1. Welcome to Literacy Session 3! Access handouts: Week 2  Lit Sessions  Reading Purposefully & Strategically  Handout 1 Read “The House” following the instructions on your Table Tent. http://tulsasecondarylit.wikispaces.com 1

2. This Afternoon’s Session Session 1 (1:35pm): Dakia, Faith, and Liz’s CMA groups Session 2 (3:10pm): Justin, Karla, and Lauren’s CMA groups 2

3. Secondary Literacy: Reading Purposefully and Strategically

4. Objectives Explain why setting a purpose for reading and using comprehension strategies are essential for reading Model reading strategies for students by thinking aloud 4 Today’s Session

5. 5 Agenda 30 minSetting a Purpose & Comprehension Strategies 30 minGradual Release of Responsibility 30 minThink Alouds

6. Setting a Purpose for Reading Who had the most challenging time with this activity? Key Point # 1 Students need to know why they’re reading before they start reading. They need a purpose to guide their reading Key Point # 2 Different disciplines have different purposes for reading, and therefore require different strategies for comprehension. 6

7. What comprehension strategies do you use? Handout 2a: Biology –Purpose: To gain information about a biological process Handout 2b: Statistics –Purpose: To gain information about a statistical method 7 What am I doing to comprehend and reach my purpose for reading?

8. What comprehension strategies do you use? As proficient readers, we (unconsciously) utilize specific reading strategies. We need to TEACH these strategies to our students so that they become better and better readers and thinkers in our disciplines. 8

9. Comprehension Strategies Self-Monitoring Predicting Questioning Making Connections Visualizing Inferring 9

10. Comprehension Strategies 10

11. Comprehension Strategies Read about your group’s strategy. On your poster: 1. Describe your strategy 2. Explain how it helps you with your content area text 3. How it could help students understand texts from other content areas 11 Want more information? CMCD  Literacy Curriculum Texts  Secondary Lit  Chapters 3 and 4

12. What’s wrong with this picture? I really wanted my 10 th graders to visualize “The Middle Passage” in Slavery and the Making of America because that text is so rich with imagery, so I made my objective “SWBAT visualize...” In order to teach it, I had my students use watercolor to depict four key scenes.” 12

13. Comprehension Strategies Strategies are a means to an end – comprehension. Proficient readers apply all of these strategies when they’re reading, but in your classroom you’ll just focus on one at a time. 13

14. 14 This is all great Angelica, but how do you teach someone how to THINK? How will I make sure my students are using these strategies so they can master the content that I’m teaching them?

15. 15 Gradual Release of Responsibility

16. Explicit Instruction You name and explain the concept. You build students’ knowledge. 16

17. Gradual Release of Responsibility Modeled Instruction After you have told students the steps, you do them. You provide students an explicit and memorable example. You conduct a Think Aloud. 17

18. Gradual Release of Responsibility Shared Learning Students practice the strategy, with support from you and their peers. 18

19. Gradual Release of Responsibility Guided Learning Students take a larger role. They apply strategies alone or in small groups, still with the chance for feedback from you and their peers. 19

20. Gradual Release of Responsibility Independent Practice Students practice the strategy on their own. You are around to intervene if necessary. 20

21. Video: Gradual Release of Responsibility 21

22. Key Point #3 Effective instruction involves the Gradual Release of Responsibility. This process occurs not only within lessons but over the course of the school year. Improvements in comprehension require time and patience! Gradual Release of Responsibility

23. Explicit Instruction Modeled Learning Shared Learning Guided Learning Independent Practice I Do/INM You Do/IP We Do/GP Think Aloud

24. As you’re watching, try to define think aloud. Think Aloud

25. The Think Aloud is the moment in any great lesson where the teacher stops, pretends to be a student, and literally verbalizes what s/he is thinking while doing the desired activity. Think Aloud

26. At pre- determined stopping point, stop reading & share your thoughts. Record your thoughts in same way your students will record their thoughts. Afterwards, ask: “What did you notice me doing to understand the book? How did that help me?” Find a text that relates to your objective. Decide which comprehension strategy will best help readers comprehend it. Teach your key points! Key Steps for Think Aloud

27. Math Think Aloud As you’re watching, think about the essential steps for thinking aloud. Which of these do we see and hear her doing in the video? 27

28. Think Aloud Think alouds must be: –Purposeful –Planned –In all your lessons Key Point # 4 Thinking Aloud is the single best way for students to internalize thought processes & learn to apply comprehension strategies.

29. Think Aloud: You Do 1. 7 minutes: Script one think aloud moment in an upcoming lesson plan. - ELA: use a text your class is reading - Science: use a text, graph, or chart you will be using in class -Math: use a word problem 2. 3 minutes: Find a partner and practice your think aloud. 1.5 minutes each 29

30. Closing Your students need to learn how to read strategically. Your students need more teacher modeling. Visit the Lit Website for session PowerPoints and helpful handouts! http://tulsasecondarylit.wikispaces.com 30

31. This Afternoon’s Session Session 1 (1:35pm): Dakia, Faith, and Liz’s CMA groups Session 2 (3:10pm): Justin, Karla, and Lauren’s CMA groups 31