reading next reading in the secondary classroom presented by shelly smede

Reading NextReading in the Secondary Classroom

Presented by Shelly Smede

Tips for Teachers Presenting to Other Teachers

1. If you are nervous, add some humor. These jokes will help ease the tension - even if you're the only one who thinks you’re funny.

2. Use the phrase "new paradigm" as often as you can - it will add value to whatever you are presenting.

3. Many teachers will sit in your session just long enough to get the handouts and then they will leave. Don't play into this little game. Always lock the door before you distribute any handouts.

Tips for Teachers Presenting to Other Teachers

4. Some cynic will always accuse you of being too much of an idealist and not enough of a realist. Tell this person that ideally, no one would say such a thing during someone else's presentation, but that realistically you figured someone would.

5. Your level of expertise is in direct relation to the distance you are from your school. Tell those attending your session that you are from The Mid-Antarctic Consolidated School District.

Five Fingers: I could teach this.

Four Fingers: I know a lot about this.

Three Fingers: I have heard of this.

Two Fingers: This is new to me.

1. Lexiles2. LiLI3. Reading Next4. Crayola

Curriculum

5. New Idaho State Reading Standards

6. Logographic Cues7. Graphic Organizers

Findings in Reading

• Teaching of formal reading instruction tends to end after elementary school.

• 80% of elementary text is fiction.

• 80% of secondary text is nonfiction.

• Students must be trained in the literacy of each subject field.

• About 70% of adolescents need some type of remediation.

Findings in Reading

• 50% of students read fewer than four minutes a day.

• 30% read two minutes or fewer per day.

• 10% do not spend any time reading.

• 83% of faculty say that the lack of analytical reading skills contributes to students’ lack of success in a course.

Findings in Reading

• The current and future job market requires workers who are highly literate, which means they can read with comprehension, assess and interpret information, and utilize it appropriately.

» The Principal’s Partnership

Findings in Reading

• “Based on 2005 ACT-tested high school graduates, it appears that only about half of our nation’s ACT-tested high school students are ready for college-level reading.”

» ACT College Readiness Executive Summary

• In lowest achieving schools, most of the class period was spent on activities such as drawing or coloring or filling in worksheets that had no connection to learning outcomes.

• Student work was handed in, but rarely returned.

• In all schools, poor or affluent, students were rarely, if ever, reading. (86)

Mike Schmoker ResearchResults Now, 2006

The Crayola Curriculum

• What was the single most predominant activity in the schools observed, right up through middle school?

Coloring, Cutting, and Pasting

Literature Based Arts & Crafts

• Instead of reading and writing, students were found to spend most of their day making…

• Dioramas• Game boards• Posters• Mobiles• Bookmarks• Book jackets• Coats of Arms…

Reading Next Recommendations (Carnegie

Foundation, 2004; NCTE, 2006)

1. Direct, explicit comprehension instruction

2. Effective instructional principles embedded in content

3. Motivation and self-directed learning

Reading Next Recommendations (Carnegie

Foundation, 2004; NCTE, 2006)

4. Text-based collaborative learning

5. Strategic tutoring

6. Diverse texts

7. Intensive writing

Reading Next Recommendations (Carnegie

Foundation, 2004; NCTE, 2006)

8. A technology component

9. Ongoing formative assessment of students

10.Extended time for literacy

11.Professional development

Reading Next Recommendations (Carnegie

Foundation, 2004; NCTE, 2006)

12.Ongoing summative assessment of students and programs

13.Teacher teams14.Leadership15.A comprehensive and

coordinated literacy program

Classes that spend their time (bell to bell) reading, writing,

and talking result in…

A College Prep Curriculum

Reading LevelsIndependent Level of Reading:

95% word recognition; 90% comprehension without teacher assistance

Instructional Level of Reading:90% word recognition; 75% comprehension

Frustration Level of Reading:Students recognize fewer than 90% of words and comprehend less than 50%

At this level, students are too frustrated by the text to learn from it.

(Beers, 2003, pg. 205)

How long would you keep reading?

Scientists use models to refer to a d____ or d____ of something, s____ one which can be used to make ____ that can be tested by ____ or ___. A h___ is a c___ that has been neither well supported nor yet ruled out by e___. A theory, in the context of science, is a l___ self-c___ model or f___ for d___ the b___ of certain n___ p___. A theory t___ d___ the b___ of much broader sets of p___ than a h___ — c___, a large number of h___ may be l___bound together by a single theory. A p___ law or law of nature is a s___ g___ based on a s___ large number of e___ o___ that it is taken as fully v___.

Relationship between Time Spent Reading and Reading

Achievement

Percentile Rank

Minutes of Text Reading

per Day

Estimated Number of Words

Read per Year

989070502010

90.740.421.712.93.11.6

4,733,0002,357,0001,168,000601,000134,00051,000

from Anderson et al., 1988, Table 3, N = 155.

Fifth-Grade Students

Reading Levels• “When students must read certain texts that

you know will cause word recognition problems (frustration level of reading), then accept that you won’t be improving word recognition with that text.”

» (Beers, 2003, pg. 242)

State Standards – 10th Grade

Standard 1: Reading Process

Analyze the structure and format of various informational documents.

Identify the text characteristics of different genres of literature.

Apply knowledge of roots and word parts to draw inferences about new words.

Use context analysis to determine the meanings of unfamiliar words.

Standard 2: Comprehension/Interpretati

on

Synthesize the content from several sources on a single issue; compare and contrast ideas to demonstrate comprehension.

Apply reading strategies to self monitor for comprehension.

Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams.

Critique the logic of informational texts by examining the sequence of information and procedures.

Standard 2: Comprehension/Interpretati

on

Define the purpose and audience of a variety of communication formats (e.g., essays, letters, user manuals, lab reports, websites).

Evaluate the comprehensiveness and validity of evidence in an author’s argument.

Read and respond to literature from a variety of genres.

Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy.

Standard 2: Comprehension/Interpretati

onExplain the author’s point of view and

interpret how it influences the text.Compare works that express a universal

theme and provide evidence to support the views expressed in each work.

Analyze ways in which authors use imagery, figures of speech, and the “sound” of language for effect.

Compare and contrast authors’ styles on the basis of such elements as word choice and sentence syntax.

State Standards – 8th Grade

Standard 2: Comprehension/Interpretati

on

Determine the relationships among facts, ideas, and events used in various texts to support a central purpose.

Distinguish cause and effect relationships in text to gain meaning.

Make inferences, draw conclusions, and form opinions based on information gathered from text and cite evidence to support.

Standard 2: Comprehension/Interpretati

on

Evaluate expository text structure to extend comprehension.

Generate how, why, and what-if questions for interpreting expository texts.

Apply central ideas (literal of inferential) and critical details to summarize information from expository text.

Identify the main purpose and anticipate outcomes of procedures specified in informational text.

US Gov’t Instructional CalendarSkyline

US Gov’t Instructional CalendarSkyline, cont.

69% of Idaho state reading objectives for tenth grade are those that should be utilized and learned across the curriculum.

Inferences

An inference is the ability to connect what is in the text with what is in the mind to make an

educated guess.

Read the following passage and discuss what you think is

happening.

“He put down $10 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.”

» (Beers, 2003 pp. 62-63)

Step Inside a Classroom

• Teacher: What can you tell me about this passage?

• S1: This doesn’t make any sense.• S2: It sort of does, down here, with the

popcorn. Maybe it’s about a movie.• S3: It doesn’t say anything about a

movie.• S1: I don’t get it.• S3: This is stupid.

What’s Happening?

• “These students don’t understand that reading requires action on their part…. They expect the text to provide everything. Their job, they believe, is at most to decode the print. After that, well, if the meaning isn’t immediately apparent, they stop reading or ask us to explain.”

» (Beers, 2003, pg. 69)

Before Reading

Does purpose setting matter?

– Pink: Memorize the following words.– Yellow: Count the vowels in the following

words.– Blue: Rate each of the following words on

its level of pleasantness, with 1 being “least pleasant” and 5 being “most pleasant.

– If asked at the end of today’s workshop, only 50% of the memorizers would remember the words

Activating Prior Knowledge

“Laundry”“The procedure is really quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise you’re pretty well set. It’s important not to overdo any particular endeavor. It is better to do too few things than to do too many….”

» Bransford & Johnson (1972, JVLVB)

Independent Readers…

• Look at the…– Cover

– Art

– Title

– Genre

– Author

– Headings

– Graphs

– Charts

– Length

– Print size

– Front flaps

– Back cover…

Dependent Readers…

• …are told to read something…and once the text is in their hands, they just begin.

• They skip titles and background information.

• They rarely look through the text for clues.

• The assignment is to read, so they’ll read—maybe (Beers, 2003, pg. 74).

Strategies

1. Anticipation Guides• Present students with pertinent issues

that are worth discussing but that don’t have clear-cut answers.

• Anticipation guides first act as a pre-reading strategy and encourage making predictions. They allow students to look for cause/effect relationships. They also allow students to generalize and explore their responses to texts.

Anticipation Guide

Before Reading After Reading

1. TV viewing is a major cause of health problems.Agree/Disagree?

Agree/Disagree?

2. TV should supply pleasure rather than moralize.Agree/Disagree?

Agree/Disagree?

3. Television is more beneficial than harmful.Agree/Disagree?

Agree/Disagree?

Probable PassageSee Next Slide for Example

• Brief summary based on key words from the text

• Arrange words in categories

• Write prediction statement that offers a gist of what the selection might be about.

CollegeHomeworkAnxiety-riddenSardonic

Title: “Barbie to Baby Einstein: Get Over It”

ObsessedYoung LatinosBellwetherWal-Mart

Middle SchoolBarbieMisgivingsteens

NanniesAmerican FamilyPTA MeetingsPrejudice

Characters: Setting: Problem:

Outcomes: Unknown Words: To discover:

Gist Statement:

Tea Party

• loathsome fire ants• metamorphosis

takes place inside• eradicate• defend their nests• phorid fly implants

one egg

• won’t attack other species

• 80% reduction• flies were released• inside the ant’s

head

During Reading

Say Something! (Beers, 2003, pg. 106)

– With a partner, decide who will say something first

– When you say something, do one or more of the following

• Make a prediction• Ask a question• Clarify a misunderstanding• Make a comment• Make a connection

– If you can’t do one of these things, then you need to reread.

Make a prediction

• I predict that…

• I bet that…

• I think that…

• Since this happened (fill in detail), then I bet the next thing to happen is…

• Reading this part makes me think that this (fill in detail) is about to happen.

• I wonder if…

Ask a Question

• Why did…• What’s this part about…• How is this (fill in detail) like this (fill in

detail)…• What would happen if…• Why…• Who is…• Do you think that…

Clarify Something

• Oh, I get it…• Now I understand…• This makes sense now…• No, I think it means…• I agree with you. This means…• At first I thought (fill in detail), but now I

think…• This part is really saying…

Make a Comment

• This is good because…

• This is hard because…

• This is confusing because…

• I like the part where…

• I don’t like this part because…

• My favorite part so far is…

• I think that…

Make a Connection

• This reminds me of…

• This part is like…

• This character (fill in name) is like (fill in name) because…

• This is similar to…

• The differences are…

• This setting reminds me of…

Say Something! (Beers, 2003, pg. 106)

• If you can’t do one of these things, then you need to reread.

Rereading

• Prove to students that rereading is valuable

• Model your thinking as you reread a text

• Give students specific tasks as they reread

• Review what happened as students reread.

Logographic Cues

∆ A - Change in Action

∆ T - Change in Time

∆ F - Change in Focus

∆ T/M - Change in Tone or Mood

∆ S - Change in Setting

∆ POV - Change in Point of View

∆ D - Change in Direction

∆ C/S - Change in Condition or Status

Jim Burke, Tools for Thought (6)

Logographic Cues

Protagonist

Antagonist

Confusing

Setting

Connection

Idea

Description

Conflict

Kylene Beers, (130)

Two-Column Notes

• Big Topic (Green)• Main Point Examples, Facts, Details

• Main Point Examples, Facts, Details

• Main Point Examples, Facts, Details

Q Notes• Turn chap. titles & sub-

headings into questions in this column:

• Answer questions here using bullets and dashes to organize ideas:

Chapter 11: “Focus on Literacy in Every Subject”

Chapter 11 Subheadings

• “Don’t Know Much About Biology”

• “Project Pain”

• “Adding and Subtracting Our Way to Literacy”

• From Reading Doesn’t Matter Anymore by David Booth

Reporter’s Notes (Burke, 2002)

WHO (is involved or affected) Most important WHO

WHAT (happened) Most important WHAT

WHERE (did it or will it happen) Most important WHERE

WHEN (did it or will it happen) Most important WHEN

HOW (did they do it or did others respond)

Most important HOW

WHY (did they do this, react this way)

Most important WHY

SO WHAT? (why is this event/info/ idea important?)

Most important SO WHAT?

Spreadsheet Notes (Burke, 2002)

1960’s Civil Rights Movement

Civil Rights Today

;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Individuals Involved ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Tone/Mood ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Historic Events ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Conflicts ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Outcomes ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Significance ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.

Target Notes

The Pearl

Kino

Jauna

Coyotito

The Doctor

The Pearl Buyer

The Trackers

EVIDENCE

EVIDENCE

EVIDENCE

EVIDENCE

EVIDENCE EVIDENCE

After Reading

Somebody Wanted But So (character) (motivation) (conflict) (resolution)

Rachel

Rachel’s Teacher

To feel 11 on her birthday

to return the sweater to its rightful owner

She is humiliated when her teacher forces an old sweater on her.

she doesn’t know who owns it

She feels helpless as she bursts into tears at her desk.

she mistakenly makes Rachel take it and even put it on.

Question It Says I Say And So

1. Read the Question.

2. Find information from the text that will help you answer the question.

3. Think about what you know about that information.

4. Combine what the text says with what you know to come up with the answer.

Question It Says I Say And So

1. Why doesn’t Rachel just tell her teacher the sweater isn’t hers?

2. In the story, she says that when she opens her mouth to say the sweater isn’t hers, that nothing comes out.

3. Sometimes when I am really surprised or unhappy, I can’t think of anything to say to help change the situation.

4. I think that Rachel wasn’t prepared to have her teacher treat her like this on her birthday. So when it does, she doesn’t have the words to protest.

This is an easy formula for making inferences!

Conversational Roundtable (Burke, 2002)

Teenage Girls Teenage Boys

Teachers ParentsCliques

Think in Threes (Burke, 2002)

Gov’t

Ancient Rome Ancient China

Early America

Think in Threes (Burke, 2002)

Rebellion &

Conformity

1984 Catcher in the Rye

Kite Runner

Think in Threes (Burke, 2002)

The Brain

Nervous System

Respiratory System

Circulatory System

Teaching Vocabulary

A Six-Step Process for Teaching Vocabulary

• Step 1: Provide a description, explanation, or example of the new term.

• Step 2: Ask students to restate the description, explanation, or example in their own words.

• Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

• Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

• Step 5: Periodically ask students to discuss the terms with one another.

• Step 6: Involve students periodically in games that allow them to play with terms.

Student Vocab Organizer(Marzano, Building Background

Knowledge)

Term: My Understanding 1 2 3 4

Category:___________________________________________Describe:____________________________________________________________________________________________________________________________________________________________________________________________________________

Draw:

Academic Vocabulary

Give Students the Smart Words

Words to Describe the Plot

Positive NegativeRealistic unrealistic

Good pacing plodding

Suspenseful Predictable

Satisfying ending Frustrating ending

Subplots connected well Confusing subplots

Well-developed ideas Sketchy ideas

Give Students the Smart Words

Words to Describe Characters

Positive NegativeOriginal Stereotyped

Believable Unbelievable

Well-rounded Flat

Multi-dimensional Static/stays same

Well-developed Flawed

Give Students the Smart Words

Words to Describe the Theme

Positive NegativeImportant Message Unimportant message

Subtle Overbearing

Unique Overworked

Powerful Ineffective

Memorable Forgettable

Give Students the Smart Words

Words to Describe Author’s Style

Positive NegativeDescriptive/use of metaphors Boring, no imagery

Original Filled with clichés

Lively, full of action Slow-moving

Poetic or lyrical Clodding, jumpy

“Becoming a reader shapes who we are, how we see the world,

and how we see ourselves in the world. Tragically, failure to

become a reader shapes our perceptions as well.”

Kylene Beers, 2003