what action the character might next take.
• Underline vocabulary which is critical to understanding the story.
Will students need to understand these terms before they read, or can
they later define them using context clues? Or, is the term introduced here
and then later defined using the “read on” strategy? I am NOT fan of
assigning students lists of vocabulary for defining before a chapter is read.
That is NOT how real readers contend with new words, and that is NOT
how context clue strategies are effectively built!
• Mark any literary devices. Which are employed by this author often?
Which are central to the story’s theme or plot?
• Continually ask yourself: “What’s worth knowing here? How can
students take what is worth knowing and make it their own? How
can they organize their own thinking about this novel’s contents
in order to understand it better? In what ways does this relate to
them? In what ways does this relate to the theme and the
essential questions?”
At this time you may also want to consult teaching guides for the novel you’ve
selected. Many are commercially available, but you will find just as many ideas
online from teachers who have actually taught the novel and used the ideas
they’re presenting. That is not always true of a published unit plan!
(Proteacher.net is a great online forum where teachers routinely share their
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thoughts, lesson plans, and reproducibles for novels and picture books. I
mention this site first, since 90% of the ideas swapped there have been used at
least once in the classroom laboratory).
To begin a general search for teaching guides, start with a search engine such
as Google. Enter your novel title, enclosed by quotations marks. This will keep
the search engine from breaking the words apart. If you wish to search only
those materials which are free (versus the many commercial units which will fill
the first few pages of your search), try using the Advanced Search options. In
document type, try a search for only .doc results. This will give only links which
download Word documents. Similarly, choosing pdf results will yield only Adobe
pdf files. Either search strategy will “cut to the chase.”
Other advanced searches I would suggest would include the title of your book,
plus
• “teacher notes,” or “teaching guide;”
• “interactive,” which will yield online interactive activities related to the
novel;
• “lesson plans” or “novel unit,” for materials created just for teachers;
• “assessment” or “test,” for assessment ideas;
• “critical analysis” or “literary analysis,” for in-depth examination of the
book; and
• “learning activities” or “activities” for student-centered resources.
I would also recommend that you visit a search engine that clusters results. Two
such engines are Clusty.com and Kartoo.com. The first is a Pittsburgh-based
site that may return some sites that you won’t see in Google’s top 100; the
latter is a visually based site, which provides search “maps” that connect key
terms to sites of interest. Both sites allow you to narrow the focus of your search
using key words you may not have even considered, and Kartoo even provides
thumbnails of each site’s homepage.
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How to Teach a Novel
In addition to your novel of choice, you may also consider incorporating picture
books, poetry, drama, quotes, video clips, web sites, and related articles and
writing prompts into your themed unit.
• Students read that Mr. Sir in Holes has a rattlesnake tattoo on his arm.
After brainstorming what they know about rattlesnakes, students read a
short encyclopedia article on rattlesnakes. Students then respond to the
prompt: “In what ways is Mr. Sir like a rattlesnake?”
• Students read the following quote on the board: “No matter how far you
have gone down the wrong road, turn back” (Turkish proverb). The
teacher asks, “What does that mean? How does that quote relate to the
decision we saw Palmer make in the last chapter?”
• After students settle down, the teacher reads aloud the picture book The
Honest to Goodness Truth by Patricia McKissack. After reading it, the
teacher says, “I thought we agreed yesterday that ‘Honesty is the best
policy.’ This book seems to say the exact opposite! So who’s right?”
If every child in every class had a similar “bank” of common experiences and
knowledge, we would be able to focus our teaching efforts much more efficiently
and effectively. If you knew, for example, that every student in the classroom
had read Sarah, Plain and Tall, you would be able to discuss color imagery with
ease. Unfortunately, it is rare that students have extensive shared literary
experiences. How can we create such a culture in our classroom?
One such way is through the use of picture books. To dignify these types of
books for my fourth graders, I prefer to call them “Wisdom Books.” No matter
what types of readers students may be, I recommend that they continue to
experience picture books in the fourth grade and beyond. Picture books are
simply books that are not divided into chapters and contain more illustrations
than your typical chapter books. The fact is, picture books often contain more
complex sentence structure, vocabulary, and themes than many “dumbed
down” chapter books.
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How to Teach a Novel
Wisdom Books are picture books whose themes and narratives illustrate the life
skills, character traits, and attitudes which we want our own children to
embrace. Universal themes such as patience, empathy, teamwork, cooperation,
forgiveness, fairness, and responsibility are often praised, but how often are
they modeled for students? Certain picture books capture one or more of these
(and other) ideal traits in just sixteen or twenty-four pages, creating a
memorable model for children who still think and generalize in very concrete
terms.
For our purposes of creating a common literary culture, Wisdom Books provide
an instant and complete shared experience. This shared experience can then be
referenced by all students with equal understanding. The Wisdom Book may
explicitly address your theme, or it may provide historical or cultural
background information helpful in understanding your novel’s setting, or it
may focus on a literary device which you wish to teach.
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The chart below is from a now-extinct site. The closest match I’ve found since
then is to an online Word document at
www.dentonisd.org/526208299316757/lib/526208299316757/_files/Picture_Book
s_to_Teach_Reading.doc.
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Fables
Fable Library
Here you will find a well done collection of modern “fables” by contemporary
authors and illustrators which can be downloaded and played. These “telefables”
include both text and illustrations and are excellent models for student writing.
http://www.fablevision.com/place/library/index.html
Proverbs
Quotations
Bright Quotes
A collection of quotes categorized by theme.
http://www.brightquotes.com/
GoodQuotes.com
Many categorized, collected quotes.
http://www.goodquotes.com/
Quoteland.com
Huge collection searchable in several ways.
http://www.quoteland.com/
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How to Teach a Novel
Your novel is worth reading, but what’s worth teaching? How will this novel
address the grade level curriculum as well as state standards?
Literacy targets include concepts, skills, strategies, and dispositions. Your novel
and its accompanying themed unit provide a context for instruction in various
literacy skills and strategies, and modeling in various dispositions. Your original
reading of the novel, or your second reading, should provide you with many
potential targets for instruction. Beware the urge to “hit every nail.” Some
authors employ so many literary devices, conventions, and motifs that you could
find yourself getting bogged down in the author’s craft at the expense of the
story itself. Similarly, excessive emphasis upon vocabulary or literal
comprehension will strangle the life out of the plot!
previewing
predicting
establishing a purpose for reading
skimming
scanning
sequencing
reading for details
establishing and adjusting purposes for reading
posing personally relevant questions about text before and during the
process
organizing thinking using a graphic organizer
determining vocabulary meaning using context clues
determining vocabulary meaning using prefixes and suffixes
determining vocabulary meaning using Latin and Greek roots
determining vocabulary meaning using reference sources
recognizing parts of speech
identifying sentence types (used for sentence variety)
drawing conclusions
comparing and contrasting
making inferences
adjusting reading rate according to purpose for reading
summarizing
choosing an appropriate organizer for a given reading task
analyzing the author’s voice
distinguishing between fact and fantasy
distinguishing between fact and opinion
determining cause and effect
determining character motive
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Reading Strategies
Excellent list of reading strategies which really encourage in-depth comprehension and overt
learning.
http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/reading
%20strategies%20index.htm
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Printable Bookmarks
Pdf file of literature components (setting, theme, characters, etc.) bookmarks.
http://teachers.net/4blocks/ella_narrative_bookmarks.pdf
Sites on Vocabulary
Now that you have chosen your literary targets you can begin to collect or
develop the instruments which will help you to hit those targets.
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Will you purchase a packaged unit plan with prewritten activities and
assessments? Will you adapt materials gathered from colleagues or the
Internet? Will you develop your own resources?
Step Seven would also be the time to page back through your marked teacher’s
copy of the novel to see what ideas you jotted down for writing prompts and
learning activities. Are these ideas still feasible, and if so, when will they be put
into play?
Paragraph Writing
Explains the components of good paragraphs, and provides examples of
different kinds of paragraphs.
http://www2.actden.com/writ_den/tips/paragrap/index.htm
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Question-Answer Relationship
Question-Answer Relationship is a great way to help students figure out how to
go about answering questions based on a given text. Often students assume
that every question’s answer is directly stated somewhere in the text, if only
they look hard enough. Thus, many students spend far too much time looking
for answers that are not “right there,” and their frustration mounts. Teaching
our students the four basic question-answer relationships is a valuable strategy
that will help them to understand the different types of questions.
http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading
%20Strategies/QAR.htm
Graphic Organizers
Extensive excellent list from Region 15 school district in Connecticut; available
in Word or pdf formats.
http://www.region15.org/curriculum/graphicorg.html
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Skills Continuum
Different organizers, categorized in a matrix by thinking skill and related
questions. http://www.somers.k12.ny.us/intranet/skills/thinkmaps.html
WriteDesign On-Line
Graphic organizers sorted by their critical thinking skills.
http://www.writedesignonline.com/organizers/cerebralflatulence.html
In what ways will students be held accountable for their learning? Now that
you’ve established targets for learning, how will you be able to tell if students
are hitting them?
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How to Teach a Novel
I am a huge believer in creating the test before teaching the unit. This is
certainly a way of teaching with the end in mind. Without fail, however, I revisit
that original test and change its content or format depending upon the shared
experiences of the class. I am a firm believer in task analysis. If I expect
students to write a cohesive essay on the final test, it is crucial that I assess
their abilities in this area before that test, and address any weaknesses or
discrepancies in learning beforehand.
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Story Matrix
This single page features direction on creating a story matrix which can help
students organize novel elements as they work through the unit. Clicking back
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to the homepage of this site will yield other ideas for ongoing assessment of
student understanding.
http://www.teachersdesk.org/readmatrix.html
Readability Tool
Enter text from a book or student's writing, and this site equates it to a grade
level reading ability.
http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.php
Assessment Models
Many assorted assessment models.
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as2.htm
Rubistar
Create rubrics according to type of project or product; many examples exist that
can be customized.
http://rubistar.4teachers.org/
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Rubric Bank
Lots of rubrics, plus other links to Teacher tools in Chicago Instructional Intranet.
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_
bank.html
Your mental map has been forming since Step One but if you haven’t set it down
on paper yet, now is the time! This map is for you alone, and may change daily
as the unit takes on a life of its own, and students bring their own enthusiasm
and ideas to the process. But creating a thorough plan for your unit is critical if
you truly wish to maximize instructional time.
Theme Matrix
Theme Choose one theme to guide your unit.
Theme Definition Create a working definition. Older students may have the ability to do
this themselves.
Guiding Write 3-5 questions about the theme. The questions at this time will
Questions be general enough that they could be applied to any book which
addresses the theme. These same questions may later be used for
assessment.
Core Novels Choose one or two, depending upon the permissible time frame. A
class engaged in Literature Circles may choose to have a different
book for each group, all from the same theme.
Supplementary Consider the many ways in which these can used, and include at
Picture Books least three.
(Wisdom Books)
Supplemental Again, consider the possible uses: discussion starters, writing
Poetry prompts, scene setters. The novel may allude to poetry, or contain
traditional symbolism which appears in poems.
Supplementary Many reader’s theatre scripts are available online, or students
Drama themselves can write screen plays for events in the books.
Time Frame
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Below is a theme matrix for an identity unit based upon one of three novels (see
grade levels indicated).
Theme Matrix
Theme Identity
Theme Definition Identity might be defined as uniqueness, distinctiveness,
individuality, or personality. The identity of a person or group is rarely
static, but instead is constantly being changed by internal and
external forces.
Guiding How do we form our identities?
Questions How does what others think about you affect how you think about
yourself?
How is identity shaped by relationships and experiences?
What can you learn about yourself by studying the lives of others?
When should an individual take a stand in opposition to another
individual or larger group?
Core Novels Holes by Louis Sachar (Grades 4-6)
Because of Winn Dixie by Kate DiCamillo (Grades 3-4)
Gooney Bird Green by Lois Lowry (Grades 2-3)
Supplementary The Stranger by Chris Van Allsburg
Picture Books Ruby the Copycat by Peggy Rathmann
(Wisdom Books) Weslandia by Paul Fleischman
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In mapping out your unit, a key consideration will be the “method of delivery.”
• Will your classes consist primarily of teacher-led, direct instruction and
discussion, or Literature Circles?
• Will students be expected to read the majority of the novel outside of class
in preparation for the next day’s discussion and assessment, or will the
reading be done whole class, or groups, or trios?
• Will students respond to the reading to you or to each other?
Although I personally prefer direct instruction for fourth graders, I do train them
in Literature Circles during the second half of the year. By then they have
learned many skills and attitudes of serious readers and are able to take on the
awesome responsibilities of self-direction. They also have a much better
understanding of the intensity required to break down a novel and discuss it for
all it’s worth.
Literary Lessons
A highly recommended resource for learning about, starting, and managing lit
circles.
http://www.lcandler.web.aplus.net/
Literature Circles.org
How-tos, examples, printable forms.
http://www.litcircles.org/
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How to Teach a Novel
Just as we carefully plan how to begin and how to proceed, we should plan how
to end. Will it be only with a test? Is that any way to honor this glorious novel
which you held so closely to your heart these past four, five, six weeks?
I would recommend that you plan a culminating activity to celebrate the closing
of your novel unit. In its simplest form, the culminating activity might be:
• a film version of the book
• a theatrical version of the book
• a reader’s theater production of scenes from the book
• individual or group art, writing, or cooking projects
• presentations of writing and other projects based upon the novel
• a theme-based party.
If you choose to throw a theme based party, I suggest you focus on the five
senses. Below are two charts illustrating culminating events which my class has
celebrated in the past.
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off. Each desk contained a brown bag filled partway with sand,
containing one battery operated candle. These were in place of the
luminaria which Opal created. Some white Christmas lights were also
hung. Several students printed out or collected dog pictures which they
posted around the room, just as Sweetie Pie Thomas had at the party.
Sound Taped recordings of crickets played throughout the party. Later, a
thunder soundtrack was added to create the approaching rainstorm. The
music teacher played guitar and led us in a few songs, just as Otis did at
the party.
Taste “Dump punch,” pickles, and egg salad sandwiches were on the menu,
just as they were at Opal’s party. Since the students made the
sandwiches themselves, they were much more willing to try them!
Smell A spring scented air freshener was placed on the vents. It made the
whole room smell like a Southern garden. It had never been used before
in the class, and was never used again, which made that smell unique.
Feel In keeping with the “new friends” theme of the party, we brought in
another class to share the theme. The closeness of that many people in
that setting we created made the party truly memorable.
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How to Teach a Novel
Keith Schoch
MA Instruction and Curriculum
NJ Professional Development Provider #346
[email protected]
(908) 281-5172
The following teacher workshops are extremely practical in nature, providing numerous
examples which can be implemented in any classroom.
Upon completion of each workshop, participants will receive links to additional teaching
resources as well as a certificate for professional development hours.
Through the use of novels, we seek to create student interaction with “real literature.” How can a
teacher best approach the teaching of a novel? This workshop will break it down step by step, from
the abstract notion of “What’s worth teaching in this novel?” to the concrete concerns of “How will
students be held accountable for their understanding of this book? In what ways will I assess
progress? How will students demonstrate their understandings of story theme, character development,
plot, vocabulary, and other story elements?” This workshop will include sample materials, a
discussion of online resources, and a time for sharing ideas which have proven successful in
participants’ classrooms. Using ideas from this workshop, teachers will ensure that:
• Students will gain insights into story elements (vocabulary, character development, cause and
effect, literary devices, etc.);
• Students will practice critical thinking skills;
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• Students will be assessed more accurately and in a more timely fashion through formative and
summative assessments.
In just sixteen to twenty-four pages, picture books provide a concise model for children who still
think and generalize in very concrete terms. This workshop will cover the many ways that picture
books can be used to introduce and extend themes and topics across the curriculum. The presenter
will discuss recommended titles and their applications for Language Arts, Math, Science, Social
Studies, and Character Education. Using ideas from this workshop, teachers will be able to:
• Select picture books which introduce, supplement, and extend any theme or topic;
• Access numerous online resources providing book lists and teaching ideas;
• Incorporate picture books into existing curriculum;
• Use picture books as models and prompts for student discussion and writing.
Based on the bestseller Made to Stick, this workshop addresses why some learning lasts while other is
forgotten. Participants will identify how teachers can use “stickiness” to enhance retention by
examining classroom-based examples of the six methods described in Made to Stick. As a result of
attending this presentation, participants will be able to
• Access student schema in order to create “hooks” for hanging new learning;
• Increase student motivation by creating “learning gaps”;
• Reflect upon existing practices in order to improve instruction by using simplicity,
unexpectedness, concreteness, credibility, emotions and stories;
• Locate resources for creating a repertoire of sticky strategies, structures, and stories.
The New Jersey Assessment of Skills and Knowledge in Language Arts Literacy and Mathematics is
administered annually to all third- and fourth-grade students. Scores from these tests fall into three
categories: Advanced Proficient, Proficient, and Partially Proficient. A single incorrect response can
mean the difference between two of those achievement levels. With so much at stake, it is important
that every student be well prepared! At this hands-on workshop, teachers and parents will have the
opportunity to explore sites which offer:
• Interactive practice in math and reading skills;
• Released test items and scored responses from New Jersey as well as other states;
• Customized assessments, which allow you to construct authentic, standards-based tests
customized to the needs of your students.
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Research proves it: just 1-5% of your students create at least 50% of your problems.
But equally true and compelling is that the majority of behavior problems can be avoided through
clear expectations, structured environments, and effective interventions. How can teachers put
these components into place, and how can an understanding of goals and triggers further reduce
inappropriate behaviors? Using ideas from this workshop, teachers will be able to:
• Identify the four external conditions which support and encourage appropriate behavior;
• Identify the four internal conditions which increase self-esteem and reduce inappropriate
behaviors;
• Identify the most common behavioral triggers;
• Implement positive interventions in their classrooms the very next day.
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