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READING GOALS IMPLEMENTATION Big Horn High School School Improvement.

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Presentation on theme: "READING GOALS IMPLEMENTATION Big Horn High School School Improvement."— Presentation transcript:

1 READING GOALS IMPLEMENTATION Big Horn High School School Improvement

2 “More matter with less art” (Hamlet Act 2, scene 2, 92–99)

3 “What’s the bottom line?” (Bobby St. John)

4 Reading Goals Objective: A 10% increase of Tenth and Eleventh grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS. Strategy 1: Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings. Strategy 2: Text-to-world connections – All student will learn and practice the reading strategy of making text- to-world connections specific to expository text.

5 Reading Goals Objective: A 10% increase of 10th and 11th grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS. Strategy 1: Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings. Strategy 2: Text-to-world connections – All student will learn and practice the reading strategy of making text-to- world connections specific to expository text.

6 Objective: A 10% increase of Tenth and Eleventh grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS. Strategy 1: Major points & supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings. Strategy 2: Text-to-world connections – All student will learn and practice the reading strategy of making text-to-world connections specific to expository text. Reading Goals

7 Objective: A 10% increase of Tenth and Eleventh grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS. Strategy 1: Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings. Strategy 2: Text-to-world connections – All students will learn and practice the reading strategy of making text-to-world connections specific to expository text.

8 Expository Texts: These texts include such things as textbooks, documentaries, speeches, print news media, encyclopedias, biographies, scientific explanations, and historical and political analyses. These are usually read to learn new information that increase a reader’s understanding of some topic. (PAWS Assessment Descriptions) RETURN

9 Strategy 1 Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings.

10 Strategy 1 Activities 1. Teachers will demonstrate and teach strategies for identifying major points and supporting details in expository text. 2. Teachers will provide students with expository reading opportunities in content area classrooms. 3. Students will read expository text in each classroom and summarize the main points and details monthly. Teachers will provide written and verbal feedback to students regarding their summaries using a common rubric.

11 Strategy 1 Activities 1.Teachers will demonstrate and teach strategies for identifying major points and supporting details in expository text. 2.Teachers will provide students with expository reading opportunities in content area classrooms. 3.Students will read expository text in each classroom and summarize the main points and details monthly. Teachers will provide written and verbal feedback to students regarding their summaries using a common rubric.

12 Strategy 1 Activities 1. Teachers will demonstrate and teach strategies for identifying major points and supporting details in expository text. 2. Teachers will provide students with expository reading opportunities in content area classrooms. 3. Students will read expository text in each classroom and summarize the main points and details monthly. Teachers will provide written and verbal feedback to students regarding their summaries using a common rubric.a common rubric

13 What you can do in your classroom Model reading and finding main points and supporting details Assign expository readingexpository reading Ask students to identify main points and supporting details in the reading you assign or do in class through outlining, webbing, charting, etc.webbing Have students at least once per unit plan read, break out main points and supporting details, and summarize the text (It doesn’t have to be a major project, but record what you did on your unit plan)

14 “What’s the bottom line?” We need to ask students to read to learn new information to increase their understanding ask our students to write summaries or expository responses about the main point of their reading… AND record it.

15 Strategy 2 Text-to-world connections – All students will learn and practice the reading strategy of making text-to-world connections specific to expository text.

16 Strategy 2 Activities Teachers will incorporate and model the Think- Aloud strategy in their classrooms on a monthly basis. Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections. After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues. Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

17 Strategy 2 Activities Teachers will incorporate and model the Think- Aloud strategy in their classrooms on a monthly basis.Think- Aloud Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections. After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues. Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

18 Strategy 2 Activities Teachers will incorporate and model the Think- Aloud strategy in their classrooms on a monthly basis. Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections. After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues. Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

19 Strategy 2 Activities Teachers will incorporate and model the Think-Aloud strategy in their classrooms on a monthly basis. Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text- to-World Connections. After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues.respond Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

20 Strategy 2 Activities Teachers will incorporate and model the Think- Aloud strategy in their classrooms on a monthly basis. Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections. After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues. Using the PAWS rubric, teachers will provide feedback for the student’s written responses.PAWS rubric

21 What you can do in your classroom Model the reading strategies Assign expository readingexpository reading Have students “write to think”  Respond to the text by writing about connections  Write a paragraph response to a prompt asking students to link the text to other events in the world. Use the PAWS rubric to score student writing

22 “What’s the bottom line?” We must create school-wide opportunities for students to practice good reading strategies read to understand how information in the text fits into broader topics and issues, and then write about it; … moreover, we must keep a record of it.

23 Where do we go from here? Add strategy activities to your unit plans for both main ideas & details and text-to-world connections Provide staff presentations monthly of what teachers are doing Share source ideas for expository reading material Celebrate the things we do well and dance…a lot

24 Response Prompt Examples Main ideas & details “List three things we can do to solve this problem.” “Identify three indicators from the reading that Wyoming could potentially develop a diamond mining industry.” Write a one-paragraph summary of this article. Information Relationships “How does this resemble another situation in current world affairs?” “Write about how this subject might affect a similar event in the world.” How is the issue of pledging allegiance currently being played out in the news or in other historical examples?

25 Main ideas & details rubric

26 Information Relationships (text-to-world)

27 Main ideas and details resources O_pdf/mainidea.pdf

28 Think Alouds Simply put, this is reading a text to or with your class and stopping intermittently to say what you are thinking about the text at that particular moment. A similar Step-Up strategy is a teacher-led reading where the teacher pauses in the reading and asks students to write something about the text. It is important to provide students with photocopied text that they may annotate for this purpose, have students keep 2-column notes, or provide sticky-notes to students to write their reactions and stick to the text.

29 Activating Prior Knowledge Engage students in discussion about what they already know about a subject prior to reading Use a KWL Chart Chart

30 Connections Text-to-Self – Students identify something in the text that reminds them of something from their life Text-to-Self Text-to-Text – Students identify another text that reminds them of the text they are reading Text-to-Text Text-to-World – Students identify details from the text that remind them of something they know about the world Text-to-World *Each label has a hyperlink to a web page example form.

31 Resources for Social Studies deepening-literacy-text-self- deepening-literacy-text-self-


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