with literacy for all: making challenging texts accessible ... · making challenging texts...
TRANSCRIPT
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
With Literacy for All: Making Challenging Texts
Accessible for Students
IDEAS Conference St. Simons Island, GA
June 2012
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Essential Question
How can I achieve the CCGPS expectation that students will meet grade level standards and read grade level texts when my students come to me reading significantly below grade level?
2
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
1. I can explain a three-prong, structured program for improving students’ reading and literacy skills.
2. I can confidently define complex text, close reading, and scaffolding.
3. I can list and describe 4-5 strategies for helping students access complex texts successfully.
3
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
1. I can explain a three-prong, structured program for improving students’ reading and literacy skills.
4
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Three-Prong Approach
Prong 1 Daily reading of grade-level texts
Varying degrees of scaffolding
Prong 2 Daily reading of
student-level texts
Intellectually challenging
Prong 3 Intensive,
individualized reading
instruction
For struggling readers by
trained specialists
5
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Implementing a Three-Prong Approach
1. WHO is responsible for ensuring this happens?
a. Planning
b. Implementing
c. Monitoring
2. WHAT do we need to make this happen?
a. Knowledge
b. Skills
c. Professional learning
6
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Implementing a Three-Prong Approach
3. WHEN will this daily reading take place?
4. WHERE will this daily reading take place?
5. HOW can we help students be successful with more challenging/complex texts?
7
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Recommendations from Student Achievement Partners
1. In the early grades, increase read alouds that incorporate uncommon vocabulary and complex syntax.
2. In upper elementary, ensure that students close read one complex text per week, alternating among content areas: social studies, science, ELA, etc.
3. In secondary grades, ensure that each teacher includes the close reading of one complex text per month.
Source: Liben, D. (May 9, 2012).
8
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
1. I can explain a three-prong, structured program for improving students’ reading and literacy skills.
2. I can confidently define complex text, close reading, and scaffolding.
9
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What Makes a Text Complex?
Text complexity – The inherent difficulty of reading and comprehending a text, including word length, syntax, subject matter, and reader/task considerations
10
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Features of a Complex Text 1. Subtle and/or frequent transitions
2. Multiple and/or subtle themes and purposes
3. Density of information
4. Unfamiliar settings, topics, or events
5. Lack of repetition, overlap, or similarity in words and sentences
6. Complex sentences
7. Uncommon vocabulary
8. Lack of words, sentences, or paragraphs that review or pull things together for the student
9. Longer paragraphs
10. Any text structure that is less narrative and/or mixes structures
11. Use of passive voice Source: Liben, D. (May 9, 2012).
11
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Determining Appropriately Complex Texts
• Number of combinations = 11 features to the 11th power (285,311,670,611)
• Text may lack complexity on a number of features, while the complexity of one or two features deems it appropriate for a specific grade band
• Determining appropriately complex texts provides powerful professional learning for grade band teachers
• See Handouts 1, 2, and 3: Qualitative Features of Complex Texts, Qualitative Dimensions Tool, and Qualitative Measures Rubric
12
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Features of a Complex Text 1. Subtle and/or frequent transitions
2. Multiple and/or subtle themes and purposes
3. Density of information
4. Unfamiliar settings, topics, or events
5. Lack of repetition, overlap, or similarity in words and sentences
6. Complex sentences
7. Uncommon vocabulary
8. Lack of words, sentences, or paragraphs that review or pull things together for the student
9. Longer paragraphs
10. Any text structure which is less narrative and/or mixes structures
11. Use of passive voice Source: Liben, D. (May 9, 2012).
13
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is Close Reading?
Close Reading – A careful and deliberate reading and rereading of a complex text to determine such things as surface and underlying meanings, author’s purpose, bias, etc. Readers may respond to text-based questions, determine word meanings contextually, evaluate arguments, use textual evidence to support a theme or warranted conclusion, etc.
14
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Purpose of Close Reading
Students need the knowledge and skills to determine, independently, explicit and implicit meanings in texts they have never seen before and to locate and use evidence from these texts to support the meanings they determine.
15
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org 16
Close Reading Graphic
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Two Approaches to Teaching Close Reading
1. Whole to part
a. Begin with a complex, short text or passage.
b. Have students read text silently before listening to teacher (or a recorded reader) read it aloud.
c. Work through the text slowly, in small segments (phrases, clauses, sentences) asking students to paraphrase, summarize, or respond to text dependent questions.
d. Repeat the process with increasingly complex and or longer texts while also moving students toward more independent close reading.
For multiple examples of whole to part, see: http://www.achievethecore.org/steal-these-tools/close-reading-exemplars
2. .
17
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Two Approaches to Teaching Close Reading
2. Part to whole
a. Provide explicit instruction related to the outer circles, one at a time; for example, focus one or more lessons or mini-lessons on diction.
b. Apply learning on the specific element to a number of texts over a relatively short time.
c. Repeat a. and b. with a second element (point of view/ perspective, for example).
d. Continue to repeat, as relevant, to build students’ grade-appropriate tool boxes, while also moving students toward more independent close reading.
18
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Part to Whole Note
Part to whole close reading is CUMULATIVE—that is, once students have added an element such as diction to their toolboxes, they continue to use this tool as they add others to their toolboxes.
19
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is Scaffolding?
Scaffolding – Temporary instructional support to help students successfully read texts that are supposedly too hard for them.
20
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Scaffolded Science Text Example
21
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
1. I can explain a three-prong, structured program for improving students’ reading and literacy skills.
2. I can confidently define complex text, close reading, and scaffolding.
3. I can list and describe 4-5 strategies for helping students access complex texts successfully.
22
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Direct Vocabulary Instruction • Specific instruction in Tier 2 words (Handout 4)
• Glosses, and/or instruction in Tier 3 words
• Specific instruction in prefixes, suffixes, and roots
• Strategy instruction in determining meaning from context
• Word play
23
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Multiple Means of Engagement
• Allow students to choose from a number of different topics of interest and scaffold these complex, high interest texts
• Create “electronic” texts that incorporate cues, vocabulary support, and strategy support
24
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Text Ladders
• Begin with shorter, easier texts to engage students and build up to more difficult texts on the same topic
• Jigsaw texts so students read shorter segments of complex texts and discuss the entire text in small groups
• Allow students to reread more difficult texts without scaffolding as they become easier
25
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Productive Work with Texts
Students • Participate in a text-based discussion
• Write about a text, incorporating textual evidence
• Create visual representations for major ideas in a text
• Use an organizer to summarize or record major ideas from a text
26
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Oral Fluency Work
• Supervised paired reading
• Listening to the teacher read aloud
• Listening to an audio recording
• Reading along with an audio recording
• Reading aloud to the teacher with feedback
27
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
1. I can explain a three-prong, structured program for improving students’ reading and literacy skills.
2. I can confidently define complex text, scaffolding, close reading, and Tier 1 and Tier 2 words.
3. I can list and describe 4-5 strategies for helping students access complex texts successfully.
28
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources—Literacy Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007).
Effective Literacy and English Language Instruction for English Learners in the Elementary
Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education
Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of
Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=6.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger T., & Torgensen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=14.
29
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources—Close Reading
Close reading exemplars (2012). Student Achievement Partners. Retrieved from http://www.achievethecore.org/steal-these-tools/close-reading-exemplars.
Kain, P. (1998). How to do a close reading. Cambridge, MA: Harvard University. Retrieved from http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html.
30
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources—Scaffolding a Text
UDL, Part 2 (2012). Georgia Department of Education. Retrieved from http://www.gpb.org/education/common-core/udl-part-2.
Shanahan on Literacy. (March 20, 2012). Pre-Reading. Retrieved from http://www.shanahanonliteracy.com/2012/03/part-2-practical-guidance-on-pre.html.
Shanahan on Literacy. (February 6, 2011). Scaffolding. Retrieved from http://www.shanahanonliteracy.com/2011/02/recently-american-educator-republished.html.
31
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources—Text Complexity
Liben, D. (May 9, 2012). Transitioning to the Common Core State Standards: Making your efforts effective through a focus on text complexity demands. ASCD: Webinar. Retrieved from http://www.ascd.org/commoncorewebinars.
Text complexity. Common Core State Standards Initiative. Retrieved from http://www.corestandards.org/the-standards/english-language-arts-standards/standard-10-range-quality-and-complexity/measuring-text-complexity-three-factors/.
32
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Link to Session PP and Materials
https://www.dropbox.com/sh/k6vfkwq8moaxxaa/VgpKh1nhgu
33
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Cynde Snider Georgia Department of Education
[email protected] 404-657-9971
34