Mra 2015 presentation
-
Upload
jcrawford728 -
Category
Education
-
view
228 -
download
0
Transcript of Mra 2015 presentation
RTI – 9th & 10th Grade
Tier 3 – Corrective Reading
Tier 2 – WestEd Academic Literacy
Tier 1 – Grade Level ELA Class
Bringing in Lab
Gap between Tier 3 & Tier 2
Corrective Reading: Up to 6th Grade Level
AC Literacy: Upper 8th Grade Level
Current RTI – 9th & 10th Grade
Tier 3 – Corrective Reading
Tier 2 (6th-8th Grade) – ELA Lab
Tier 2 (8th-9th Grade) – AC Literacy
Tier 1 – Grade Level ELA Class
What is ELA Lab?
This course is designed to build reading skills through a
variety of research-based reading strategies. Silent
sustained reading (SSR), group reading activities, and
electronic reading assignments will be a part of the daily
routine in this class. Recent research has found that the
most effective way to build strong readers is through
reading stations; therefore, this class will be set up in such
stations. Students will rotate in teacher-selected groups to
each station daily. Groups are subject to change.
Stations Learning
Benefits of Small Group Instruction
Assure that all students learn
Increase student engagement
Teach students to work with others
Facilitate social interaction among students
Motivate students
Improve students’ self-concepts and attitudes toward self & school
Daily Schedule
1. Warm-Up: Book Talks or
Notebooking (7 minutes)
2. Stations Rotation (20 minutes per
station)
1. SSR Station
2. Teacher Station
3. Computer Station
3. Warp-Up (5 minutes)
SSR Station
Teacher Station
Computer Station
SSR Station
Students read self-selected books
every day
Reading Surveys
Book Talks
Genre Introduction
Biblionasium.com
Log of summary and reflection of
thoughts while reading
Students’ Thoughts
“[Stations] helped me because I felt
more comfortable reading without
everyone listening.” – Leigha, 9th
Grade
“Working in the small groups is nice
because we can work with each
other. We talk more and interact
with each other.” – Khalil, 10th grade
“Working in the small groups helped
me a lot. I liked it because we weren’t
doing one thing the whole hour.”
– Michael, 10th Grade
“The small groups were really good. A
positive is that you had one-on-one
with the teacher. The small groups
helped me so I could learn better and
have that one-on-one connection with
the teacher.” – Talia, 10th Grade
Strategy Instruction
Strategies thoughtful readers use when
constructing meaning:
Search for connections
Ask questions
Draw inferences
Distinguish important information
Synthesize information within and across texts
Monitor understanding
Visualize and create images using the
different senses
Purpose of Strategy Instruction
Harvey & Goudvis say we teach readers to:
Become aware of their thinking while reading
Monitor understanding & keep track of meaning
Listen to the voice in their head to make sense of text
Notice when they stray from thinking about the text
Notice when meaning breaks down
Detect obstacles & confusions
Understand how a variety of strategies can help repair meaning
Know when, why, and how to apply specific strategies
Explicit Instruction
Showing Kids How vs. Telling Them
What to Do
Teacher Modeling
Guided Practice
Collaborative Practice
Independent Practice
Application in Authentic Reading
Supporting Strategic Reading
Set a purpose for reading
Think Aloud
Double-Entry Diary/Two-Column Notes
Comprehension Constructors
Listening to the inner voice
Tracking & Fixing Confusion
Connection
Questioning
Strategy Instruction PlanWeek Strategy Focus
1 Introduction of class/genres/SSR/purpose in reading
2 Introduction of strategies/Connections through background knowledge
3 Questioning while reading
4 QAR
5 QAR & Creating QAR Questions
6 Summarizing & Predicting
7 Clarifying/Introduce Reciprocal Teaching
8 Reciprocal Teaching/Visualizing
9 Reciprocal Teaching/Explanatory Writing
10 Reciprocal Teaching/Inference
11 Reciprocal Teaching/Comprehension Constructors
12 Reciprocal Teaching/Strategy Applications
What strategy have you found most
helpful?
“Connections & asking questions. Connections
help me better understand the story I am
reading and help me connect to the characters.
Asking questions helps me keep track of what I
am reading and help me when I’m stuck at
certain parts.” – Rachel, 10th Grade
“The connection strategy because I can
understand where [authors] come from and I
can somewhat picture what’s going to happen
in the future.” – Calvin, 10th Grade
“Clarifying because it helps me understand
more.” – Taevon, 10th Grade
“I use a lot of the strategies that you taught us
about when I’m reading my SSR book. When
I’m at the SSR station, predicting and
summarizing come into play.” –Brittany, 10th
Grade
QAR Instruction
Students also need a focus on strategies
required to answer and generate
challenging questions
Raphael & Au (2005) show QAR can
lead to high levels of literacy
Making the invisible visible
Organizing comprehension instruction
Whole-school reform
Accountability and test prep
Organizing Comprehension Instruction
QAR Sample Comprehension Strategies
On My Own 1. Activating prior knowledge
2. Connecting to the topic
Right There 1. Scanning to locate information
2. Using context clues
Think & Search 1. Identifying important information
2. Summarizing
3. Visualizing
4. Clarifying
5. Making text-to-text connections
6. Making simple inferences
Author & Me 1. Predicting
2. Visualizing
3. Making simple and complex inferences
4. Making text-to-self connectionsAdapted from: Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59 (3), 206-221.
Whole-School Reform
QAR leads to higher literacy
QAR has the potential for school wide professional development
QAR is applicable to all contents and grade levels
QAR provides foundation for improved reading & listening comprehension
Accountability & Test Preparation
QAR helps students come strategic when faced texts & tasks on tests
Integrate ideas across texts
Draw inferences
Critique
Evaluate
Help with written responses as well
Integrate both personal experiences and the text
Students’ Thoughts
“QAR has been most helpful for me because it helps me understand what type of question is being asked. Before I was placed in Mrs.Crawford’s ELA class I had no idea what QAR was so she helped me along the way.” – Brittany, 10th Grade
“I think identifying whether a question is in the book or in my head really helped me know where my information was coming from.” – Taslima, 9th Grade
“QAR has been the most helpful strategy
because it keeps me focused and it helps
me understand my reading.” – Sadia, 10th
Grade
“Knowing these types of questions helps me
because it helps clarify what I’m reading.
QAR helps me in classes to keep me from
losing focus on what we are talking about.”
– Shyla, 10th Grade
Reciprocal Teaching
Choose a Reader
Questioning Summarizing
Predicting ClarifyingChoose a
New Leader
Strategies of Reciprocal Teaching
Asking Questions & Summarizing
Gives purpose to reading
Activate prior knowledge
Concentrate on main ideas
Check understanding
Strategies of Reciprocal Teaching
Predicting
Gives purpose to reading
Activate prior knowledge
Draw & test inferences
Clarifying
Gives purpose to reading
Activate background knowledge
Engage in critical evaluation
Reciprocal Teaching as Instruction
Students are active participants
Students are provided with feedback
Students learn why, when, and where to apply skills & strategies
Teachers scaffold instruction
Success of Reciprocal Teaching
Advantage of the Method
Modeling of comprehension strategies
Students must respond
Teachers can provide immediate
feedback and make adjustments
Advantages for Students
Improvement in student dialogue & discussion
Students learn from the teacher and
peers
Students take control of the teaching and learning
Students’ Thoughts
“I have found the reciprocal teaching most
helpful because it helped me to get better at
reading and looking out for important
information.” – Fahmida, 10th Grade
“Reciprocal teaching helped me be more of a
teacher. I liked that it involved QAR and
prediction. Summarizing helped me the most
because it’s helping me get better at
summarizing.” – Taevon, 10th Grade
“I really liked reciprocal teaching because I felt
like a teacher and it was very fun. I don’t think
anything should be changed because it works
and you don’t want to change something that
works great.” – Vincent, 10th Grade
“Reciprocal teaching helps people build their
confidence and it helps you understand the
reading.” – Mouhammed, 10th Grade
ELA Lab Targets
Focus on comprehension
Students discover their metacognitive dialogue
Direct instruction of the strategies & skills from ELA
classes
Strategies that apply across the content areas
Preparing for the increase of informational text in high
school
Contact
Jessica Crawford
Fitzgerald High School
Warren, MI
E-mail: [email protected]
Twitter: @JCrawford728
Blog: jessicacrawford28.wordpress.com
References
• Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for
understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers.
• Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and
comprehension-monitoring activities. Cognition and Instruction, 1 (2), 117-175.
• Raphael, R.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades
and content areas. The Reading Teacher, 59 (3), 206-221.
• Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers.
Portland, ME: Stenhouse Publishers.
• Ward, B.A. (1987). Instructional grouping in the classroom. The School Improvement Research
Series. Retrived from http://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf
• Wilson T., Nabors, D., Berg, H., Simpson, C., & Timme, K. (2012). Small-group reading instruction:
lessons from the field. Dimensions of Early Childhood, 40 (3), 30-39.