Strategic Reading in the Content Areas: Train the Trainer

Terri Sessoms

International Center for Leadership in Education

PurposeCall to Action

Survival Tools and Framework

Leadership Training for Leaders

Assist education leaders to understand the need for placing greater emphasis on strategic reading instruction at middle and high school levels.

No Child Left Behind Provide focus upon student

progress across all groups of learners.

Desired Outcomes Leaders will be empowered to initiate a

vigorous instructional focus on strategic reading – the reading skills and strategies that promote information literacy across all subjects and functional areas as study skills, test taking, and literacy for the world beyond school.

Desired Outcomes Students will be empowered with the skill needed to

succeed – the ability to process information effectively.

Changes in content area instruction will be reflected in strategies that will serve the vast majority of students by incorporating reading skills instruction across the curriculum.

Not Our Purpose…

Not here to turn content teachers into full time reading teachers.

These comprehension strategies help students better understand your course content which leads to improved content achievement (EOC).

Research Shows…

Research shows that if content teachers use these strategies 15-20 minutes (a couple of times each week) students increase reading levels and significantly improve performance on content area standardized testing.

Myths vs. Facts

Reading as a Homework Assignment = home visits

Blame

Partners and Cooperative Learning Walk and Talk Inside/Outside Circles A/B Partners

What’s the Big Deal About Content Area Reading?

Trading Spaces…

Multiple logistic regression was used to examine the associationbetween depression screeningand the model variables hypothesized to be predictiveof screening behavior. For thisanalysis, all significant variablesfrom the bivariate analysis were entered into the regression as

dichotomous variables.

Challenges to Reading and Information Gathering in the Content Areas: Concept Density – more ideas and skills in

less time Specialized Vocabulary - unique and multiple

meanings Readability – higher than student skill levels Length – longer and more comprehensive Graphs/Charts/Maps – complex information Non-Print Sources – online information

Characteristics of Poor and Successful Readers: Poor Readers

Think understanding occurs from “getting the words right”.

Successful Readers Understand that

they must take responsibility for constructing meaning using prior knowledge.

Characteristics of Poor and Successful Readers: Poor Readers

Use strategies such as rote memorization, rehearsal, simple categorization (test and forget).

Successful Readers Develop

repertoire of reading strategies, organizational patterns, and genre.

Characteristics of Poor and Successful Readers: Poor Readers Successful

Readers Think

strategically, plan, monitor their

comprehension, and revise their strategies.

Characteristics of Poor and Successful Readers: Poor Readers Successful

Readers They have

strategies for what to do when they do not comprehend.

Characteristics of Poor and Successful Readers: Poor Readers

Have a relatively low self esteem.

Successful Readers Have self

confidence that they are effective learners.

Characteristics of Poor and Successful Readers: Poor Readers

Have a relatively low self esteem.

Successful Readers See

themselves as agents able to actualize their potential.

Today’s schools DO NOT

directly these comprehension

strategies and skills beyond the

6th Grade.

Reasons for Raising Reading Requirements Reading levels of college freshman text is

often lower than workplace text levels.

Test benchmarks/standards are too low for workplace entry level reading requirements (auto tech, administrative assistants,

Customer Focus

U.S. Dept. of Education states there are 2 types of reading All workers must be able to do:

1. Comprehend reading materials related to daily core job responsibilities.

2. Read occupational materials related to organizations, trade journals, etc.

Adult Reading and Literacy Roles The 2002 National Assessment of Adult

Literacy defines literacy as:

using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.

Lexile Chart w/ Jobs (pg. 69-71 Leading with Reading) Average high school graduate is 1150L

Job Reading Requirements

Surveyor 1370L

Draftsperson 1480L

Farm Mechanic 1010L

Farmer 1210

Hotel Manager 1230

Housekeeper 910L

Earning Potential as Relates to Lexile Levels Between 1000 and 1300L, each additional 150 of

reading ability doubles the income expectations of the worker.

Do you want your children living at home with you? READ!

Students below 1000 will not succeed in the workplace.

Testing Standards Debate

Proficiency should not be based upon perceptions of what children can or cannot do, but upon the reading and information proficiencies demanded by the workplace.

Workplace Expectations

*Learning to Learn *Listening and Oral Communication *Competencies in Reading, Writing, and

Computation *Adaptability thru Creative Thinking and

Problem Solving*Personal Management*Group Interpersonal Skills & Teamwork*Organizational Effectiveness & Leadership

What’s the Best Way to Improve Reading Performance? Research Says…Teach Reading through Content Areas Students read rather than teacher lecture Challenge all Readers (Even the Best)

Expose to new vocabulary Expose to difficult syntax Expose to challenging literary features Monitor constantly (Reading Logs, class

selections, etc.)

What Works Best in Schools? Why Can’t the English Teachers Do it All? Marzano says… Involve students in a program of wide reading

that emphasizes vocabulary development. Content Reading – Wide reading opportunities

each day in different subject areas exposes student to many more words than basal reader or direct vocabulary list instruction (750 – 1500 words vs. 350 words per year).

Research on Effects of Poverty on Learning… Students from Poverty enter kindergarten

with one half of the speaking and listening vocabulary that their other classmates bring to school.

Students from Poverty “don’t get out much” – background information and vocabulary.

By the time students from Poverty enter 9th grade, they have one fourth the vocabulary that their classmates have.

Content Area Terms/Vocabulary Provide direct instruction in vocabulary terms

and phrases that are important to specific subject matter content. Exposes student to content rich vocabulary which

is directly taught ahead of time to build comprehension.

Exposure to integrated and application based vocabulary (higher levels than traditional text book vocabulary) which is directly taught as needed (mini lesson, glossary, dictionary, etc.).

Students Read Text All Day, Everyday Not just for Reading and English teachers

anymore.

Improved Content Achievement goes Hand in Hand with Reading Achievement.

At Risk students should be reading at or below level at least 3 times per day across content areas.

Which paradigm will get our kids where they need to be?

We’re going the wrong way, but we’re making good time.

Change is good as long as it doesn’t affect me?

Kids Need to Be Working Harder Than We Do? (How are we spending the only instructional time we have with students?)

Successful Strategies

Content Area Teachers Needed Natural setting for informational reading

Successful Strategies Needed Strategic Reading in the Content Areas: Boosting

Achievement in Grades 7-12

Good Leadership Needed – YOU!

Writing Improves Reading and Content Comprehension At Risk students should be writing about what

they have read and learned at least 3 times per day (math, careers, science, social studies, etc.).

Strategies in Handbook are perfect for both reading and writing.

Most Effective Learning Strategies – McRel Identifying Similarities and Differences

Classification, Categorization Summarizing/Notetaking Cooperative Learning Graphic Organizers Providing Appropriate Practice (Guided &

Independent) Setting Objectives and Providing Meaningful

Feedback Reinforcing Effort and Providing Recognition

Amount of Transfer

Teach Others/Use Learning

Practice & Real Application

Discussion Group

Demonstration

Audio Visual

Reading

Lecture

90%

75%

50%

30%

20%

10%

5%

Learning Activity Retention

William Glasser, The Quality School

Framework for Lesson Planning (Reading thru Content Areas) Before Reading

During Reading

After Reading

Before Reading

Activating background knowledge Investigating Text Structure Setting a Purpose for Reading Predicting text content Reviewing and Clarifying Vocabulary

During Reading

Establishing the purpose for each part of the reading

Self-Monitoring Visualizing Summarizing Confirming, rejecting predictions Identifying and clarifying key ideas Questioning self

After Reading

Assessing if purpose of reading was met Paraphrasing important information Identifying the main idea and details Making comparisons Connecting Drawing conclusions Summarizing Analyzing

Connections to the Strategies… Discipline Applications

McRel Connections

Values for Students

Workplace Connections

Strategies from Kit

Affinity – pg. 111 Anticipation Guides –pg. 117 Fishbone – pg. 154 Cloze – pg. 122 Paraphrasing – pg. 184 (Text pg. 213) Concept Definition Map – pg. 129 Cornell Graphic Organizer - 137 Minute Paper – pg. 173 RAFT – Pg. 201 Tips on Reading Specific Text – pg. 271-327 Glossary, References, Lexile Library – pg. 331-343

Generate Examples of Text for Your Content Area… Take 5 minutes with your table and generate

the different types of text your students can use to better understand the content you teach.

Examples: textbook, rules, steps/procedure Appoint a reporter. Share Out

Affinity Diagram

POST ITS - Work in silence. Use phrases or sentences to answer the

question.PLACE IN CATEGORIES - Work in

silence. Group like “post its” together.

LABEL CATEGORIES - Talk as a team and use phrases to label the

categories.

Teacher to Teacher

• Values of strategy – (Marzano and Glasser)– Increase ALT (Academic Learning Time)

• Determine a piece of text and topic that you can use this strategy with next week.

• Share out & Record

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Trainer to Trainer

• Use each strategy in your own classroom before you train to generate student products to share with the teachers you work with.

• Share one or two new strategies each time within your own department. Have them try out and bring in their own student products to share at next training session.

Anticipation Guide

• Identify concepts you want students to learn from the reading

• Create 4-6 statements that support or challenge beliefs or experiences

• Have students check whether they agree or disagree with each statement prior to reading the selection

Anticipation Guides

• Have students explain their responses to each statement

• Have students read the selection to find evidence that either supports or disconfirms each statement

• Have students rewrite false statements to make them true (individually, partners, or whole group

• Discuss what was learned from reading

Text: Generalization or PrincipleEvery composite number can be written as a product of prime numbers

Anticipation Guide (D, A, NS)

___ 20 = 2 X 2 X 5 ____ 14 = 3 + 11

___39 = 3 X 13 ____154=2 X 7 X 11

___36 = 3 X 12

Math Text: Statistics …Anticipation Guide

• ___ There are several kinds of averages for a set of data.

• ___ The mode is the middle # in the set of data.

• ___ Range tells how far apart numbers are in a set of data.

• ___Outliers are always ignored.

• ___Averages are always ignored.

Anticipation Guide for Algebra

Chapter 1: Algebra1. ____ An algebraic expression contains a

variable, a number, and at least one operation symbol.

2. ____ Operations that “undo” each other are called inverse operations.

3. ____ The distance a number is from zero is it’s absolute value.

4. ____ The value of the variable that makes the equation true is called the inequality.

5. ____ To find the value of an expression is to evaluate it.

Anticipation Guide for Science

Read the following statements. Mark each statement as A= Agree D= Disagree NS= Not Sure.Key characteristics of the African Elephants1. _________ The trunk is an elongated nose and is used

only for breathing.2. _________ Make African Elephants are known as bulls.3. _________ Female African Elephants are known as

Heifers.4. _________ Elephants repeatedly teeth grow and can be

replaced up to 6 times in a lifetime.5. _________ The average tusk weight for a sixty year old

is Elephant is 36 pounds for a male and 20 pounds for females.

Music of the Middle Ages

Mark each: A=Agree D=Disagree NS=Not Sure

________ 1. An early form of musical notation uses symbols called neums.

________ 2. Organum is an early form of harmony with a very specific sound.

________ 3. Secular Music is music written for the Church.

________ 4. Very early forms of music, such as plainsong, were always written with a specific meter.

________ 5. Music for the Church used a triple meter because of its religious significance.

Agricultural Terrorism

• ____ Bovine Encephalopathy is more commonly known as “e coli”.

• ____The outbreak of Newcastle disease led to the destruction of millions of pigs

• ____Homeland Security officials have partnered with Agricultural officials to combat bioterror attack on domestic agriculture.

• ____Anticrop agents can spread quickly by the wind.

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Cloze Directions

• Read the cloze passage and see how many blanks you can fill in using prior knowledge.

• Read the complete text passage silently and look for information that would fill in blanks.

• Turn over the complete passage, read the cloze, and fill in/change blanks.

• Compare the pre and post reading results.

Cloze Math Example

• The prime is a whole number with exactly two ______ ( _____).

• _____ is the only even prime number.

• Every whole number can be written as a ______ of _______.

• A factor is a whole number that ______ exactly into a given _____ number.

Cloze Complete Passage

• The prime is a whole number with exactly two divisors (factors).

• 2 is the only even prime number.

• Every whole number can be written as a product of primes.

• A factor is a whole number that divides exactly into a given whole number.

Language Arts Cloze

Why Banks is Robbed in Texas

Shackelford Banks(Tale of Wild Mustangs)

Wild_______________ have been found on the barrier ______________ of Georgia, the Carolinas, and Virginia since the early _______________ first visited the continent. Some of the horses _______________ to shore as a result of shipwrecks. Others perhaps got ______________ from or were abandoned by ___________________ moving inward.

These hardy animals have withstood ____________________, and other harsh conditions. In a few cases they have ____________________ the incursion of man.

In 1998, the horses on Shackelford Banks, an uninhabited _______________ in the Outer Banks of ____________ ___________, were going to bee moved elsewhere. However, many _______________ gathered enough support for the horses to _____________ on the island and be ______________. These Mustangs proudly remain and flourish to this day.

Band Class Cloze

HIV

Human _________virus causes HIV syndrome, which is a long term serious _____ infection. When HIV enters the body, the ________ system fights by producing special molecules called ________. Because this virus spreads quickly, the ______ system becomes __________ from fighting it.

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Word Activities and Cooperative Learning

• Word Walls – Read My Mind

• Semantic Webs and Word Sorts (Human, Table, Walls)

• Partner Finds (Terms, Definitions, Examples)

Semantic Web Example for Word Wall – Extension of Word Sort

Concept

CategoryTermTermTerm

CategoryTermTermTerm

CategoryTermTermTerm

CategoryTermTermTerm

Semantic Web Example for Word Wall – Extension of Word Sort

Geometry

2-D Figures

Angles

3-D Figures

Measurement

SquareRectangleRhombus

CircumferenceRadiusVolume

ConePrismCube

RightAcuteObtuse

Semantic Web Example for Word Wall – Extension of Word Sort

ElectricMotors

Currents

Household

Magnets

Parts Inside a 2 Pole DC

Alternating-ACDirect-DC

AttractRepelRotationalNorthSouth

ToysRefrigeratorDishwasher

Armature – RotorBrushesAxleField Magnet

Concept Definition Map

• Write the term “virus” (concept) in the center of your concept map.

• Read the text about viruses (concept) to find information to fill in the parts of the concept map.

• Compare your map with a partner’s map, use text to defend, and adjust as needed.

• Debrief with class and then write a one paragraph definition of “virus”.

Virus

Examples:

What category isit in?

What is it different from?

What are its properties?

Concept Definition Map Percents

Percents

Examples:DiscountsTest Scores

Interest Rates

Category:Number ConceptFraction w/denominator of 100 (per 100)

Properties

Percents can be written in fraction or decimal form

Benchmark Percents:10% 50% 25%

Comparisons:RatiosFractions

Pets

DogsCatsBirds

Examples:

TameAnimals

They live in or around our

homes.

We play with them.

Zoo Animals

What category isit in?

What is it different from?

What are its properties?

FuelInjection

Examples:

What category isit in?

What is it different from?

What are its properties?

SimpleInterest Loans

Examples:

What category isit in?

What is it different from?

What are its properties?

FreezingFoods

Examples:

What category isit in?

What is it different from?

What are its properties?

Excel Spreadsheet

Examples:

What category isit in?

What is it different from?

What are its properties?

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Minute Paper

• What are the most significant points?

• What are your unanswered questions?

• What are your ah-ha’s?

Cornell Graphic Organizer

• With a partner or group, survey passage. (Title, subheadings, captions, pictures, first and last sentences)

• Develop questions from the above and write in the first column.

• Read passage and highlight details that will help answer questions.

• When you finish reading, use information to answer questions (second column).

Cornell Graphic Organizer

• As a group, discuss the details/answers you recorded in the second column and determine a main idea (What do all of these details have in common?) and write the main idea in the third column.

• Use the self evaluation key and code your details and questions.

• Prepare a group presentation for the class on your section of the reading passage.

Cornell Method Graphic Organizer ________________

Questions Details Main Idea

Sample Solution

Self Assessment Key: Check mark = I know this. ? = I have a question about this.= I need to review this more.

Cornell Math Text Example

What are Polygons?A polygon is a simple, closed, plane figure made up of

three or more line segments. There are no dangling parts. Some examples of a polygon are:

*rectangle

*triangle

*hexagon

*pentagon

*trapezoid

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Fishbone – Cause and Effect

• Read the text on your own, looking for details as they relate to the bones.

• Fill in details on bones/categories as your read.• Work with a partner to compare your fishbones.

Use text to defend and adjust details in each category.

• Share your results with another set of partners.• When your foursome has agreed on the details,

be ready to share with the class.

World War II Causes

World War II

Government People

Social,Legal, Ethical

Key Events Economy

Math Example

Function

Non Essential Characteristics

Essential Characteristics

Real Life Uses

Non Examples Examples

May be one to one Has a domain and range

May be linear (has a straight Line graph)

Set of ordered pairs with no 2 pairsHaving the same first element

y < x F(x) = 2x + 1

Perimeter of a Rectangle witha given area

y = lxl

Boat Engine Won’t Crank

ProperlyWorking Engine

Tools Engine Parts

Service Feesl

Key Events Troubleshooting Guide

Computer Virus

ComputerVirus

Types of Viruses

DNA

Worms

Traditional Virus Email Virus

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Minute Paper Process

• Read selection silently.

• Pass out half slips of paper.

• Ask students to respond to the 3 questions and pass in as they leave.

• Teacher reviews responses and uses responses to design tomorrow’s instruction to affirm correct points, reteach misconceived points, and to address unanswered questions.

Minute Paper

• What are the most significant points?

• What are your unanswered questions?

• What are your ah-ha’s?

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Paraphrasing

• Write the subheading for the section in the first blank.

• Read the section silently.• Close the book and write what you remember

about that section.• Write your thoughts or connections about the

section (prior knowledge, ah-ha, etc.)• Reread and see if your paraphrase was

accurate. Adjust as needed.• Repeat the process until you have finished the

text selection.

Paragraph/Subheading: My Paraphrase:

My Thoughts:

Paragraph/Subheading: My Paraphrase:

My Thoughts:

Paraphrasing Math Text Example

What are Polygons?

A polygon is a simple, closed, plane figure made up of three or more line segments. There are no dangling parts.

Examples of a polygon?

*rectangle *pentagon

*triangle *hexagon

*pentagon *trapezoid

Think??? Why Can’t a Cube be a Polygon?

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

RAFT: Role-Audience-Format- Topic

• Connect what you read with a real life profession. (Role)

• Determine the best ways this person might pass along the information to another (audience).

• Determine the most appropriate format (technical reports, memo, brochure, video, presentations, etc.).

• Create final topic and present.

Math Applications: RAFT

Newspapers, Magazines, Business Surveys:

• Build a Dream Team (Research Athlete Stats for given sport)

• Best Buys Teen Publication:– Clothing Discounts– Music– Movies– Cars (Financed or Not)

Concert Review RAFT

Role: You are a Music Magazine Columnist

Audience: Readers of your Music Magazine who may or may not have heard the Butner-Stem Middle School Band Concert

Format: Write a concert review in the form of a magazine article.

Topic: Butner-Stem Middle School Bands’ performance.

“I Just Kept on Smiling”

ROLE AUDIENCE FORMAT TOPICDom Francis Public Classified “Have you

seen these books?

Michael Byrne

Dom Francis Plea Letter Don’t punish all of us

“I” Himself Journal Why I did it all…

Anthony Ford

Freddy Oake Note What should we do to Nicky?

RAFT Examples

Role Audience Format TopicRepeating Set of Rational Petition Prove You Decimals Numbers Belong to this

Set

Chemist Chemical Company Instructions DangerousCombinations

Frontier Woman Self Diary Hardships in the West

Newspaper Readers in the 1870’s Obituary Qualities of Reporter Gen. Custer

RAFT Examples

Role Audience Format TopicMozart Prospective Job Composer

Employer Interview Qualities

Joseph George Orwell Book Response

Stalin Review to Animal

Farm

Square Root Whole Number Love Letter Explain

Relationship

Ideas for Student Products

• Design a brochure• Write an action plan• Develop a proposal• Design a flyer• Write an employee handbook section• Write a letter of recommendation• Prepare a multimedia presentation• Write a speech

Trainer to Trainer

• Materials you will need:

• Generate examples for people you will train:

Trainer to Trainer

• Anticipate questions/responses:

• Responses to these:

Application

• Affinity• Anticipation Guide• Cloze• Word Work Activities (Semantic Web, Word Wall, etc.)• Concept Definition Map• Cornell Graphic Organizer• Fishbone• Minute Paper• Paraphrasing• RAFT

Tiered Learning to Differentiate for Ability Levels

• Everyone do the Anticipation Guide to set purpose for reading content.

• Low Ability Students complete Paraphrasing strategy

• Average Ability Students Complete the Cloze

• Above Average Students complete Concept Definition Map

Presentation Tips…

• Always use the strategy before you train others – you need real examples to share.

• Never argue with a participant.• Learn to deflect and defer (OK to say “I don’t

know”).• Never let a participant abuse others’ time.• Value the time participants spend with you.• Be real, practical, and patient.• Remember change is difficult even when it is

good change – don’t take it personally.

How to Handle Difficult Participants

• Validate when you can.• Ignore when you can’t.• Acknowledge person’s comment and move on

(“Wow”, “Interesting”, “Hmmm”.)• Deflect comments to break time (“I’d like to talk

with you more about this, see me at break time or after the training”).

• Body Language.• Don’t take it personally! • Don’t beat dead horses – let your administrator

handle.

Implementation Model

• No more than 1 hour per session• No more than 2 new strategies at each

session• Have participants try the 2 new strategies

and bring student products to next session • Help participants identify text they can use

with new strategies & provide materials• Can be done during dept. or faculty

meetings

Logistics

• Dates for training sessions?

• Support group for cadre?

• Materials for trainers to use and provide for participants to use strategies?

• CEU’s?

Tools for ImplementationConstancy of Purpose

• Plan out the sessions – Action Plan Sheet– Organize and Do.

• Weekly Meetings – Planning Sheet– This isn’t going away!

• Administrative Walk-thru Forms – What Gets Measured, Gets Done

• This and That – Reflection Sheet for Creating Time and Buy In

Resources

• PowerPoint and Handouts are available from district contact.

• Strategic Reading in Content Areas KitMaterials, Directions, Examples, Blacklines

• tsessoms@nc.rr.com

• 919-963-2165

Close Outs

• This and That– I will do more of this…– I will do less of that…

• Evaluations

• Thank you!