Presentation on theme: "Southern Regional Education Board HSTW Developing a Focus on Literacy Across the Curriculum Albuquerque NM July 20-21. 2009 Joanna Kister."— Presentation transcript:
Southern Regional Education Board HSTW Developing a Focus on Literacy Across the Curriculum Albuquerque NM July Joanna Kister
Southern Regional Education Board HSTW Write on the Wall 1.Put dot on the continuum of faculty readiness for literacy across the curriculum 2.Write on the wall. Tell me about New Mexico, your home town, your school, you (name optional).
Southern Regional Education Board HSTW Essential Questions How can we develop a focus on literacy across the curriculum in our school? How do literacy skills contribute to the 10 key practices of High Schools That Work? Which literacy skills have the greatest impact on student achievement? How can we effectively use instructional strategies to improve literacy skills?
Kister Consulting 4 10 Key Practices High Expectations Challenging Career/Technical Studies Challenging Academic Studies Academic Core and a Concentration Work-based Learning Integration of Academic and Career/Technical Studies Active Engagement Guidance and Advisement Extra Help Data-based Decision Making
Kister Consulting Brag about your school (extra credit if connect to 10 key practices) 5
Southern Regional Education Board HSTW Jigsaw Articles Count to 6 Each person read one article. Compare with others who read the same article. Return to original group. Now what do we know?
Southern Regional Education Board HSTW SREB Literacy Goals Read 25 books across curriculum Write weekly in all classes Use reading and writing in all classes Write research papers in all classes Complete a rigorous language arts curriculum taught like college- prep/honors English
w Kister Consulting Before Reading... Good readers Build up their background knowledge on the subject Know their purpose for reading Focus their complete attention on reading Poor Readers Start reading without thinking about the subject Do not know why they are reading
Southe rn Region al Educati on Board MMGW background knowledge. ONE KEY PREDICTOR of reading success is the student’s background knowledge.
w Kister Consulting During Reading... Good Readers Pay complete attention Constantly check their understanding Monitor their comprehension automatically Stop only to use a fix-up strategy when they don’t understand Poor Readers Do not know whether they understand or do not understand Do not monitor their own comprehension Seldom use any of the fix-up strategies
w Kister Consulting Strategies for Monitoring Reading How would I say that in my own words? What’s the main point here, and why is it important? What would be an example of this? How could I cluster the ideas I’ve read about? Where is this going next? Can I picture in my mind what is going on here? Can I trust this author’s accuracy/authority/objectivity?
w Kister Consulting Fix-Up Strategies Let me reread that last part, more slowly this time. Let me think about that for a minute. Is there a certain word here that is throwing off my understanding? Let me read ahead a little to see if getting the larger picture helps.
w Kister Consulting After Reading... Good Readers Decide if they have achieved their goal for the reading Evaluate their comprehension Summarize the major ideas Seek additional information Poor Readers Do not know what they have read All ideas are equal Do not follow reading with comprehension self-check
Southern Regional Education Board HSTW The Six Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic Vocabulary Page 14
Southern Regional Education Board HSTW Carousel Brainstorming Divide into groups. Go to one station. Select scribe. Write at least one answer—small. Rotate at signal. Must add new answer. Continue.
Southern Regional Education Board HSTW Carousel Strategy For each skill, list why you believe it is considered to be one of the “Big Six” essential reading skills
Southern Regional Education Board HSTW How do we know these are important? Direct links to most items on ASSET/COMPASS reading placement tests. Included in ACT Consistently in state standards Recognized by postsecondary faculty for importance Linked to all content areas Linked to careers
Southern Regional Education Board HSTW Summarizing Only skill identified in both Reading Next and Writing Next as improving essential literacy skills Essential in research and other expository writing
Southern Regional Education Board HSTW Paraphrasing Reduces plagiarism—considered one of the biggest academic “crimes” Show adaptation for audience and purpose—essential writing skills Reflects a deeper understanding of material
Southern Regional Education Board HSTW Categorizing Ability to group information into manageable chunks Essential for study skills Mandatory for problem analysis and solution—especially in workplace or laboratory Only easy for naturalist intelligence—must be taught to others
Southern Regional Education Board HSTW Inferring Reading “between the lines” Encourages connection within a text, across texts and to other contexts Shows that a reader “really gets it”
w Kister Consulting Inference In order to infer readers must lift up the words and go beneath them. Keene & Zimmerman (1997)
w Kister Consulting She moves backwards a few feet and with a piece of white chalk draws a rectangle onto the wood floor. Then continues backwards, drawing more rectangles, so there is a pyramid of them, single then double then single, her left hand braced flat on the floor, her head down, serious… She drops the chalk into the pocket of her dress. She stands and pulls up the looseness of her skirt and ties it around her waist. She pulls from another pocket a piece of metal and flings it out in front of her so it falls just beyond the farthest square. She leaps forward, her legs smashing down, her shadow behind her curling into the depth of the hall. She is very quick, her tennis shoes skidding on the numbers she has drawn into each rectangle, one foot landing, then two feet, then one again until she reaches the last square. From, The English Patient by Michael Ondaatje
w Kister Consulting Hocked gems financed our hero. Scornful laughter had tried to prevent his scheme. Bravely he persisted. An egg, not a table, typifies this unexplored planet, he said. Now three sturdy sisters sought proof. They forged along turbulent peaks and valleys. Days became weeks as doubters spread fearful rumors about the edge. At last welcome winged creatures appeared. Momentous success was at hand.
Southern Regional Education Board HSTW Predicting Form of inferencing Requires support for prediction Forward thinking based on backward knowledge Required to solve non-routine problems in the real world
Southern Regional Education Board HSTW Using academic/technical vocabulary Separates success for second- language students Technical language (jargon) Understanding roots and affixes
w Kister Consulting K – W - L KWL What I Know What I Want to Find Out What I Learned
w Kister Consulting Directed Reading and Thinking Activity (DRTA) Preview Discuss what you know Write questions Read to find answers Reflect on the reading
w Kister Consulting Anticipation Guide Rationale Students get excited-argue/debate the points Predict - curiosity – hook for content Creates purpose for reading Purposeful reading leads to improved comprehension
w Kister Consulting “Teaching Secrets” Create 5 anticipation guide statements. Use both inferring and concrete statements.
w Kister Consulting A to Z Review Using each letter of the alphabet, describe what employers want in employees.
w Kister Consulting Tournament – Defend Your Word In pairs, select four words that address a question about reading. Convince each other that their word is the best to go to the next level. Present “the” word to the whole class with evidence.
w Kister Consulting INSERT (Interactive Notetaking System for Effective Reading and Thinking) - I agree X – I disagree + - That’s new ! – Wow! ? – I wonder ?? – I don’t understand * - That’s important
Southe rn Region al Educati on Board MMGW How to teach vocabulary??? Front-load meaning - prior instruction increases understanding by 33% Descriptions and examples Create symbols or pictures to represent the word -- gains 34 percentile higher Categorize words -- associations among related concepts Limit the # of words taught to those that represent key concepts Teach common prefixes, suffixes, roots
w Kister Consulting DefinitionPicture or symbol Described in your own words Ways I used the word (a week later) Vocabulary Blocks
w Kister Consulting Word Sort – Sort into Three Categories Formative Warm up activity Scenarios Collegial observations Questioning Team building Graphing Reading comprehension Teacher book study Summative Project-based learning Demonstration classrooms
w Kister Consulting Frayer Model Essential CharacteristicsNon-essential Characteristics ExamplesNon-examples Topic
w Kister Consulting Summarizing and Paraphrasing GIST Summary Pyramid Final Word
w Kister Consulting Teaching Secrets 3 -Identify 3 pieces of advice given to new teachers. 2 -Explain how the advice fits into 2 categories. 1 -Describe 1 way that taking the advice will help novice teachers.
w Kister Consulting Increasing level of difficulty Requires summarizing and paraphrasing Pre- or post-reading Requires teacher preparation Students can construct.
w Kister Consulting Democracy __________ Synonym __________ Two Groups to Which Democracy Applies _________ ________ _________ Three Areas of Origin Page 5
w Kister Consulting Other Possible Prompts Analogy between the topic and a sport Attributes or facts Words that best describe the topic Related topics Causes Effects Arguments for/against the topic Ingredients Tools for using the topic Formulas Page 6
w Kister Consulting Your Turn “Please Don’t Pardon the Interruption” Write pyramid prompts
Southern Regional Education Board Bye, Bye Birdie Reasons to Avoid Round Robin Reading It encourages negative attitudes about reading. It is boring for everyone. Proficient readers read ahead. Poor readers are forced to advertise their deficiencies. Students pay attention only to the passage they have to read aloud. It does not build fluency or accuracy. Students need to read entire passages instead of pieces. It does not require engagement with the text.
w Kister Consulting Avoid… Round robin reading Copy notes that the teacher has provided Look up definitions and copy Fill spaces on work sheet from textbook End-of-chapter questions
w Kister Consulting Types of writing Writing to learn - daily Audience is the learner Purpose is to learn or process information Writing to demonstrate learning - weekly Audience is the teacher Purpose is to demonstrate learning Authentic writing Audiences are varied Purposes are “real world” or beyond the classroom
w Kister Consulting Writing To Learn Journals Learning Logs Exit/Admit Slips Writer’s Notebook Inquiry Logs Mathematics Logs
w Kister Consulting Writing To Demonstrate Learning Paragraphs Essays Open-response Lab Reports Questions Research Assignments
w Kister Consulting Authentic Writing Articles Editorials Speeches Letters Proposals Memoirs Poems Short Stories
Kister Consulting National Writing Commission: What Employers Say In most cases, writing ability could be your ticket in... or it could be your ticket out… Everything must be documented… manufacturing documentation, operating procedures, reporting problems, lab safety, waste-disposal operations—all have to be crystal clear Writing is a significant hiring consideration in the finance, insurance, and real estate sectors
Kister Consulting The “Net” Generation – Survey of College Students 97% own a computer 94% own a cell phone 76% use Instant Messaging. 34% use websites as their primary source of news 75% of students have a Facebook accountFacebook Source: Connecting to the Net Generation: J unco and Jeanna Mastrodicasa, 2007
Web 1.0 Web pages Read and research; use PPT to present content Otofoto (digital to print) Individual Web 2.0 Social networking – Facebook, My Space, Linked In Blogs, wikis, twitter, podcasting, RSS feeds Read and create interactive content Photobucket (online sharing) Collaborative
Southern Regional Education Board HSTW 2-column note-taking Step 2: Take notes here; use abbreviations Step 3: Identify key concepts or questions Step 4: Summarize lesson here Step 1: Draw a grid with 3 sections
Southern Regional Education Board HSTW Benefits of 2-column note-taking Many exposures to text Matches most textbook styles Easy to teach Study guide Differentiation
w Kister Consulting Use Admit and Exit Slips
Southern Regional Education Board HSTW All students will read the equivalent of 25 books per year across the curriculum to increase their understanding of the content of all classes.
Southern Regional Education Board HSTW Reading is the single most important social factor in American life today. 1.The more you read, the more you know. 2.The more you know, the smarter you grow. 3.The smarter you are, the longer you stay in school. 4.The longer you stay in school, the more diplomas you earn and the longer you are employed—thus the more money you earn in a lifetime. 5.The more diplomas you earn, the higher your children’s grades will be in school. 6.The more diplomas you earn, the longer you live.
Southern Regional Education Board HSTW The opposite is also true. The less you read, the less you know. The less you know, the sooner you drop out of school. The sooner you drop out, the sooner and longer you are poor. The sooner you drop out, the greater your chances of going to jail.
Southern Regional Education Board HSTW Poverty and illiteracy are the parents of desperation and imprisonment. 82% of prison inmates are school dropouts. Inmates are twice as likely to be in bottom levels of literacy. 60% of inmates are illiterate.
Southern Regional Education Board HSTW To raise their reading skills and to increase understanding of the content of all classes, Students must read more and a wider range of materials. read both fiction and non-fiction, including technical manuals and journal and magazine articles. prepare written reports. make oral presentations. perform tasks that are described in the text. Teachers should assign reading appropriate to the course content. expect students to demonstrate understanding of what they read. give students choice in the selection of materials.
Southern Regional Education Board HSTW Can we ask students to read more?
Southern Regional Education Board HSTW Reading more = scoring higher High School: Seniors who read an assigned book outside class and reported on the main ideas several times during the year score 26 points higher than those who don’t. Students who read at least six books in English scored 12 points higher. 500-point scale
Southern Regional Education Board HSTW Reading more = scoring higher Middle Grades Eighth-graders who read 11 or more books each year score 25 points higher than those who read none. Those who read an assigned book outside class and demonstrated understanding only once per semester score 6 points higher. 300-point scale
Southern Regional Education Board HSTW Why don’t we ask students to read more? Brainstorm in pairs.
Southern Regional Education Board HSTW Why don’t we ask students to read more? Believe students aren’t good readers Believe students don’t have time Believe that reading detracts from teaching “my” content Lack of materials Teachers aren’t readers Sage on stage
Southern Regional Education Board HSTW Do students have time to read?
Southern Regional Education Board HSTW Do students have time to read? High School 35% of the students watch TV three or more hours per day 26% spend three or more hours per day surfing the internet, ing or instant messaging Middle Grades 51% watch TV or play computer games three or more hours each school day. 20% watch over 5 hours!
Southern Regional Education Board HSTW Do The Math Goal of 25 books Average reading rate 250 words per minute 500 words per page 100 pages per book 175 school days equals less than 30 minutes per day to reach goal!
Southern Regional Education Board HSTW What are some specific steps to raise the amount of reading? Looking for ideas… 1. Review 11 strategies to get students to read more (pp ) 2. Skim the five sections 1.DEAR (65) 2.Summer reading (67-68) 3.Technology (69-70) 4.Motivational activities (70-72) 5.Library media center (72-73) 3. Select three ideas that might work in your school.
Southern Regional Education Board HSTW What are some specific steps to increase the strategies our students use? Table Talk and Planning What strategies might we want to try? What training and support would teachers need to implement these strategies? How will we know if these strategies are working (e.g., assessment, analysis of student work, classroom observations)?
Southern Regional Education Board HSTW Homework 1.Read pp in LAC guide 2.Admit Slip Two ahas One So what?
Southern Regional Education Board HSTW Day Two – Literacy Plan “Planning” Review data – p. 36 Review pp Analyze and prioritizepossible actions – p. 41