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Transcript of Strategic Reading in the Content Areas: Train the Trainer Terri Sessoms International Center for...
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
• 919-963-2165
Close Outs
• This and That– I will do more of this…– I will do less of that…
• Evaluations
• Thank you!