Reading Strategies for Career Academies & CTE

Nicole Hochholzer

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The BatsmenThe Batsmen

The Batsmen were merciless again the Bowlers. The Batsmen were merciless again the Bowlers. The Bowlers placed their men in slips and The Bowlers placed their men in slips and covers. But to no avail. The Batsmen hit one covers. But to no avail. The Batsmen hit one four after another along with an occasional six. four after another along with an occasional six. Not once did their balls hit their stumps or get Not once did their balls hit their stumps or get caught.caught.

1. 1. Who were merciless against the Bowlers?Who were merciless against the Bowlers?2. 2. Where did the Bowlers place their men?Where did the Bowlers place their men?3. 3. Was this strategy successful?Was this strategy successful?4. 4. Who hit an occasional six?Who hit an occasional six?5. 5. How many times did the Batsmen’s balls hit a stump?How many times did the Batsmen’s balls hit a stump?

ANSWER THE BIG QUESTIONS:

Why?

Where?

What?

But most importantly:

HOW???

How is reading science and technical reading different from other types of reading?

• Focus is on claims and counter claims

• Precise details, complex details and processes

• Analyze results by comparing• Determining what question is

being raised• Navigate text, graphs, tables,

charts• Evaluate basis for claims

Grade LevelsGrade Levels

Do I want to buy a 5Do I want to buy a 5thth

grade shoe?grade shoe?

Why would I want to buy a 5Why would I want to buy a 5thth

grade book?grade book?

USING LEXILESUSING LEXILES

Using lexile data gives staff helps with the Using lexile data gives staff helps with the WHY - the argument “it’s not my job to WHY - the argument “it’s not my job to teach reading” seems rather petty when a teach reading” seems rather petty when a student with a 400L is facing a textbook of student with a 400L is facing a textbook of 1300L1300L

It’s up to the literacy leadership team to It’s up to the literacy leadership team to help staff understand HOW to use lexiles help staff understand HOW to use lexiles to differentiate instructionto differentiate instruction

Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind; 1500 - The Making of Memory: From Molecules to Mind;

DoubledayDoubleday

1400 - Philosophical Essays; Hackett Publishing1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill800 - Word 97; Glencoe/McGraw-Hill 700 - 700 - World Explorer: The U.S. & Canada; Prentice HallWorld Explorer: The U.S. & Canada; Prentice Hall

600 - Science (Grade 4); Addison-Wesley600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc.400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace300 - My World; Harcourt Brace

Reading RequirementsReading RequirementsFindingsFindings

Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16

Consistent Across Consistent Across CountryCountry

ConstructionConstruction

AdvancedAdvanced Lexile Reading Level Range: 1310-1390Lexile Reading Level Range: 1310-1390

IntermediateIntermediate Lexile Reading Level Range: 1230-1340Lexile Reading Level Range: 1230-1340

Entry LevelEntry Level Lexile Reading Level Range: 1310-1350Lexile Reading Level Range: 1310-1350

Human ServicesHuman Services

AdvancedAdvanced Lexile Reading Level Range: 850-930Lexile Reading Level Range: 850-930

IntermediateIntermediate Lexile Reading Level Range: 940-1090Lexile Reading Level Range: 940-1090

Entry LevelEntry Level Lexile Reading Level Range: 1000-1140Lexile Reading Level Range: 1000-1140

2005-06 Lexile 2005-06 Lexile FrameworkFramework®® for Reading for Reading

StudyStudy Summary of Text Lexile MeasuresSummary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

10 College and Career Readiness Anchor Standards for Reading

• 10 Standards are divided into 4 categories:1.Key Ideas and Details2.Craft and Structure3.Integration of Knowledge and Ideas4.Range of Reading and Level of Text

Complexity

Key Ideas and Details

17

1. Cite specific textual evidence – • Humanities: support analysis of primary and

secondary sources

• Science/Technical: support analysis of science and technical texts

Strategies for Standard 1

• Think Aloud – Simply put, “think aloud” as you “read

aloud”. This enables students to hear what happens when good readers “read in their heads”.

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19

INSERT STRATEGYINSERT STRATEGY

Confirms what you thoughtConfirms what you thoughtContradicts what you thoughtContradicts what you thoughtRaises a questionRaises a questionConfuses youConfuses youSeems important Seems important Is new or interestingIs new or interesting

X

?

??

!

Key Ideas and Details

2. Determine the central ideas – •Humanities: of a primary or secondary source; provide an accurate summary

•Science/Technical: …or conclusions of a text; provide accurate summary or paraphrase

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Summarizing Strategies…Summarizing Strategies…

Summarizing Nonfiction: TFCNSummarizing Nonfiction: TFCN

TT – Topic – TopicFF – 2 Fascinating facts – 2 Fascinating factsCC – connection made – connection madeNN- new understanding- new understanding

*Then write a summary*Then write a summary

TFCN for “Engineering Majors”TFCN for “Engineering Majors”

T T –Types of Engineering Majors–Types of Engineering Majors

F F – 1)Of the approx. 20 majors, 4 make up 67% – 1)Of the approx. 20 majors, 4 make up 67% of degrees earnedof degrees earned

2) 10 of the 20 make up 10%2) 10 of the 20 make up 10%

CC – My three top major choices are all offered at – My three top major choices are all offered at UW-Madison. UW-Madison.

NN – I am going to further research UW-Madison – I am going to further research UW-Madison for my research projectfor my research project

Craft & Structure

4. Determine meaning – •Humanities: …of words and phrases as they are used in a text

•Science/Technical: …of symbols, key terms and other domain specific words and phrases

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Vocabulary Knowledge Rating SheetVocabulary Knowledge Rating SheetUnit of study:___________Unit of study:___________

WORDWORD

33

Can define Can define it, use it, it, use it, teach itteach it

22

Heard it, Heard it, seen itseen it

11

Do not know Do not know itit

Definition, Definition, example, example,

and/or and/or imageimage

1.1.

2.2.

3.3.

4.4.

5.5.

Source: Kinsella and Feldman

Vocabulary Knowledge Rating SheetVocabulary Knowledge Rating SheetUnit of study:___________Unit of study:___________

WORDWORD

33

Can define Can define it, use it, it, use it, teach itteach it

22

Heard it, Heard it, seen itseen it

11

Do not know Do not know itit

Definition, Definition, example, example,

and/or and/or imageimage

1. 1. JointerJointer

2.2.Table SawTable Saw

3.3.Drill PressDrill Press

4.4.Surface Surface PlanerPlaner

5.5.ClampingClamping

Source: Kinsella and Feldman

Vocabulary SquaresVocabulary Squares

TermTerm DefinitionDefinition

ExampleExample How I will remember thisHow I will remember this

Vocabulary SquaresVocabulary Squares

TermTerm

JointerJointer

DefinitionDefinitionWoodworking machine used Woodworking machine used to produce a straight surface to produce a straight surface along the edge and face of a along the edge and face of a boardboard

ExampleExample

This machine would be This machine would be used when squaring up used when squaring up a boarda board

How I will remember thisHow I will remember this

Craft & Structure

• 5. Analyze Structure of a text - • Humanities: …to emphasize key points or advance an

explanation (9/10)• …to determine how a complex primary source is

structured (11/12)• Science/Technical:… for relationships among

concepts (9/10)• …to determine categories or hierarchies

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29

Semantic Feature Analysis Grid

Category: Featu

res

Source: Doug Buehl

30

Semantic Feature Analysis Grid

Category: Featu

res

Corvette

Civic

SunfireM

ileag

e

War

rant

y

Cup H

older

s

31

Semantic Feature Analysis Grid

++ ++ ++

++ -- ++

++ --

++ ++ ++

++ ++ ++

Category: Featu

res

Cotton

Wool

SilkAbs

orbe

ntW

rinkle

s

Shrink

Linen

Rayon

Craft & Structure

6. Point of view or purpose – •Humanities: Compare (9/10) and evaluate (11/12) authors’ points of view•Science/Technical: Analyze the author’s purpose in providing an explanation, describing a procedure or discussing an experiment

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R.A.F.T.R.A.F.T.

RRole – What role will the student assume as a ole – What role will the student assume as a writer?writer?

AAudience – Choose an audience for writingudience – Choose an audience for writingFFormat – Specify format possibilities the writing ormat – Specify format possibilities the writing

will take (comic strip, letter to editor, feature will take (comic strip, letter to editor, feature article, poem)article, poem)

TTopic – Define the topic, determine questions to opic – Define the topic, determine questions to be answered and point to be madebe answered and point to be made

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R.A.F.T.R.A.F.T.

RRole – Health Care Internole – Health Care Intern

AAudience – Parents of young childrenudience – Parents of young children

FFormat – Brochure or flyerormat – Brochure or flyer

TTopic – Ear infection, auditory system, opic – Ear infection, auditory system, treatment options, preventiontreatment options, prevention

Integration of Knowledge & Ideas

7. DTQ!!!•Humanities: Integrate quantitative or technical analysis with qualitative (9/10)…Integrate multiple sources of info in diverse formats (11/12)•Science/Technical: Translate charts & graphs into words (9/10)…Integrate multiple source of info in diverse formats (11/12)

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Minute PaperMinute Paper

1.1. Discuss the Minute Paper chart and questions Discuss the Minute Paper chart and questions and tell students to focus on these questions and tell students to focus on these questions as they read. Do NOT record responses as as they read. Do NOT record responses as they read – need full context of reading.they read – need full context of reading.

2. 2. Students read text silently (or with partners Students read text silently (or with partners depending on reading levels).depending on reading levels).

3. 3. With discussion partners, discuss the reading With discussion partners, discuss the reading and their answers to the Minute Paper and their answers to the Minute Paper questions.questions.

4. 4. Write the Minute Paper, taking no more than a Write the Minute Paper, taking no more than a minute or two.minute or two.

Source: ICLE Strategic Reading Kit

Minute Paper tipsMinute Paper tips

You might want to review papers You might want to review papers immediately to correct any wrong immediately to correct any wrong responses, providing just-in-time responses, providing just-in-time remediation.remediation.Use the “Unanswered Questions” as an Use the “Unanswered Questions” as an opportunity to reteach concepts or opportunity to reteach concepts or content.content.Use correct responses to “Ah-ha’s” for Use correct responses to “Ah-ha’s” for discussion.discussion.

Agricultural Terrorism Agricultural Terrorism

Significant PointsSignificant PointsThe United States could be targeted by Al Qaeda and other groups. There are The United States could be targeted by Al Qaeda and other groups. There are

lots of chances to attack, either on farms, grocery stores or anywhere in lots of chances to attack, either on farms, grocery stores or anywhere in between. The US is working to stop these groups.between. The US is working to stop these groups.

Unanswered QuestionsUnanswered QuestionsDid Al Qaeda start mad cow disease?Did Al Qaeda start mad cow disease?

Ah-ha’s for ApplicationAh-ha’s for ApplicationNow I understand why we have to wash our hands all the time and why some Now I understand why we have to wash our hands all the time and why some

people get worries about big farms. people get worries about big farms.

Minute paper paragraphAl Qaeda or other terrorist groups could be targeting the United States for a bioterrorist attack. They could attack our farms, our grocery stores, or any spot on the food supply chain. The FDA is working really hard to prevent this and figure out what we can do to figure out where it would start. I think this is why we keep talking about food safety and big farms where there’s not a lot of control. I am wondering if Al Qaeda started Mad Cow disease?

Integration of Knowledge & Ideas

8. Delineate & evaluate arguments & claims-•Humanities: Assess & evaluate author’s claims, premises & evidence•Science: Assess & evaluate author’s claims/recommendations (9/10)…hypotheses, data, analysis and conclusions of text, verifying data (11/12)

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41

Subject or Topic:Subject or Topic:

Thesis (from the text page):Thesis (from the text page):

In your own words:In your own words:

Supporting evidence (includes page numbers for each piece of evidence):Supporting evidence (includes page numbers for each piece of evidence):

1. 1.

2. 2.

3.3.

Summary:Summary:

Prior knowledge that helped you understand:Prior knowledge that helped you understand:

1.1.

2.2.

3.3.

4.4.

Synthesis – broader conclusions you can draw by combining your prior knowledge with the Synthesis – broader conclusions you can draw by combining your prior knowledge with the new information you have learned:new information you have learned:

HIP Assessment

42

Subject or Topic: Subject or Topic: Why reading to your child is important

Thesis (from the text page)Thesis (from the text page): : Reading to a child is one of the easiest ways to prevent future learning problems, and yet many people do not fully understand the enormous, positive impact that this simple act has on the life of a child

In your own words: In your own words: It’s a good idea to read out loud to your kid so they learn.

Supporting evidence (includes page numbers for each piece of evidence):Supporting evidence (includes page numbers for each piece of evidence):

1.1.Knowing how to read when starting school means more success (paragraph 3)

2. 2. Instills lifelong love of learning (paragraph 4)

3. 3. It doesn’t matter WHAT you read, just that you read (paragraph 5)

Summary: Summary: Reading to a child makes learning in school easier and they will want to read more.

Prior knowledge that helped you understand:Prior knowledge that helped you understand:

1. This connects to the video we watched that mentioned it’s important. 1. This connects to the video we watched that mentioned it’s important.

2. It reminds me of Three Men and a Baby when he reads Sports Illustrated.2. It reminds me of Three Men and a Baby when he reads Sports Illustrated.

Synthesis – broader conclusions you can draw by combining your prior knowledge with the Synthesis – broader conclusions you can draw by combining your prior knowledge with the new information you have learned: It’s very important to read to kids, starting when they new information you have learned: It’s very important to read to kids, starting when they are babies so they start school ready and don’t have to catch up.are babies so they start school ready and don’t have to catch up.

HIP Assessment

http://www.pvschools.net/speced/pdfs/Importance-of-Reading.pdf

Integration of Knowledge & Ideas

9. Compare/Contrast & Integrate – •Humanities: Compare/contrast treatments of same topic (9/10)…Integrate info from diverse sources (11/12)•Science/Technical: Compare/contrast findings in text to other sources (9/10)…Integrate info from diverse sources-11/12

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Compare/Contrast SummaryAt the end of the section determine main topics to compare/contrast.

Draw a venn diagram that contains the amount of circles that you have topics. Place each topic in the circle heading it represents.

Topic (section and page numbers)

In this area, after you have finished reading, go back over the recorded notes and reduce them down to key words, phrases or

concepts.

In this area, as you are reading, you will take notes on main ideas, supporting details as well as

vocabulary words.

Venn Diagram Notes

Terms/Concepts that apply only to this term

Terms/Concepts that apply to both terms

Terms/Concepts that apply to all of the terms/concepts

http://www.higheredeap.com/wp-content/uploads/2012/04/April-2012-HEd-Newsletter-Little-Things-Mean-A-Lot.pdf

Use the company copy machine for a noble but non business purpose? Joe is on the publicity committee of a local charity that is embarking on a fund raising project and uses the company’s copy machine and paper to reproduce fliers for this good cause. The company has a firm policy against using the copy machine for non business purposes. Yet, Joe figures that since the copies are for a worthy cause and not personal gain, it’s OK. What would you do?

Remain silent when a helpful manager is criticized? After work, Sarah will sometimes socialize with her co-workers from the IT department. The topic of conversation is usually the IT manager, who the co-workers “bash and trash.” This manager has been very supportive of Sarah and demonstrated great patience when she was new to the job. While somewhat uncomfortable with the conversation, Sarah nonetheless does not defend her manager, figuring that what is being said constitutes “free speech”. What would you do?

Pairs Read/Say SomethingPairs Read/Say Something

Put students in pairs (duh!) and ask Put students in pairs (duh!) and ask students to determine who is “A” and who students to determine who is “A” and who is “B”.is “B”.

Students will read the text paragraph by Students will read the text paragraph by paragraph, with Student A reading the paragraph, with Student A reading the paragraph and Student B paraphrasing paragraph and Student B paraphrasing what was read, then alternating.what was read, then alternating.

Source: ICLE Strategic Reading Kit

Alternatives for Pairs ReadAlternatives for Pairs Read

Students can read silently, then take turns Students can read silently, then take turns paraphrasing what was read.paraphrasing what was read.

Students can read, then choose one of the Students can read, then choose one of the following:following:

1. Make a comment1. Make a comment

2. Ask a question2. Ask a question

3. Make a connection3. Make a connection

4. Make a prediction4. Make a prediction

Prediction Comment Question Connection

I think it will tell us what to do on the job

Some people at my job are really unethical

What should you do if you know a coworker is acting unethically?

A guy I work with got fired for stealing stuff.

Say Something Chart

Main IdeaMain Idea Key Words and MeaningsKey Words and Meanings

Important PointsImportant Points

Ah-ha’s (Insights)Ah-ha’s (Insights) Unanswered QuestionsUnanswered Questions

Source: ICLE Strategic Reading Kit

Rock Around the Clock

Main IdeaMain Idea

Acting ethically on the job is really Acting ethically on the job is really important.important.

Key Words and MeaningsKey Words and Meanings

•EthicsEthics•ComplianceCompliance

Important PointsImportant Points•Little things sometimes cause more problems than big thingsLittle things sometimes cause more problems than big things•Someone is always watching you, for good or badSomeone is always watching you, for good or bad•Knowing what is right is good, but doing what is right isn’t always easyKnowing what is right is good, but doing what is right isn’t always easy•People should act ethically in their personal lives, tooPeople should act ethically in their personal lives, too

Ah-ha’s (Insights)Ah-ha’s (Insights)

There is a big section of my There is a big section of my employee handbook about acting employee handbook about acting ethicallyethically

Unanswered QuestionsUnanswered Questions

What can happen if you don’t act What can happen if you don’t act ethically on the job?ethically on the job?

Source: ICLE Strategic Reading Kit

Rock Around the Clock for “Little Things Mean a Lot”

The LessonThe LessonResearch Suggests a New FormatResearch Suggests a New Format

Prereading ActivitiesDiscussionsPredictionsQuestioning

BrainstormingSetting Purpose

GuidedACTIVE

Silent Reading

Activities to clarify, reinforce,

extendKnowl-edge

ReadingAssignment

Given

Discussion to see ifstudents learned mainconcepts, what they

“should have” learned

Independentreading

Traditional Format New Format

Remember…Remember…

Don’t expect perfectionDon’t expect perfection

Give yourself some time!Give yourself some time!

Start small and start strongStart small and start strong

Always focus on the WHYAlways focus on the WHY

Nicole Hochholzer(920)766-5948(920)766-6113 x5425nhochholzer@hotmail.com

Thank you for attending!• If you have questions or suggestions

regarding upcoming webinars please contact the CTE Technical Assistance Center @ CTETAC@Spnet.us

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