1. High Schools That Work: A Framework for School Improvement Focus on Literacy Across the Curriculum Frank Duffin School Improvement Specialist Columbia, SC February 5, 2011

2. Agenda: Welcome and Introductions
Please think about the following question:
What do you know about motivating students to read?
(4 minutes)

3. Welcome and Introductions Please think about the following question:
What Big Hairy Awesome Goal (B.H.A.G.) do you want to know about motivating students to read?
(4 minutes)

4. Know—Want to Know—Learned
K W L

5. Debriefing the KWL System:
KWL and motivation
Beginning, middle, and end structure
Motivates learners in the learning by having them identify what they want to learn
Invests teacher/facilitator in the learning by listening and responding to his or her audience
Involves these thinking skills: remembering, describing, understanding, analyzing, evaluating, synthesizing, reflecting, and creating.

6. Five school-wide goals will make a difference
Read 25 books—equivalent of 25
Write weekly
Use reading and writing strategies
Write research papers
Teach all ELA classes as if gifted

7. Raise your hand when I call out the goal:
Essential Questions:
As a team, briefly discuss which goal your school does the best and which goal you find most difficult (3 minutes).
Raise your hand when I call out the goal:
Best goal:
Most difficult goal:

8. The Six Summarizing Paraphrasing Categorizing Inferring Predicting
Recognizing Academic/Technical Vocabulary

9. 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

10. Summarizing
Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
Essential in research and other expository writing

11. 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

12. 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

13. Inferring Reading “between the lines”
Encourages connection within a text, across texts and to other contexts
Shows that a reader “really gets it”

14. Predicting Form of inferring Requires support for prediction
Forward thinking based on backward knowledge
Required to solve non-routine problems in the real world

15. Using academic/technical vocabulary
Separates success for second-language students
Technical language (jargon)
Understanding roots and affixes

16. Essential Questions:
On page titled “Essential Reading Skills for All Students,” write down the strategies you use and the struggles you have had in addressing the skill (5 minutes to work alone).

17. Essential Questions:
At your table discuss what you wrote and identify, as a team, the most difficult skill and type your response (4 minutes to work as a team).

18. How Can We Help Students Improve Predicting Skills?

19. Anticipation Guide
Read the anticipation guide statements on your handout.
Rank how strongly you believe each is true on the left side.
Discuss with partner and revise, if appropriate, still on the left side.
(4 minutes)

20. “Let the Students Do the Work”
Read the article titled “Let the Students Do the Work.”
Find information to support or refute the 5 statements.
Be an interactive reader!
(4 minutes)

21. “Redefining Rigor”
Create 5 anticipation guide statements for the article “Redefining Rigor.”
Use both inferring and concrete statements.
Write down one statement per team and be prepared to report out (4 minutes).

22. Anticipation Guides Set purpose for reading Provoke lots of discussion
Require interactive reading
Ensure that students have “correct” notes
Which skill(s)?

23. Anticipation Guides:
As a team develop one sentence on how anticipation guides helped motivate you to read (2 minutes).

24. Story Impressions
Topic: Life in American Cities in the late 19th century
Write a paragraph using each of the words—in order.
Don’t worry if you don’t know exactly what each of the terms means.

25. Getting Ready for Another Story Impression
“Fin Whales’ Big Gulp”
Choose important terms.

26. Story Impressions Pre-reading Teacher preparation
Stimulates interest and creativity
Taps prior knowledge
Identifies misconceptions
Connects to word walls or other vocabulary strategies

27. Homework
Identify a passage that would be appropriate for Story Impressions.
Identify words/terms.
Write terms on chart paper
Read terms out loud and debrief your thinking:
What was your intent in deciding on which terms to use?
How do you think they will play out in your classroom?
Story Impressions are the opposite of context clues in that students have to create the context in which the terms are situated.
Story Impressions are at the higher end of Bloom’s Taxonomy—apply, analyze, evaluate, and create.
Stand-up Meeting: stand up and discuss how you will use Story Impressions in your practice.

28. Story Impressions Pre-reading Teacher preparation
Stimulates interest and creativity
Taps prior knowledge
Identifies misconceptions
Can connect to word walls or other vocabulary strategies

29. Story Impressions:
As a team type up one sentence on how story impressions help students predict what they are going to be reading and motivate them to read.
(2 minutes).

30. Essential Questions:
Which reading skills are essential for all students?
Which strategies motivate students to want to read and why are they motivational?
How do you use predicting as a strategy in your reading practice?

31. Literacy Across the Curriculum
Understanding Academic and Technical Vocabulary

32. Essential Questions:
Why is it important for students to improve their academic and technical vocabulary?
What strategies most effectively help students improve their vocabulary and why are they most effective?

33. Vocabulary Instruction
Which vocabulary practices should we increase and which practices should we decrease?
Standards

34. Increase or Decrease Time for reading Use of varied, rich text
Looking up definitions as a single source of word knowledge
Assessments that ask students for single definitions
Opportunities for students to hear or use words in natural sentence contexts
Using context as a highly reliable tool for increasing comprehension
Finding the word or concept that will have the biggest impact on comprehension rather than “covering” many words superficially
Opportunities for inference

35. Multiple Levels of Understanding
Verbal
Association
Level
*everyday use
*definitional/single contexts
*wide and varied interactive reading
*learn words as they appear in context
Partial Concept Knowledge
*deeper level of understanding
*knowledge of multiple meaning possibilities
*explicit strategies for words integral to the story's meaning
*graphic organizers to extend definitional knowledge
Full Concept Knowledge
*deep level of understanding that includes knowledge of word families, multiple meaning, and ways to extend definitions to applications
*ability to discriminate word from similar words
*ability to extend definition to related concepts
*explicit strategies for connecting and extending words
*opportunities for students to integrate word and concept in meaningful use
From Janet Allen’s Words, Words, Words.

36. Levels of Vocabulary Level I Words Level II Words Level III Words
Level IV Words
These are words that are used over and over in everyday speech. Since they are so frequently used in a variety of contexts, virtually all children learn them.
These are words that are likely to
be learned only through reading or through instruction. They have been referred to as the
vocabulary of educated persons, as “academic
vocabulary,” and as “instructional vocabulary.” They are words that are necessary for general success in school.
These are words associated with
a particular field of study or profession. These words make up the technical vocabulary or jargon of a field.
These are words that are
interesting but so rare and esoteric that they are
probably not useful even in most educational
environments, and they are not associated with a
field of study or profession.

37. Vocabulary Process
Before Reading
During Reading
After Reading

38. Before Reading: List-Group-Label
List all of the words you can think of related to securities laws and conduct rules (major concept of the text).
Group the words that you have listed by looking for words that have something in common.
Once words are grouped, decide on a label for each group.

39. List-Group-Label
How does the List-Group-Label strategy help develop vocabulary understanding before reading?
(Take 3 minutes as a team to discuss and record your team response)
Standards

40. During Reading: How well do I know these words?
Directions: As I read the words listed below in the context of the story, you
and your partner should decide if you know a meaning for the word that would
fit the context. List the word and give your guess for the meaning of the word
if you think or know that you know it under the appropriate column.
I still need help finding a meaning for this word.
I think I know the meaning.
I know a meaning.
Fraudulent, Markups, Interpositioning, Third Party
From Janet Allen’s Words, Words, Words.

41. SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009
OPINION OF THE COMMISSION REGISTERED SECURITIES ASSOCIATION – REVIEW OF DISCIPLINARY PROCEEDINGS Violations of Securities Laws and Conduct Rules Unfair and Fraudulent Markups Interpositioning Registered representatives of member firm of registered securities association fraudulently interposed a third party between their member firm and their customers and charged their customers undisclosed and fraudulently excessive markups. Held, association's findings of violations and sanctions are sustained.

42. During Reading: How well do I know these words?
Directions: As I read the words listed below in the context of the story, you
and your partner should decide if you know a meaning for the word that would
fit the context. List the word and give your guess for the meaning of the word
if you think or know that you know it under the appropriate column.
I still need help finding a meaning for this word.
I think I know the meaning.
I know a meaning.
Fraudulent, Markups, Interpositioning, Third Party
From Janet Allen’s Words, Words, Words.

43. How Well Do I Know These Words
How does the strategy “How Well Do I Know These Words” help during reading ?

44. Read Aloud
We’re going to use the same passage as we did with “How Well Do I Know These Words” strategy, but with a Read Aloud strategy.

45. Read Aloud Description:
The teacher reads aloud short articles, brief passages of interesting material, or successive installments of a story, biography, or high-interest book in her subject area
Individual students, pairs, or small groups may also read passages aloud
How Does it Work?
Choosing the Text:
Explore important issues, surprising facts or experiences, or fascinating, funny, or thought-provoking problems
The text must be well-written, in clear, vivid language
It must be read with expression
If Students do the Reading:
Provide time for them to practice
Could use “Readers’ Theater”
Could read into a tape recorder
From Harvey Daniels’ and Steven Zemelman’s Subjects Matter: Every Teacher’s Guide to Content-Area Reading.

46. SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009
OPINION OF THE COMMISSION REGISTERED SECURITIES ASSOCIATION – REVIEW OF DISCIPLINARY PROCEEDINGS Violations of Securities Laws and Conduct Rules Unfair and Fraudulent Markups Interpositioning Registered representatives of member firm of registered securities association fraudulently interposed a third party between their member firm and their customers and charged their customers undisclosed and fraudulently excessive markups. Held, association's findings of violations and sanctions are sustained.

47. Read Aloud Guiding Question:
What is the violation and why is it a violation?
(Teams, record your thinking in writing.
1 minute.)

48. SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009
This case revolves around convertible bond trades that Applicants made at CIBC between August 2000 and January Convertible bonds, as with most bonds, provide a fixed return of principal. Unlike straight bonds, however, convertible bonds include a right to exchange the bonds for the common stock of the issuer at a predetermined price. The price of a convertible bond is thus directly related to the price of the underlying stock. The convertible bond price therefore tends to rise as the underlying stock price rises, and fall when the underlying stock price falls pdf

49. Read Aloud Guiding Question:
What is a convertible bond trade and how is it related to the price of the underlying stock?
(Teams, record your answer—2 minutes.)

50. How well do I know these words?
Directions: As I read the words listed below in the context of the story, you
and your partner should decide if you know a meaning for the word that would
fit the context. List the word and give your guess for the meaning of the word
if you think or know that you know it under the appropriate column.
I still need help finding a meaning for this word.
I think I know the meaning.
I know a meaning.
Fraudulent, Markups, Interpositioning, Bonds, Trades, Convertible Bond, Return, Fixed Return, Principal, Stocks, Straight Bonds, Common Stock, Underlying Stock
From Janet Allen’s Words, Words, Words.

51. During and After Reading: Knowledge Chart
Prior Knowledge About
________________________
New Knowledge About
From Janet Allen’s Words, Words, Words.

52. After Reading: Foldables

53. Foldables Many types Many uses Tactile/visual learners
Not a way to “color”—be careful about time
Skills?

54. Layered Look Book
Stack three sheets of paper with the back sheet one inch higher than the front sheet.
Bring the bottom of both sheets upward and align the edges so that all of the layers are the same distance apart.
Fold the papers and crease well.
You are ready to add content.

55. Your Turn Identify text that would be appropriate for a foldable
On-going reference
Enough depth for chosen foldable
Essential parts/knowledge to merit time

56. Miniature Matchbooks Miniature Matchbook Directions
Fold a sheet of paper in half like a hot dog.
Cut the sheet in half along the fold line.
Fold the two long strips in half like hot dogs, leaving one side ½ inch shorter than the other.
Fold the ½ inch tab over the shorter side of each strip.
Cut each of the two strips in half forming four halves. Then cut each half into thirds making 12 miniature match books.
(Optional) Glue the 12 small match books inside a hamburger fold (3 rows of 4 each).

57. Mini-Book Directions
1. Fold a sheet of paper like a hot dog. 2. Fold it in half again like a hamburger. 3. Then fold in half again forming eighths. 4. Open the fold and cut the eight sections apart. 5. Place all eight sections in a stack and fold in half like a hamburger. 6. Staple along the center fold line. 7. (Optional) Glue the front and back sheets into a construction paper cover.

58. Desk File Directions
1. Fold a sheet of paper in half like a hamburger. 2. Fold the hamburger in half again like a hot dog forming fourths. 3. Fold in half again like a hot dog forming eighths. 4. Open the folded sheet of paper and refold it like a fan. Crease the folds well. It is important that the folds are sharp. 5. Place the fan so that four mountains are point up and the three valleys are between the folds. 6. Fold another sheet of paper into a trifold. Cut the paper along the fold lines leaving three separate, but equal sections. 7. Place these sections of paper into the desk file you just made. 8. When not in use, fold desk file flat, place paper clips on the ends, and store.

59. Word Vocabulary Books 1. Take two sheets of paper and
fold each sheet like a hot dog.
2. Fold each hot dog in half like a
hamburger. Fold the hamburger
in half two more times and
crease well. Open up the fold,
and the sheet of paper will be
divided into 1/16’s.
3. On one side only, cut up the
folds to the mountain top,
forming eight tabs. Repeat this
process on the second fold.
4. Take a sheet of construction
paper and fold like a hot dog.
Glue the solid back side of one
vocabulary sheet to one of the
inside sections of the
construction paper.
5. Glue the second vocabulary
sheet to the other side of the
construction paper fold. (This
step can be eliminated to form a
one-sided vocabulary book.)
Make sure the center folds of
the vocabulary books meet at
the center fold of the
Foldables

60. Foldables
How do foldables increase students’ vocabulary understanding?

61. Exit Slip: One-Word Summaries
What word best summarizes all of the vocabulary-building strategies you used today?

62. Exit Ticket:
To confirm the learning and to give me your feedback on this workshop, please take time to fill out the evaluation
…and please let me know how things are working in your classroom this coming academic year!!!

63. Literacy Across the Curriculum
What Works to Improve Reading Skills
Session 3: Using Summarizing in Real-World Research

64. Essential Questions:
Why is summarizing a key strategy for both reading and writing?
How does summarization as a literacy strategy promote higher-order thinking skills?
How is summarizing used in a real-world application for your content area?

65. Quick Write:
Why is summarizing a key strategy for both reading and writing?
How does summarization as a literacy strategy promote higher-order thinking skills?
(You will have 4 minutes to write as much as you can on page 4 of your handout—Note: this prompt is different than the prompt in the materials.)

66. Reflections on Quick Writes:
What was the most difficult aspect of doing this quick write?
Can you see any advantages to using this strategy with your students?
Do you see the implications of how it can be used to scaffold more rigorous work from your students?
(Discuss these questions with your team for 3 minutes and record your responses.)

67. Summarizing
Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
Essential in research and other expository writing

68. Research and Theory on Summarizing
To effectively summarize, students must delete some information, substitute some information, and keep some information.

69. Research and Theory on Summarizing
2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

70. Research and Theory on Summarizing
3. Being aware of the explicit structure of information is an aid to summarizing information.

71. Essential Question:
So, how can we help students improve summarizing and paraphrasing skills?

72. Summarizing Jigsaw School 1: first section (page 102)
School 2: Traits of Proficient Readers ( )
School 3: How to integrate literacy strategies ( )
School 4: Effective teachers…. ( )
Take notes on page 5 of your planner.

73. 2-column note-taking Step 1: Draw a grid with 3 sections
Step 3: Identify key concepts or questions
Step 2: Take notes here; use abbreviations
Step 4: Summarize lesson here

74. Team Work Directions
Read aloud your section as a team
(2 minutes).

75. Team Work Directions Cont.
Collectively compose a one sentence summary of the section in the text box and wait for my directions to hit enter.
(4 minutes)

76. Benefits of 2-column note-taking
Many exposures to text
Matches most textbook styles
Easy to teach
Study guide
Differentiation
LAC pages
121-

77. Which skill(s) does 2-column notetaking address?

78. Reflections on Cornell Notes:
How does the structure of Cornell notes change how you read the material?
Can you see any advantages to using this strategy with your students?
Do you see the implications of how it can be used to scaffold more rigorous work?
(Discuss these questions with your team for 4 minutes and record your responses.)

79. Summarization Pyramid:
Democracy
__________
Synonym
__________ __________
Two Groups to Which Democracy Applies
_________ ________ _________
Three Areas of Origin
Page 6

80. 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

81. Your Turn “Please Don’t Pardon the Interruption” (page 6-7).
Write pyramid prompts 1 2 3 4

82. 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

83. Summarization Pyramid
What was the most difficult part of creating pyramid prompts for the summarization pyramid?

84. 3-2-1 Exit Slip Reflections on Essential Questions
Identify three one-word examples how summarizing is used in a real-world application.
List two one-word reasons why summarization as a literacy strategy promotes higher-order thinking skills.
Identify one word that describes why summarizing is a key strategy for both reading and writing?

85. Your 3-2-1 Summarization Should Look Like This:
___ ___ ___
___ ___
___

86. 3-2-1 Exit Slips
Construct your own Exit Slips based on our session today to ask me more in-depth questions about summarizing and paraphrasing.
(Due Tomorrow)

87. Next Steps
Learning Journal: Reflect on the successes and challenges in using quick writes, Cornell notes, jigsaws, summarization pyramids, and exit slips.
Readings:
Identify a brief primary document from your content area to model a think aloud and bring it to the webinar session.
“One Size Does Not Fit All”—Donalyn Miller
“Disciplinary Literacy”
Write terms on chart paper
Read terms out loud and debrief your thinking:
What was your intent in deciding on which terms to use?
How do you think they will play out in your classroom?
Story Impressions are the opposite of context clues in that students have to create the context in which the terms are situated.
Story Impressions are at the higher end of Bloom’s Taxonomy—apply, analyze, evaluate, and create.
Stand-up Meeting: stand up and discuss how you will use Story Impressions in your practice.