Fostering Academic Literacy Engagement: Meeting CCSS ExpectationsJohn T. GuthrieUniversity of Maryland

Challenges of Common Core State Standards•Cognitive---

▫Complex texts▫Disciplines of science, history,

literature▫Close reading; knowledge building▫Reasoning, integration, vocabulary

•Motivation and engagement▫Extensive reading▫Confidence, interest, beliefs▫Reduce disengagement

Challenges

•More complex reading requires more engagement.

•Engagement and motivation increase achievement, now and in the FUTURE.

Motivation and Engagement

•Medical RegenerationHeart becomes self-healing

•Reading EngagementStudent becomes self-improving

Self Improving System

Extended self-improvement (growth after inst)

Generated by:•Engagement – teacher ratings (Guthrie-Wig.

‘08) •Motivation self reported (Morgan & Fuchs

‘07)•Time spent reading self-reported (Becker

‘10)

Concept-Oriented Reading Instruction: Motivation Practices--Alignment

StudentMotivations1. Self-efficacy2. Interest3. Interest4. Valuing5. Peer

interaction6. Safety -

presumed

ClassroomPractices1. Success2. Choices3. Relevance4. Theme5. Collaboration

Challenges

•Classroom practices can increase engagement.

•Classroom practices can lead to disengagement and avoidance.

•Challenge—what is the structure of teaching for engagement toward the CCSS?

General Lesson Planfor Engagement toward CCSS 1. Concepts

2. Text selection3. Motivation support4. Reading strategy5. Common Core State

Standards-based task

Concepts

Concept — Abstract representation of events, motives, interactions, causes, such as:

symbiosismilitary conflict slavery deceptionreconciliationnot a person (Abraham Lincoln), single

event (Battle of Antietam), specific insect (dragonfly)

Text Selection Information text refers to written

language of non-narrative form in paper or electronic versions such as:

•Emancipation Proclamation•Biography of Harriet Tubman•Science chapter on symbiosis•Diagram of photosynthesis•Letter from Louisa May Alcott

Concept-Oriented Reading Instruction: Motivation Practices--Success•Providing texts that are readable•Videos that support text comprehension•Peer or teacher feedback regarding

success •Students' recognition of their own content

knowledge expertise•Students' recognition of using reading

strategies to read well•Setting realistic goals for texts and tasks

Concept-Oriented Reading Instruction: Motivation Practices--Choice•Self-selection of books or sections of

books•Student input into topics or sequence of

topics•Student input into strategy use for

comprehension•Options for demonstrating learning•Selecting partners or teams•Micro Choices daily

Concept-Oriented Reading Instruction: Motivation Practices--Relevance•Observational activities linked to text

▫Hands on science▫Videos of science phenomena

•Connecting reading to experience •Relating text to background

knowledge•Matching text to students’ interests•Multicultural content•Setting real world purposes for

reading

Concept-Oriented Reading Instruction: Motivation Practices—Importance in theme•Recognize reading as a useful knowledge

building activity•Explain how reading helps in

understanding the world around us• Importance of learning from information

text•Show how text answers key questions• Identify text as Source of writing,

explaining, debating, poster design•Classroom benefits today

Concept-Oriented Reading Instruction: Motivation Practices--Collaboration•Reading in partners or small groups•Exchanging ideas, sharing expertise•Student-led discussion groups, book talks•Team projects, such as a poster•Peer conferencing and feedback•Roles for discussion: lead, add,

summarize.

Motivation Support

•Teachers’ Guide1.Plan2.Announce 3.Scaffold 4.Debrief

Study 1

Study 1

Study 2

CORI and Traditional Reading/LA

•1000 grade 7 students•20 teachers•6 weeks---April-June, 2010•PD = three half-days

Study 3

Study 4• Baker, L. (plus 7): International Electronic Journal of

Elementary Education, 2011, 4(1), 197-227.

• Grades 2-4-- 220 students • Infusion of 66 information books/classroom;

Professional Development –balance & search

• Results▫No increase in reading comprehension▫Declines in motivation▫Declines in amount of reading

• My Conclusion? Motivate your students.

Study 5: 105 U.S. Top High schools•Reading Comprehension of 15 Yr.•PISA – 2009: Shanghai, South Korea •105 comparable USA schools•3 case studiesHow are the top schools distinctive?

“Middle Class or Middle of the Pack?”Jon Schnur, America Achieves.http://www.americaachieves.org/docs/OECD/Middle-Class-Or-Middle-Of-

Pack.pdf

Study 5: 105 U.S. Top High schools•Data-driven and transparent

▫learning outcomes ▫“soft skills like completing work on

time, resilience, perseverance and punctualit

•Principal and instructional leaders emphasize

“student attentiveness and effective questioning”

concrete and specific direction

Research: Reviews on Motivation Support• Institute for Education Sciences – K-2• Institute for Education Sciences –Adolescent•Christensen, et al (2012) Handbook of

Research in Student Engagement (800 pages)

•Guthrie, et al, In Christensen, et al 2012•Becker, et.al. (2010). JEP, 102, 773-786•PISA, 2009;

http://www.oecd.org/pisa/pisaproducts/48852630.pdf

• www.CORILearning.com -for power points

Professional Development

•CORI---3 half-days; ▫Target motivation & engagement

practices, texts, strategies•Build Interdisciplinary Units

▫Follow guidelines on IRA website.•Sullo, 2009. The motivated student:

Unlocking the enthusiasm for learning. ASCD.

•Policy: Engagement as school goal; teacher planning time; teacher quality

Closing points

•Boosting engagement fosters present and FUTURE achievement.

•Teachers can have it all--by balancing all. ▫Standards (25%), Texts (25%), ▫Strategies (25%), and Engagement

(25%)•School policy for engagement is

imperative; teacher quality is re-conceptualized.