Strategic Reading in the Content Areas: Grades 6-12 Terri Sessoms International Center for...
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Transcript of Strategic Reading in the Content Areas: Grades 6-12 Terri Sessoms International Center for...
Strategic Reading in the Content Areas: Grades 6-12
Terri Sessoms
International Center for Leadership in Education
No Child Left Behind Provide focus upon student
progress across all groups of learners.
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.
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.
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.
5 Minute Glossary Term - Kid friendly
explanationTerm – Kid friendly
explanationTerm – Kid friendly
explanation
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.
Today’s schools DO NOT
directly teach comprehension
strategies and skills beyond the
6th Grade.
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.
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
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.
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.).
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
ALT – Academic Learning Time vs. Time on Task
• What is each and every student doing to indicate academic success with the learning objective?
• What is the teacher doing to cause ALT?
Framework for Lesson Planning (Reading thru Content Areas) Before Reading
During Reading
After Reading
Strategies from Kit
Anticipation Guides –pg. 117 Cloze – pg. 122 Paraphrasing – pg. 184 (Text pg. 213) Minute Paper – pg. 173 Tips on Reading Specific Text – pg. 271-327 Glossary, References, Lexile Library – pg.
331-343
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 numbersAnticipation 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 ScienceRead 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.
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.
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.
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.
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
Language Arts Cloze
Why Banks is Robbed in Texas
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
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
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?
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?
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
Resources for Close Out
• What Works in Schools: Translating Research into Action, Marzano (ASCD)
• International Center for Leadership in Education– Strategic Reading in the Content Areas,
Boosting Achievement in Grades 7-12– Terri Sessoms, 518-399-2776
Close Outs
• This and That– I will do more of this…– I will do less of that…
• Evaluations
• Thank you!
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
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
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?
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