![]() Studies show that the proper ratio of direct instruction to reflection time for students is ten to two. By giving them this time to process, you enable them to be more engaged in their learning. Once they’ve discussed the question, invite students to share their answers with the class. After giving them time to think, have them discuss the question with their neighbor. After reading a passage in a book, ask your class a question that they must first consider by themselves. This activity allows students to pause and process what they have just learned. The students then select one of the everyday emotion cards from their personal stack of cards and lift it up to answer the question. For example, while reading a book together as a class, you may pause and ask your students what they think the character is feeling right now. After students have created their response cards, you can have them use them to respond in various settings. Have students create a stack of typical responses, including agree/disagree, true/false, yes/no, greater than/less than, multiple-choice options, and everyday emotions. This is a great way to mix things up a bit. This way, especially if all the students are facing the teacher, it is difficult for students to copy their neighbor’s answer. To do this exercise properly, have your students place their hand near their heart (physically) with the appropriate number of fingers raised to indicate their answer. To give students a secret way to answer, assign different responses a number and have students hold up the number of fingers that correspond to the answer they think is correct. This activity is great for students that might not be confident in their answers -students that look around the class when doing Stand Up/Sit Down or Thumbs Up/Thumbs Down to see how the other students’ answer before they answer themselves. However, if you need to maintain your students’ current energy level Thumbs Up/Thumbs Down is ideal. right after lunch) Stand Up/Sit Down may be a better alternative. When students have a low energy level (i.e. Instruct students to put their thumbs up if they agree with a statement or to put their thumbs down if they disagree. This activity provides a quick way to gauge if your students are comprehending a story or to test them on different reading skills. This is a great way to see how much of your class is grasping the material while getting their blood flowing-helping them stay alert. For instance, when you’re trying to help your students understand the difference between common nouns and proper nouns, you can give examples of each and have students stand up if it is a common noun or sit down if it is a proper noun. You can use this activity to help students learn to differentiate between similar but different reading concepts. Make sure that the pretest is similar to the posttest so you can see how much your students retain during your lesson. When lesson material matches student ability and understanding, engagement is higher. During the pretest, walk around the room to gauge student needs and adjust the lesson accordingly. If the pretest is on a computer or iPad, have students share the device between the two of them. Pair students up for the pretest and have them use the same set of materials. Let your students know that you will not score the test, lowering anxiety and increasing student performance. Partner Pretestīefore teaching a new decoding skill or grammar rule, preface the lesson with a pretest. Here is a list of fourteen student engagement strategies from a webinar presented by Reading Horizons Chief Education Officer, Stacy Hurst, that you can use to increase student engagement during reading instruction or reading intervention: 1. We, as teachers, can do more to get our students engaged in learning to read. ![]() ![]() Luckily, reading instruction can be so much more than lecture, reading practice, memorization, or decoding drills. Research shows that students whose teachers spend too much time talking are less likely to be engaged during classroom instruction. ![]()
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