It’s Not Magic:How to Improve MAP Reading Skills

Dr. Pat AntrimDr. Odin JurkowskiDr. Jenny RobinsMs. Patsy Svarvari

http://faculty.cmsu.edu/libraryscience/MASL/2006_MAPLast updated 04.21.2006 12:30pm

Missouri Association of School Librarians (MASL) Spring Conference

04.24.2006 Session V 3:15 – 5:15 pm

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Introduction Inspiration Preparation Presenters

Patsy Svarvari Jenny Robins Pat Antrim Odin Jurkowski

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Agenda Literature on SSR DESE Resources Lower Elementary Strategies Break Upper Elementary and Middle School

Strategies High School Strategies Wrap Up / Discussion

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Sustained Silent Reading Patsy Svarvari

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MAP Website Resources Grade Level Expectations

http://dese.mo.gov/divimprove/curriculum/GLEDocuments.html

Released Questions http://www.coe.missouri.edu/~map/mapcd/released.htm

Interpretation of the Standards (Gatekeeper: 1.6,

3.5, 3.6, 3.7) http://dese.mo.gov/divimprove/curriculum/commarts/revStandInterp04.pdf

Glossary of Terms http://dese.mo.gov/divimprove/curriculum/GLE/10.29.04GLOSSARY.pdf

Framework Annotationshttp://dese.mo.gov/divimprove/assess/annotations/comart/index.htm

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Lower Elementary Frame the Learning Work with the Text – Processes Decoding Example Blue Bird Activity Work with the Text – Vocabulary

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Frame the Learning Know the standards and the sequencing Be aware of what is being taught in the classroom Know what is essential in the lesson

Help Stamp out Bewilderment!

1. Tell students what they will learn2. Tell students why the learning is important3. Tell students how they will learn4. Tell students how you will know they have learned

Reinforce lessons with wordsReinforce lessons with informationReinforce lessons with activities

Spark Inquiry! Build Enthusiasm!

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Work with the Text - Processes Break learning into steps

Infer Analyze Describe Decoding Example

Encourage discussion Ask Students What they are Learning Ask Students Why they are Learning it Ask Students How they Know they are Right

“Prove It!!”

Have a community Vocabulary at your school

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Decoding Example Look for the word within the word. Does it make sense? Use your common knowledge. Look for clues, similar words, rhyming words, words with

similar letters. Skip and read on. Let other words in the sentence help. Reread sentences. Look for key clues, use context and pictures. Look at the first letter, then reread to see if the word “pops

out” at you. Sound out the word. Look at letter sounds.

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Blue Bird Activity1. Assign someone to read out loud. 2. Assign a group note-taker and a reporter.3. Read the handout along with the reader.4. Answer the questions as a group.5. Write down your proof that the answer is correct.6. Write down the skills a second grader needs.7. How can a student learn these skills in the library?8. Have the group reporter share with the larger group.

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Work with the Text - Vocabulary Key words:

Not keywords Look for words in the question that appear in the text

Teach lexicons by accessing prior knowledge Words that go together topically (related words) Look for related words in the question and the text Look for similarities and differences in concepts

Teach vocabulary related to ‘processes’ through repetition

• Infer• Describe• Explain• Analyze

• List• Apply• Demonstrate• Reflect

• Predict• Summarize• Paraphrase• Retell

• Illustrate• Interpret• Conclude• Extend

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

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Build Vocabulary Encourage Curiosity Extend Understanding Teach Question Starters Question for Understanding

Upper Elementary / Middle

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Upper Elementary / Middle Building Vocabulary Marzano, R. J. (2004). Building

background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.

MAP Test Words, GLE Glossary terms, Content area vocabulary

http://www.puzzlemaker.com/ Word Wall (LM_NET

discussion)

P P F O R E S H A D O W S R Z O R D N S M M Y N J H T A L W M O I O E L S A M D A L O E H Y P R M F N M I Y B L R I L E T A E A A E V C L I O V G L P I G T T D R A I T A F L O O U V A R O A R Y E R O R B I S N I N A P C U R S T O R E E S T T D B O R A L N O E N X D H M C A M E T D I A P U I M E E M U E T I X O J Y V F R M E J F D S O A P F H D F E E C G N O O N S C I H P A R G O M E D T R L Y T I X E L P M O C D S J P E R S O N I F I C A T I O N

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Upper Elementary / Middle Encourage curiosity

Koechlin, C., & Zwaan, S. (2006). Q tasks: How to empower students to ask questions and care about answers. Markham, Ontario, Canada: Pembroke.

Teach questioning starters Who, what, when, where, why, how, I wonder if, if,

could, might, should, etc. Questioning for Understanding

On the line Between the lines Beyond the lines

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What’s Your Question Line?

Student name:_______________________ Title of Text:__________________________

On the Line __?__ ____Between the Lines __?__

Beyond the Line

What was the big thing Jefferson bought in 1803?

Did his work as an ambassador give him an advantage when negotiating for the Louisiana Purchase?

I wonder what the Native Americans thought about the President of the US buying the land where they lived?

I would like to know more about …

Perhaps I can …

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Upper Elementary / Middle

Puzzlemaker.com

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High School Vocabulary Writing Reading Gatekeeper Questions and GLEs Released Items

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High School Vocabulary Reading

Active voice Irony Sound devices Style Tone

Listening and Speaking Poise

Writing Active Voice Citations Reflective Paper Resume Rhetorical Devices Style Manual Stylistic Devices

Information Literacy

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High School Achievement Level Descriptors (Grade 11) Step 1… Progressing

Reading—Students comprehend simple fiction and nonfiction; initiate research; compare source accuracy and reliability; identify author’s purpose, main idea, and basic literary elements; organize information; and recognize consequences. MAP combined score range: 687–705.

Nearing Proficiency… Proficient… Advanced

Reading—Students evaluate fiction and nonfiction; analyze literary elements; evaluate reliability of sources; make complicated inferences; analyze and evaluate strategies and solutions from multiple perspectives; and create organizers for analysis and presentation.  MAP combined score range: 783 and above.

http://dese.mo.gov/divimprove/curriculum/handouts/Comm%20Arts/cashort.htm

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High School Gatekeeper Questions 1.6 Discover and evaluate patterns and relationships

in information, ideas and structures 3.5 Reason inductively from a set of specific facts

and deductively from general premises 3.6 Examine problems and proposed solutions from

multiple perspectives 3.7 Evaluate the extent to which a strategy addresses

the problem

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High School Gatekeeper GLEs R2B – Analyze and evaluate author’s use of figurative language

(especially irony), imagery and sound devices R2C – Analyze character, plot, setting; proposed solutions,

development of theme across genres; style and literary techniques (tone)

R3A – Evaluate author’s use of text to clarify meaning in multiple primary and/or secondary sources

R3B – Analyze and evaluate author’s use of figurative language, imagery and sound devices in nonfiction text

R3C – Analyze and evaluate the logic or faulty reasoning of the text, and evaluate proposed solutions

W3D – Complete research papers that develop a thesis, contain information from multiple sources and conform to a style manual

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High School Released Items1. This is an actual released question: “Is Far

North an appropriate title for this passage? Use details and/or examples from the passage in your explanation.”

2. Choose a gatekeeper question and create a graphic organizer to connect with the passage.

3. How else can you support students and teachers?

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Questions

Comments

Discussion

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THANKS!Library Science & Information Services

Dept of Educational Leadership & Human Development

Central Missouri State University

Lovinger 4101

Warrensburg MO 64093

http://www.cmsu.edu/lis