a student read four sonnets and five limericks. how many lines of poetry were read?
TRANSCRIPT
HS Literacy Cohort: Utilizing Literacy Strategies
Across the Content Area
Brain warm up
A student read four sonnets and five limericks. How many lines of poetry were read?
Reflection Sheet What is your students biggest literacy
problem?
What are your goals/hope for literacy?
What is “reading”
What have you done already to aid comprehension in your class?
Set up Group Norms
Discuss Literacy Goals & Responsibilities
Discuss Challenging Text & Literacy Strategies
4 Keys of Comprehension
Goals for the study group
1. Maintain a positive attitude
2. Listen to one another
3. Value one another’s opinions
4. Active Participation
5. Try to get something out of each lesson
Group Norms
Summarize the text.
What reading challenges did you encounter?
What did you do to make sense of the text?
Democracy Matters
Work on a personal goal
Try literacy strategies in the classroom
Share literacy strategies/progress with your department
Contribute to the Literacy Newsletter
Collaborate with the Lit Coach
Literacy Goals & Responsibilities
There are tork gooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that grunto lipples, you should bartle the fusho who has rackled the parshtootoos after her humply fluflu.
1. How many gooboos of puzballs are there? 2. What are laplies, mushos, and fushos?3. Even if you bartle the puzballs that tovo inny and
onny of the pern, they will not what?4. How can you geemee a puzball that gruntos lipples?
How to Bartle Puzballs
Summarize the text.
What reading challenges did you encounter?
What did you do to make sense of the text?
Di Tri Berrese
What makes text challenging Literacy Strategies
Research on Thinking Strategies Used by Proficient Readers
1. Activate background knowledge & make connections between the new and the known information
2. Monitor Comprehension - Employing fix-up strategies to repair confusion
3. Self-Questioning the text to clarify ambiguity and deepen understanding
Pearson et al. 1992Tovani Text - Page 5
Research on Thinking Strategies Used by Proficient Readers
4. Marking inferences from the text using background knowledge & clues from the text
5. Determining importance in text to separate details from main ideas
6. Using sensory images to enhance comprehension & visualize reading
7. Synthesizing and extending thinking
Pearson et al. 1992Tovani Text - Page 5
A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation.
Strategies give readers options for thinking about text when reading words alone does produce meaning.
Literacy Strategies
Why use literacy strategies?
A student who appears to understand every sentence and yet cannot answer a single question about the passage as a whole.
Have you ever experienced
Students who appear to have the linguistic proficiency to deal with a text, but are unable to do so because they are approaching it in an inappropriate way
Have you ever experienced
Students - “I didn’t understand the chapter.”
Teacher – “What part of it?”
Students – “All of it.”
Have you ever experienced
Academic Genres: Subject Area Reading
Math p.45
Business p.58
Foreign p. 68Language
English p.72
Using T-Chart
◦ Identify why a student might have difficulty comprehending the text
◦ List possible strategies to help
Where to start?
Gradual Release of Responsibility
Teacher modeling I Do
Guided Practice Collaborative learning We do
Independent PracticeApplication of the Strategy You do
Fisher & Frey, 2007
1. Frame the Text “Activate Background Information”
2. Set a Clear Purpose
3. Provide a method to monitor comprehension or “hold on to thinking”
4. Social discussion
4 Keys to Comprehension
“Past experiences always influence new learning. What we know acts as a filter, helping us attend to those things that have meaning and discard those that don’t.
When we read something new, we are much more likely to understand it if we see connections that make it relevant. When these connections are murky or unseen, reading comprehension gets cloudy.”
(Kelly Gallagher Deeper Reading (2004)
Background Knowledge
The Procedure
Read “The Procedure” silently
Write down what you think it means
Give one – Get one
Before/AfterGreat for activating background information
OR review
Directions:◦ Have students fold a piece of paper in half.◦ Starting with the left column, students will list as many
ideas as they can about a particular topic (2-3 minutes).◦ Then students will circulate throughout room and exchange
ideas. They will “give one” idea and then “take one” from their peers. (2-3 minutes)
◦ Discuss ideas as a group.
*Optional – Have students write a summary using lists
Anticipation Guide Before/After An anticipation guide consists of a list of statements that are related to
the topic of the text your students will be reading. While some of the statements may be clearly true or false, a good
anticipation guide includes statements that provoke disagreement and challenge students’ beliefs about the topic.
Before reading the text, students indicate for each statement whether they agree or disagree with it.
Serve two primary purposes:1. Elicit students’ prior knowledge of the topic of the text. 2. Set a purpose for reading.
Agree Disagree
_____ ______ 1. I would want to know if I carried the cancer gene.
_____ ______ 2. Genetically predetermining the sex of a baby is immoral.
Possible Sentences
beforePurpose: To activate and evaluate student
knowledge of a topic.Directions:
1. Generate a list of 10-12 words related to your lesson. These words should represent concepts that are both familiar and unfamiliar to students.
2. Have students create 5 possible sentences “that might be found in the text” by using two words in each sentence until all words are gone.
3. Share a few sentences on white board or smart board4. Read the text.5. Have students confirm, modify, or extend the sentences.
Possible Sentence – ExampleChapter 2 AP Chem text
Atoms Alkaline Periodic table
Neutron Halogens Mass
Nonmetals Elements Isotope
Radioactivity Molecules Compound
Atoms Alkaline Periodic table
Possible Sentence – ExampleChapter 2 AP Chem text
The alkaline atoms are in the first group of the periodic table. The halogens are nonmetals. Isotopes are atoms of the same element that have the same atomic number but different atomic masses due to a different number of neutrons. (*reference – Chemistry Addison-Wesley)
Atoms Alkaline Periodic table
Neutron Halogens Mass
Nonmetals Elements Isotope
Radioactivity Molecules Compound
A synthesis of research indicated all the following enhance reading comprehension:
1. Well-presented physical text features
2. Student awareness of text structure
3. Explicit instruction in text structure/feature
Text Structure
How well does your students know your
textbook (or classroom text)?
Do Not Assume
Do Not Assume
Making thinking visiblemodel your own thinking and learning process and demonstrate how to construct meaning
◦ Think aloud – verbalizing the thoughts you have as you read, surfacing the inner conversation
◦ Text-coding – Leave tracks of thinking directly on the text; (questions, confusions, or thoughts, etc)
Active Literacy Classroom
Previewing Text Structure
Before Preview the Chapter – Headings, subheadings,
diagrams/charts, captions, summary box
Text Features – bold terms, color codes, italics
Preview Unfamiliar Vocabulary
Identify the type of writing structure – informational, cause/effect, problem-solution, directional, etc.
Missing Captions/Headings
Missing Captions/Headings
Change is inevitable
Missing Headings/Captionsbefore/after
*Great for activating background knowledge or assessing meaning
Students generate: captions for illustrations headings for text sections
*Variation – Students can sketch diagrams or illustration from a caption
What does it say? What does it NOT say?
http://www.usatoday.com/news/snapshot.htm
Using Charts Critically
Have you check your own bookshelves lately?
Go to your high school reunion a multimillionaire but 200 pounds overweight
OR
Go poor but in perfect shape?
Would you rather…..
1. Maintain a positive attitude
2. Listen to one another
3. Value one another’s opinions
4. Active Participation
5. Try to get something out of each lesson
Group Norms
Balance of modeling vs independent
Knowing student reading levels
Getting students to become active readers
Motivation
Common Questions/Themes
1. Background Knowledge – The more background knowledge a reader has about a topic, the more difficult text he can read
2. Interest & Motivation – If a reader has interest in the topic or is motivated to read the text, he will work harder to comprehend meaning
3. Purpose – When a reader knows why he is reading something and knows what task is required for the text, he can better sift and sort information to determine what is important
3 Factors thatIncrease Readability
Gradual Release of Responsibility
Teacher modeling I Do
Guided Practice Collaborative learning We do
Independent PracticeApplication of the Strategy You do
Fisher & Frey, 2007
A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation.
Strategies give readers options for thinking about text when reading words alone does produce meaning.
Literacy Strategies
3 – Main Ideas
2 – Questions
1 – Statement that stands out
Chapter 5 “Why am I reading this?”
“The purpose readers set for themselves as they read affects comprehension in several ways. First, it determines the speed of the reading. If readers are scanning the phone book for a name, they can read very quickly. It they are reading a math word problem, they most likely read slowly to catch important information. Purpose also determines what the reader remembers. When readers have purpose, they tend to remember more of the text.”
(Cris Tovani, Do I Have to Teach Reading? 2004)
Setting a Purpose
Express & Reflect Inquire & Explore Inform & explain Analyze & Interpret Take a Stand Evaluate & Judge Propose a Solution Seek Common Ground
Reading RhetoricallyBean, Chappell, and Gilliam
Why do real writers write?
Why did the author write it? Purpose?
Who was the author’s intended audience?
“Mark Twain once said, ‘No one is smart enough to remember all that he knows.’ When I don’t have a way to hold my thinking while reading challenging texts, I often have trouble remembering or returning to my reading. No matter how hard I try to remember my thinking as I read, I forget it if I don’t have a way to make it permanent. I especially struggle to remember the reading if it is difficult or boring. I find that the same is true for my students.”
(Cris Tovani, Do I Have to Teach Reading? 2004)
Holding on to Thinking
6 Reading Habits from Harvard
When it comes to Marking the Text:“throw away the highlighter in favor of a pen or pencil. Highlighting can actually distract from the business of learning and dilute your comprehension. It only seems like an active reading strategy; in actual fact, it can lull you into a dangerous passivity.”
http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html
Note Taking During/After
Double Journal
Sticky Notes
Learning Logs
Sketches
Cornell Notes
Refer to Strategy Packet
Student GeneratedGraphic Organizers
Great way for students to understand and organize textbook material.
Useful for prewriting
Types: Clustering Venn diagram Hierarchy Categorical
Refer to strategy packet
3-2-1
During/After
Directions: Have the students list the numbers 3, 2, 1 on their paper leaving lines between each number. Assign a specific writing prompt/task for each number. Prompts will vary according to the content.
GENERIC example3 – Observations you made while reading2 –Two connections you made while reading1 – Select one important quote from the text.
SCIENCE example3 – Identify at least three differences between acids and bases.2 – List two uses of acids and two uses of bases.1 – State one reason knowledge of acids and bases is important to people in our community?
Sketching Through Text During/After
Students visualize the text and create pictorial representations to demonstrate comprehension: Cartoons, diagrams, doodles
Ex – Demon in the Freezer
Refer to Strategy Packet
Read the poem, “Billiards”
Rate your comprehension of the poem on a scale of 1 to 10
(1 = very low - 10 = extremely well)
Billiards
It says – I say – And so
After
This strategy helps the reader combine text information with prior knowledge to make inferences about the text. Great for guiding students to higher level thinking.
Directions: The teacher models the four column chart. Questions can be generated by teacher, student, and/or class discussion. Students will complete the chart.
Question It Says I Say And So(Read the Question)
(Find information from the text that will help you answer the question)
(Think about what you know about that information.)
(combine what the text says with what you know to make an inference & answer the question)
Most Important Word after
This strategy helps students determine importance, summarize, and make inferences & generalizations.
PURPOSE - ASSESSMENTDirections: Write a key word on the board.Students are to explain why the key word would best describe the chapter using examples from the text. Chapter Example: Motion & Movement Why is friction a key word for discussing chapter
3?
PURPOSE - STUDENT DISCUSSIONDirections: In small groups or individually, students will pick one word that best describes the text AND will support their answers using evidence from the text. Format:1. The most important word in this selection is ____2. List several reasons for choosing this word. (use the text as evidence)3. Students will share word & defend selectionPossible post discussion activity - ask students if they would change their word after listening to the other groups.
Reading Minute
3-4 times a week, share an interesting piece of reading. The reading selections are from variety of genres from various sources.
Sometimes the activity is a springboard into the lesson and sometimes it is a quick 1-2 minute sharing of text.
Sources Benefits
News headlinesBook blurbs/reviewsCharts/graphsCartoons/graphicsSong lyrics/poetryPostcardsQuotes/biographical Manuals
Provides background knowledgeSparks high interestEncourages reading motivationMakes connections to the current worldExposes students to a wide genres of textsIncreases awareness to surrounding textsDevelops critical thinking
Save the Last Word
Read the passage on p.9, “No Easy Answers” silently
Your purpose – Select a key sentence, phrase, and/or word from the passage
Work on a personal goal
Try literacy strategies in the classroom
Share literacy strategies/progress with your department
Contribute to the Literacy Newsletter
Collaborate with the Lit Coach
Literacy Goals & Responsibilities
Obstacles?
1. Frame the Text “Activate Background Information”
2. Set a Clear Purpose
3. Provide a method to monitor comprehension or “hold on to thinking”
4. Social discussion
4 Keys to Comprehension
1. What two places may cause students difficulty?
2. What will you model that will help students negotiate the difficult parts?
3. What do they need to do with the information they are reading?
4. How will they hold their thinking while they read?
Instructional Purpose(What is Essential for Students to Know)
Written Conversation (Write Around) after Silent Discussion In pairs, students are instructed to write a
response to a chapter, story, or nonfiction text
Students will exchange their response and write back to one another. This exchange is repeated several times.
VARIATION – Write Around – when student groups (4-5) pass around written responses
Written Conversation (Write Around) after
Group Task1. Each member select one article to read2. Answer the following:
Should the limit be changed?
3. After 2-3 minutes, pass your written response to the person next to you.
4. Read their response and write back to them.
Written Conversation (Write Around) afterSKILLS
Questioning Paraphrasing/Summarizing Citing evidence Synthesizing Reading Critically
Expectations
RAFTRole Audience Format Topic
Role
Geneticist Expecting Mother
Heath Insurance agentGene
Audience
ParentDoctorBaby
Cancer
Format
BrochureAdvertisement
Dear Abby LetterSupreme Court Testimony
Topic
Do-It-Yourself Genetic TestingGenetic Screening
DNA DecodingGender Selection