Presentation on theme: "Chicago Striving Readers International Reading Association Annual Convention, 2010 Elizabeth Cardenas-Lopez, Manager Oreitha Benion, Brenda Howell, Renee."— Presentation transcript:
Chicago Striving Readers International Reading Association Annual Convention, 2010 Elizabeth Cardenas-Lopez, Manager Oreitha Benion, Brenda Howell, Renee Mackin, Juliana Perisin, Rob Residori Coordinators
Purpose/Overview of Today’s Session Importance of accountable talk in the adolescent classroom The need for increasing the volume of reading in the classroom Teaching and learning techniques to enhance comprehension and vocabulary development
Overview of CPS-SR Project Tiered intervention model Addressing the needs of struggling readers in the middle grades 6-8 Transformation of literacy practices in the middle grades
CPS-SR Tiered Intervention Model Whole SchoolTargetedIntensive All students in grades 6-7-8 In class for Tier 2 & Tier 3 students Extended Day for Tier 3 students
Ke Findings from Research Adolescent students need to engage in wide reading activities Literacy needs to be connected to students’ lives. Students need to read at their instructional level Students need to learn and practice a set of strategies they can use flexibly before, during and after reading. Reading is a social activity; engaging students together in literacy activities is important. Ogle, D. (2007) Coming Together as Readers
SR Core Teaching Techniques The Exclusion Brainstorming List, Group, Label PLAN: Predict, Locate, Add, Note K-W-L+ Anticipation Guide INSERT Notes ReQuest ABC Graffiti RAFT: Role, Audience, Format, Topic Reciprocal Teaching GRASP: Guided Reading and Summarizing Procedure Before ReadingDuring ReadingAfter Reading Everybody Read To (ERT) Predict-Locate-Add-Note (PLAN) Guided Reading Summarizing Procedure (GRASP) KWLThink-Pair-ShareReciprocal Teaching Exclusion BrainstormingReQuestABC Graffiti List, Group, LabelPRC2 – Partner Reading Content Too RAFT Anticipation guideINSERT NotesCornell Notes
Wide Reading Kids not only need to read a lot but they also need lots of books they can read right at their fingertips. They also need access to books that entice them, attract them to reading. Richard L. Allington What Really Matters for Struggling Readers: Designing Research Based Programs During the course of the presentation today you will encounter the following types of text all related to one central theme: Poetry Fiction Nonfiction text sets Internet/Online Articles
Anticipation Guide Activates prior knowledge Sets a purpose for reading Agree or Disagree 1. The Golden Rule hasn’t created safe school environments. 2. The memories of being teased or bullied are often difficult to erase.
Truth, Barrie Wade Say Something… Allows students the opportunity to discuss their thinking with a partner in a safe and structured setting, thus highlighting the social nature of language. I wonder... I believe... I’m confused... I feel that...
Vocabulary Development Through Word & Concept Sorts
Word Sorts Promotes focused, purposeful conversation Activates prior knowledge Allows for negotiation Provides the opportunity for social discourse Let’s Sort!
Why do you read aloud to your students? Turn to your partner and share some of the reasons that you read aloud to your students. Sharing out…
The Role of the Read Aloud Modeling Fluency Sharing Metacognitive Strategies Introducing New Concepts Building Background Knowledge Enjoyment
Inventing Elliot, by Graham Gardner What is a bully? Turn to your partner and share your thoughts.
Think – Pair – Share Structuring Think-Pair-Share Accountability Moving toward independence Prompt #1: Did Elliot do the right thing by not fighting back? How might you have reacted in this situation? Prompt #2: Discuss the relationship that Elliot has with his mother.
Accountable Talk… Is purposeful Uses evidence appropriate to the discipline Demands knowledge that is accurate and relevant to the issue under discussion Is respectful, involves listening, and occasionally promotes respectful disagreement
Agreeing to Disagree $50,000 grant awarded to Blaine Middle School Principal James has reviewed many proposals and narrowed them down to two possible programs The first program is geared at preventing teen pregnancy—a problem that is becoming increasingly prevalent in the local high school The second program focuses on bullying Principal James has called a focus group to find out how they feel about the two possible programs
RAFT (Santa, 1988) RAFTs are written from a viewpoint that might be different from the student’s, to an audience other than the teacher. The acronym RAFT stands for: Role (the writer’s role—observer, eyewitness, reporter) Audience (the reader—parent, editor, community member) Format (the best way to present the writing—essay, letter, poem) Topic (the subject of the writing) Based on your role, prepare a short (30 seconds) presentation for the focus group discussion.
The Roles… 1Elliot’s Mother 2 Kevin Cunningham’s Mother (the bully) 3Jillian Spivey—a teen mother 4Josephine Callas—school guidance counselor 5Mr. James—principal of Blaine Middle School Principal James should take notes and be prepared to share details from the discussion
List-Group-Label (Taba, 1967) Bullying List all words that relate to this concept Sharing out With partner take these words and group them into categories Label your categories
Exclusion Brainstorming (Blachowicz, 1986). Helps students activate prior knowledge Allows students the opportunity to talk about words as they relate to a specific topic and identify words that might not belong Let’s give it a try!
What words might not be included in an article about bullying? School Threats Cyber Stalking Diseases Angry Ignore Mechanical Teasing Illegal Harassment Hurtful Relational
Coding Text—Using INSERT Notes INSERT (Interactive Notation System for Effective Reading and Thinking) Vaughn and Estes (1986) Take a few minutes to read the article “Breaking the Silence Around Bullying” (X) I thought differently (+) New & important information (!) WOW (?) I don’t get it Think-Group-Share
Text Sets A variety of nonfiction books and articles at varying reading levels All centered around one theme—in this case “Bullying” Allows students the opportunity to read with a partner at a level that is instructionally appropriate Builds vocabulary and background knowledge on a content related topic PRC2
ABC Graffiti (Massy & Heafner, 2004) A process that combines two reading comprehension techniques, ABC Brainstorming (Jones, 2000) and Graffiti (Gunter et.al., 2003) Students brainstorm information related to a topic and then work collaboratively to synthesize the information
Bullying Working in partners, brainstorm as many key terms or phrases that relate to bullying. Use the graphic organizer to record your words alphabetically (you have 2 minutes). Rotate your papers clockwise and continue the process. When you and your partner receive your paper back, it’s time to share out!
Revisiting our Anticipation Guide Agree or Disagree 1. The Golden Rule hasn’t created safe school environments. 2. The memories of being teased or bullied are often difficult to erase.
Chicago Striving Readers Debrief
Chicago Striving Readers
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