Be the Coach, Not the Player 2, 4, 6, 8, guided reading can be great! When you're in a huddle with a small group of students, you don't have time to improvise. Transform your guided reading into a fast paced, interactive competition that will leave your students laughing, learning and improving their comprehension. Experience how six strategies help students control their thinking and improve their memory. Join Julie B. Wise to discover how cognitive coaching can encourage students to read a variety of short texts with interest, motivation and engagement.

1. Be the Coach, not the Player! Julie B. Wise twitter.com/readingsecrets [email_address] facebook.com/myreadingsecrets www.myreadingsecrets.com youtube.com/juliebwise

3. What do coaches do? Coaches model what they want their players to do.

4. What do coaches do? Coaches engage players in the process of the game.

5. Before you read warm up your brain by While you read use your brain muscles by After your read cool down your brain by Before you read warm up your brain by While you read use your brain muscles by After your read cool down your brain by Before you read warm up your brain by While you read use your brain muscles by After your read cool down your brain by

6. Coaches engage players in strategies for that specific sport. FOR ONE PURPOSE

9. Proper Equipment Strategy Engagement Text Predict Sticky Notes/ Highlighter Novel Question Human Paragraph Magazine Clarify Dice Discussion Poetry Connect Scatter/Think Marks Lyrics Visualize MAC Attack Textbook Infer Foldables/Four Door Comics Summarize Gallery Walk Picture book

12. Why would you want spit in your mouth? 1. 2. 3. 1 2 3 In the text In your head Using at least three examples from the passage, identify ways spit is helpful. Because, as a result, therefore

13. Before you read warm up your brain by Text Walk Spit Information While you read use your brain muscles by Identifying how spit is helpful and writing the idea on three sticky notes After your read cool down your brain by Write a paragraph about the three ways spit is helpful.

15. What’s Spit? Pull a lollipop out of your mouth and you’ll see it. Wake up after drooling on your pillow and you’ll feel it. That’s right, it’s spit, also know as saliva. Saliva is a clear liquid that’s made in your mouth 24 hours a day, every day. It’s made up mostly of water, with a few other chemicals. The slippery stuff is produced by the salivary glands. These glands are found on the inside of each cheek, on the bottom of the mouth, and under the jaw at the very front of the mouth. They secrete, or ooze, about 2 to 4 pints of spit into your mouth every day! Spit is super for lots of reasons. Saliva wets food and makes it easier to swallow. Without saliva, a grilled cheese sandwich would be dry and difficult to gulp down. It also helps the tongue by allowing you to taste. A dry tongue can’t tell how things taste – it needs saliva to keep it wet. Spit helps begin the process of digestion too. Before food hits your stomach, saliva starts to break it down while the food’s still in your mouth. It does this with the help of enzymes, special chemicals found in the saliva. Breaking down the food this way makes the tongue’s job a bit easier – it can push wet, chewed food toward the throat more easily. Saliva also cleans the inside of your mouth and rinses your teeth to help keep them clean. (But remember that spit isn’t enough to keep teeth in tip-top shape; you still need to brush and floss!) The enzymes in saliva also help to fight off infections in the mouth. Most school-age kids have just the right amount of saliva. Sometimes a person may not have enough saliva, but this is usually the result of certain medicines or treatments, some kinds of diseases, or old age. www.kidshealth.org

17. Before you read warm up your brain by Picture Walk Owl Hunting Information Winter While you read use your brain muscles by Reading slowly to highlight the words/ideas that need more information. After your read cool down your brain by Add words to personal word wall.

18. Owl Moon by Jane Yolen I could hear it through the woolen cap Pa had pulled down over my ears. A farm dog answered the train and then a second dog joined in. They sang out, trains and dogs, for a real long time. And when their voices faded away it was as quiet as a dream. We walked on toward the woods, Pa and I. I chose the word “it” because I don’t know what she is hearing. I will have to read on to clarify the author’s meaning. I chose the idea, “dog answered the train” because I don’t think the dog is really talking to the train. I can clarify the author’s meaning using my prior knowledge because I know dogs bark back at a loud sound. I chose the idea, “they sang out,” because I don’t think they are really singing. I can clarify the author’s meaning using my prior knowledge because it’s more interesting to say “sang out” instead of “they were noisy for a long time.” I chose the idea, “as quiet as a dream,” because I wanted to stop and think about how quiet it is when I am dreaming.

20. New Year Snowbird by Christine Boyka Kluge In the night, in the snow, on the swings, my glistening boots become wings I fly through the shadows waiting to pounce on the porch light where tiny snowflakes bounce like confetti Are you ready? My whistling wings pull me up and up The snow becomes faraway stars on my toes When I jump toward the light I close my eyes tight and let the stars tickle my nose When All the World Is Full of Snow by N. M. Bodecker I never know just where to go, when all the world is full of snow. I do not want to make a track, not even to the shed and back. I only want to watch and wait, while snow moths settle on the gate, and swarming frost flakes fill the trees with billions of albino* bees. I only want myself to be as silent as a winter tree, to hear the swirling stillness grow, when all the world is full of snow. *albino — white Which word best describes how the speakers in both poems feel when it is snowing outside? What do the speakers of both poems have in common?

21. Dice Discussion Who What When/Where Why How Which

23. 1 2 4 3 1 – Who was your favorite character.?Why? 2 – Who was your least favorite character? Why? 3 – Could there be characters like this in real life? 4 – When you look at these characters, what can you learn about yourself? Round 1: 1&2, 3&4 Round 2: 2&3, 1&4 Round 3: 1&3, 2&4 Theme: How we relate to each other Others may help us, but we must figure out who we really are on our own.

24. Theme: How we relate to each other Others may help us, but we must figure out who we really are on our own. Genre Elements Character Setting Plot Theme Reading Strategies Predicting Making Connections Questions Author’s craft Leads/endings Imagery Sentence Structure Mood

25. Glow: What is one aspect of your teaching that can be validated? Grow: What is one aspect of your teaching you now realize needs to be adjusted?

29. Think marks Genre Elements Character Setting Plot Theme Reading Strategies Predicting Making Connections Questions Author’s craft Leads/endings Imagery Sentence Structure Mood

30. Think marks Genre Elements Author’s Purpose Main Idea Supporting Details Vocabulary Reading Strategies Making Connections Questions Summarizing Author’s craft Leads/endings Point of View Evidence(Fact/Opinion) Bias

31. Think marks Genre Elements Emotion Sensory Images Music Theme Reading Strategies Clarify Make Connections Questions Author’s craft Rhyme (snow/slow) Rhythm (beats) Figurative Language (simile, metaphor) Language Patterns (alliteration) Repetition