6-12 Reading Academy Day 1 Melanie Kahler Amy Kilbridge

6-12 Reading Academy Day 1 Melanie Kahler Amy Kilbridge
Introduce the day and yourselves. Based on MiBLSi materials. For information go to

Group Expectations To make this day the best possible, we need your assistance and participation Be Responsible Attend to the “Come back together” signal Active participation…Please ask questions Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Please refrain from and Internet browsing Be Safe Take care of your own needs Please do not skip over these expectations. They are important for setting up the day. Introduce a signal (e.g. hand raise) and indicate that when they see it, they should raise hand as well. People should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention. Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from . This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally with their teams.

Acknowledgements The material for this training day was developed with the efforts of… Cathy Claes Melissa Nantais Soraya Coccimiglio Courtney Huff Sonia Lewis Melanie Kahler Amy Kilbridge Less than 30 seconds Content was based on the work of… Dr. Anita Archer Dr. Louisa Moats John Hattie and Gregory Yates

Intended Outcomes Participants will leave this training with:
An understanding of the benefits of using Explicit Instructional strategies Knowledge of the Elements of Explicit Instruction Engagement strategies and content area reading strategies Strategies for helping students comprehend complex text Have participants read through the intended outcomes silently to themselves. Ask participants to choose one with reason (select one outcome that is most important to them) and tell their partner why they chose that outcome.

Agenda Welcome, purpose, & intended outcomes Explicit Instruction
Introduction to the Elements Content Elements Focus Instruction on Critical Content – Advanced Word Study & Fluency Sequence Content Logically Break Complex Skills into Smaller Components Delivery Elements Eliciting Frequent Responses Assignment Here is the agenda for the day

Decide which person sitting next to you will be your partner today.
For responses that are longer or have many correct responses, you will be asked to share thoughts and ideas with a partner. Decide which person sitting next to you will be your partner today.

How and Why to Use Explicit Instruction in a Secondary Setting

What is Explicit Instruction?
Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011 Our only offense to lack of enlightenment is Explicit Instruction!

Why Explicit Instruction?
ALL students benefit from Explicit Instruction It is essential for struggling learners These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used. Allocating time for instruction is not enough…if it is not engaged time, it will not make much difference. AP classes because it’s new content..advanced but need to be specifically taught new information.

When Does Instruction Need to be Explicit?
Implicit Very low background knowledge Very high background knowledge Experienced failure in the past Previous success There is some concern about the need for discovery learning or too much explicit instruction. Here are some guidelines: When students have very little background knowledge about a topic or skill or their past experience with the topic or skill has been one of failure, then explicit instruction is critical. On the other hand, instruction can be more implicit when focused on a topic that students have very high background knowledge about or have experienced previous success with.

Elements of Explicit Instruction Content
Instruction focuses on critical content Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught Skills, strategies, and concepts are sequenced logically Easier skills before harder skills. High frequency skills before low frequency skills. Prerequisites first. Similar skills separated The Elements of Explicit Instruction fall under several categories: Content, Design of Instruction, Delivery of Instruction, and Practice. In this section we will briefly introduce each element in the categories.

Elements of Explicit Instruction Content
3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units Be aware of cognitive overloading, processing demands, and capacity of working memory Research suggests that students at all levels are frequently exposed to instructional explanations they are unable to comprehend.

Think-Pair-Share Think about--- Share with your partner
How do I know what is critical content in my classroom materials? Is the material sequenced logically? What techniques do I use when the materials seem to be too difficult for more than 20% of my students? Share with your partner Share with the table

Elements of Explicit Instruction Design of Instruction
Well designed lessons Are organized and focused Begin with a statement of goals in student friendly terms Provide review of prior skills and knowledge Even this small list is empowering. Take these elements and apply them!!

Elements of Explicit Instruction Design of Instruction
Provide step-by-step demonstrations Use clear and concise language Provide a range of examples and non-examples Provide guided and supported practice

Design to Delivery

Elements of Explicit Instruction Delivery of Instruction
Teachers: 1. Require frequent responses 2. Monitor student performance closely 3. Provide immediate affirmation and corrective feedback 4. Deliver instruction at a brisk pace 5. Help students organize knowledge

Step 1-Require frequent responses
Partner Work Think, Pair, Share Review Partners – First Partners – Teach Whip Around or Pass Choral Responses Written Responses Response Slates or White Boards All write and teacher monitors Action Responses Hand Signals More detail later on in the day

Step 2 – Monitor Student Responses Closely
Pay attention to all responses during group response times. Move around the room on a consistent basis while students are writing or working with peers. Keep track of ratio of correct to incorrect responses. If correct responses are less than 80%-- reteach!

Step 3 – Provide immediate affirmation and corrective feedback
Points from John Hattie’s Visible Learning: Feedback is more effective when it provides information on correct rather than incorrect responses Feedback is more effective when there are perceived low rather than high levels of threat to self-esteem. When this occurs low threat conditions allow attention to be paid to the feedback. With inefficient learners or learners at the acquisition (not proficiency) phase, it is better for a teacher to provide elaborations through instruction than to provide feedback on poorly understood concepts. “We need classes that develop the courage to err.”

Step 4 – Deliver instruction at a brisk pace
Keys to being able to keep up the pace (and keep their attention)! Be prepared Provide just enough thinking time Provide just enough response time After providing feedback, move on Avoid digressions Utilize instructional routines

Step 5 – Help students organize knowledge
It will be beneficial for the teacher to be clear about: Lesson goals and expected outcomes Review prior knowledge and how it relates to what is being taught How the students will be using the information in the future This will make it easier for students to retrieve information and facilitate its integration with new material.

Let’s see it in action! Video Activity
At your table, divide up the items from the Video Activity handout. Keep track of the number of times you observe your assigned element. Note what Anita did to include the design and delivery elements into her lesson. Share with your table after watching the video.

Video of Eighth Grade Vocabulary Review-Geometry
Was the lesson well designed? Organized and focused Begins with a statement of goals Reviewed prior skills and knowledge Provide step-by-step demonstration Use clear and concise language Provide a range of examples and non-examples Include guided and supported practice

How was the delivery? Did the teacher— Require frequent responses
Monitor student performance Provide affirmation and feedback Go at a brisk pace Help the students organize information Anita Archer explicitinstruction.org

Elements of Explicit Instruction Practice
Teachers provide judicious practice including: Initial practice: practice immediately after learning a new skill. It should occur under the watchful eye of a teacher with immediate feedback. Example: The math curriculum includes practice items on new skills to be done right after initial instruction. Emphasize that review must be interactive (engaging all students)

Distributed practice: practicing a skill in sessions that are of relatively short duration and occur over time. Example: The teacher will begin class with a warm-up activity containing two items from each of the past three lessons and three items from previous units. This is teacher-directed, guided practice.

Cumulative review: adding related skills to skills
that were previously acquired and practiced, in such a way that all of the skills are practiced together. Example: A social studies teacher has set up a numbered maps around her room. The class is divided into small groups and each group has a list of studied countries. They must place their stickers on each named country on maps 1 – 10.

Content: Focus Instruction on Critical Content

“Teach the Stuff and Forget the Fluff” Anita Archer
No explicit instruction training would be complete without an “Archerism”. “Teach the Stuff and Forget the Fluff” Anita Archer

How Do We Determine What is Critical In Secondary Schools?
What the research says: Students struggle with the complex demands of reading middle and high school text About two-thirds of 4th- and 8th grade students read at less than a “proficient” level (able to “handle grade-level text”) Approximately 8 million 4th-12th graders struggle to read at grade level. About 70% require some type of remediation. (Sources: Brozo, 2009; National Assessment of Educational Progress, 2007, 2009, 2010; Biancarosa and Snow, 2006) All of this affects student performance in content area classes and high stakes tests.

Reading at the secondary level:
Requires students to construct the meaning of content area text and more complex literature (fiction/nonfiction) encountered in school. Requires students to tackle the kinds of reading required on state-level accountability measures. Requires students to make inferences and draw conclusions. (Source: Torgesen et al., 2007)

Direct, Explicit Instruction Technology Component
15 Key Elements of Creating Effective Adolescent Literacy Programs and Systems Direct, Explicit Instruction Technology Component Effective Instructional Principles Embedded in Content Ongoing Formative Assessment Motivation and Self-Directed Learning Ongoing Summative Assessment Text-based Collaborative Learning Professional Development Strategic Tutoring Extended Time For Literacy Diverse Texts Teacher Teams Intensive Writing Leadership Comprehensive & Coordinated Literacy Programs Source: Reading Next—A Vision For Action and Research In Middle and High School Literacy: A Report to Carnegie Corporation of New York, 2004

Activity Review the “Fifteen Elements of Effective Adolescent Literacy Programs”. Which instructional element is a high priority for the students you are working with? Is it in place now, and what does it look like? Which improvement in infrastructure is a high priority in terms of having the greatest impact on literacy instruction in your building? Is it in place now, and what does it look like? Share with your table and write the most common responses on chart paper. Be sure to include the Elements that are in place and any suggestions for others to follow. Post it on the wall. Museum Walk

Adolescent Literacy: The Five Big Ideas

What is a “Big Idea?” A Big Idea is:
Predictive of reading acquisition and later reading achievement. Something we can do something about; something we can teach. If we teach it, student outcomes will be improved.

The “Five Big Ideas” of Secondary Literacy (4-12)
Advanced Word Study Fluency Vocabulary Comprehension Motivation (Sources: Boardman et al. , 2008; Kamil et al., 2008; Torgesen et al., 2007) Mastery of these skills will help to ensure success of college and career readiness skills.

The Common Core State Standards
The Common Core State Standards are the next generation of K-12 standards that have been designed to help ensure that all students are college and career ready. New research has shown that the skills necessary for both college, and career readiness at a level necessary to earn a living wage, are virtually the same. Almost every state in our nation has adopted the Common Core State Standards. We want to approach these with complete understanding that they represent end of year outcomes for students. What they lack is outlining the many skills that must be mastered in order to attain the end of the year outcomes.

How do these two fit together?
Idea CCSS Strands Advanced Word Study Language - Vocabulary Acquisition and Use L.6-8.4 Fluency RL/RI RH/RST Vocabulary Language – L.6-8.6 Comprehension Reading- Literature and Informational RL , RI , RH & RST Motivation & Engagement All aspects of the CCSS Should we have a paper copy of these parts of the CCSS?

Reading in the Secondary Schools – How can I help my students?

Big Idea #1: Advanced Word Study
Instructional practices that focus on reading at the word level: Explicit instruction on decoding (sounds/sound combinations, blending) multisyllabic words. Most student will struggle more with comprehension but there will a few that will need help with multisyllabic words. Also, higher level vocabulary instruction could use these strategies.

How Can Word Study Be Taught In Secondary Schools?
Research Based Programs Corrective Reading Decoding Read To Achieve REWARDS Evidence Based Strategies Strategy for reading multisyllabic words

Decoding Multisyllabic Words
REWARDS Strategy Circle the prefixes. Circle the suffixes. Underline the vowel sounds. Say the parts of the words. Say the whole word. Make it a real word. Explain teaching of prerequisites Every part has one vowel sound (may be a vowel team) Model with “prevention” Prevention

Explicit instruction on decoding multisyllabic words
Source: REWARDS Intermediate Level (2006) Sopris West

Loop, Loop Strategy (adapted for secondary)
Use your finger to segment the multisyllabic word into decodable chunks. Be sure that the prefixes and suffixes are separate parts. un con troll ed Put your finger under the first part. Repeat for the remaining parts. Loop your finger under each part again in quick succession. What part? What part? Loop the whole word. What word? Practice the pronunciation of the whole word. The word is uncontrolled. Say it with me.

Video of Sixth Grade Decoding and Pronunciation of Multi-syllabic Passage Words in Language Arts
Trainers: As participants share their lists with their partners, generate as many of their ideas on a list as you can. Be sure to mention their name as you share out the “best practices” with the whole group (i.e., Jennifer identified that…..)

Initial Practice on Advanced Phonics Instruction
exiles yearning somber defiance peril transfigured account carelessness spineless timidly indignant humiliated Trainers: You will need to print the handout, “REWARDS Lesson 16 Trainer Handout”. Using a docucam or overhead transparency model this lesson following the teacher script for lesson 16. Participants should respond as students. As seen in the video, advanced phonics instruction and vocabulary instruction can easily be done at the same time.

You do it! Ones be the teacher first. Twos are the students
Change roles and have twos be the teacher. Ones will be the student. After practicing do a Think-Pair-Share with your partner. Can you think of a time that these strategies would be helpful for your students? How do these strategies relate to the content and delivery of explicit instruction? After this activity, point out that there is a more detailed description in the participant workbook for teaching students how to read multisyllabic words from Effective Instruction for Middle School Students With Reading Difficulties: The Reading Teacher’s Sourcebook, Denton, Bryan, Wexler, Reed, Vaughn, 2007 Page

Big Idea #2: Fluency “Fluency provides a bridge between word
recognition and comprehension.” (National Institute for Literacy (NIFL), 2001, p. 22) Why do we need fluency? The more fluent a student is, the more they are able to focus their attention on comprehension.

Big Idea #2: Fluency With Automaticity
Instructional practices that focus on reading text: At a reasonable rate Accurately (90-95%) With expression With Automaticity Trainers: This slide is animated. Click once and emphasize that students need to be reading with automaticity. Automaticity is quick, accurate recognition of letters and words, frees cognitive resources to process meaning, and is achieved through corrected practice. If possible provide participants of an example of a skill you learned that was difficult and that you did not have automaticity (learning certain computer skills, driving a car, etc.). Adapted from UT System/TEA, 2002

Why Teach Fluency? Fluent readers are able to focus their attention on understanding text. Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension. Source: UT System/TEA: Effective Fluency Instruction and Progress Monitoring, Effective Fluency Instruction and Progress Monitoring p.5

John Hattie is even more specific--
The assumption that reading for meaning hinged upon contextual cues, to the relative disregard of individual word recognition was undermined by a substantial number of scientific studies in the 1970s and 1980s. As research on reading piled up, it became apparent that one of the major causes of reading failure lay in the fact many children were stuck on mental processing at the level of word access. If you cannot process whole words rapidly, at two words a second, then understanding sentences becomes impossible, even though you fully know what each words means. Visible Learning and the Science of How We Learn; Hattie and Yates (2014)

What can I do in the classroom?

Model Fluent Reading with your Class
If you have students that will struggle with the level of the reading material in you classroom consider reading out loud. Read material out loud at an appropriate rate with expression. Walk around the room to monitor attention of students. Use Cloze Reading to keep students engaged and to keep them focused on the most meaningful information. (This will take pre-planning to decide on the words that should be omitted.) 1. Say, “I’m going to read the selection out loud and pause when I want you to read a word aloud together.” 2. Read the text out loud and pause on the words you want the students to focus on.

Partner Reading Routine
Teacher models fluent reading of a passage. All students follow along in a copy of the passage and underline words to review. Teacher and students repeat any of the words that the students underlined. Teacher asks students the main idea of the passage. Partner One reads while Partner Two: Follows along Underlines errors Circles last word Conducts error correction Partners switch duties.

Partner Reading Routine Script for Students
Partner: Here are the words I underlined. Let’s read them together. Read the underlined words together. Partner: Would you like to review any other words? If YES, review the words. If NO, move on to the next step. Adapted from RTI for Reading at the Secondary Level by Deborah Reed, Jade Wexler and Sharon Vaughn (2012)

Partner Reading Routine Notes
Pairing Students 1st HS (Pair A) 2nd HS (Pair B) 3rd HS (Pair C) ________Middle of class__________ 1st LS (Pair A) 2nd LS (Pair B) 3rd LS (Pair C)

Augmented Silent Reading
Assign part of text for reading with clear directions on what information in the text the students are expected to be focused on. Please read ___________silently to yourself. If you finish early, please reread the pages. If I tap on your shoulder as you’re reading, please whisper read to me as I listen. (Listen to students read and provide unknown words as needed. Another option could be to help the students use a specific strategy to decode any multisyllabic words they don’t know.) Discuss the reading with the class, specifically focusing on the expected learning targets.

Delivery of Instruction: Active Engagement

Active Engagement - Why?
Benefits of active participation Increased academic achievement Increased on-task behavior Decreased behavioral challenges Provides teacher with important feedback This slide highlights some of the ideas that participants came up with. Highlight the caveat: Successful engagement is what makes a positive impact! We must increase the time that students are successfully engaged in academic tasks! We cannot just use active engagement to dress up poor lessons or provide opportunities in which students rehearse tasks incorrectly.

Active Engagement - What?
Opportunities to Respond: Verbal Responses Written Responses Action Responses I do it, We do it, Y’all You do it All Students Respond. As Kevin Feldman says: Everyone Does Everything Why have one student respond when all of them can? Some students may not feel accountable if you are only calling on volunteers to answer questions. This may lead them to believe that their participation is optional!!

Engagement Strategies
Take a couple of minutes to list active engagement strategies you use in your classroom. Get up and find someone you haven’t talked to today and give that person one of your strategies and get one from that person. Repeat process with a couple of people.

Engagement Strategies
Go back to your seats You have just used the Give One-Get One Engagement Strategy Was this on your list? Take a look at the brightly colored cards on your table. These are engagement strategies from Kevin Feldman and your door prize for today!

Engagement Strategies from Dr. Kevin Feldman
Structured Partnering Give One, Get One/Think-Ink-Link Think-Pair-Share Bell Ringer/Warm Up Yes-No-Why? Sentence Frames Choral Response

Engagement Strategies Continued
Fist of 5/Hand of Knowledge Explicit Teaching of Vocabulary List-Group-Label Quick Write/Power Sentence(s) Concept Attainment

Verbal Responses - Individual Turns
Less desirable practices #1 Calling on volunteers Guidelines: Call on volunteers only when answer relates to personal experience Don’t call on volunteers when answer is product of instruction or reading Randomly call on students Having students raise hands and calling on a volunteer is one of the most common strategies used in classrooms despite the lack of effectiveness. You may have a small subset of students raising their hand while the rest of the class knows that answering is optional because the small subset will have it covered. This is what is known as “Teaching the best and leaving the rest!” or can be referred to as the principle…having 20% of the students do 80% of the responding! Two stories from Cathy’s daughter Abbey come to mind: One day Abbey came home from school and told her mom that during school her class had reviewed for a social studies test by discussing the chapter. She went on to say that the class got in trouble because during the discussion, the teacher would ask a question and the same two students (her and Calvin) were the only ones who raised their hands for every question. The teacher got mad at the students because only two students participated. Had the review actually been structured as a discussion, or had the teacher simply posed each question and had every student respond with a partner, he would have been much less frustrated and the review would have been a benefit for more than just Abbey and Calvin. Another story Abbey told just this summer was in regards to her eighth grade social studies class. She informed Cathy (mom) that she, along with her friend Matt had a one week hand raising ban put them because they were the only ones who raised their hands to answer every question. Again, had the teacher employed partner responses, this would not have been an issue.

Structured Review Study Tell Help Check
Give the students a minute or two to study notes, text material, graphic organizer, or handout Tell Ask partners (#1 or #2) to retell what they remember about topic Help Have the second partner assist by: Asking questions Giving hints Telling additional information Check When both partners have exhausted recall, they check with their notes, text material, graphic organizer, or handout

Action Responses Hand signals
Thumbs up/thumbs down to indicate yes/no or agree/disagree Level of understanding Students place hand to indicate level of understanding (high-forehead, OK-neck, low-abdomen) Students display one (no understanding) to five (clear understanding) fingers

Action Responses Hand signals Display numbered items on the screen
Example: 1=concentrate 2=absurd 3=enemy 4=disgusting Carefully introduce and model hand signals Ask a question Have students form answer (e.g., 3 fingers to indicate item #3) on their desk When adequate thinking time has been given, students hold up hand Clickers are the electronic version of hand signals

Video of Kevin Feldman using Active Engagement Strategies
services/mtss/tlt-video-library/kevin-feldman/ As you watch the video, list engagement strategies used by Kevin Feldman in his teaching.

Think-Pair-Share Share your list with your partner.
What types of engagement strategies did Kevin Feldman use with the Mason students? Did they appear to be effective? Were students engaged? Have partners brainstorm and list their ideas. Walk around and monitor, listing ideas to share out. Benefits: All students participate in the answer Provides a scaffold for struggling learners Provides a safe opportunity for shy students to respond Provides teacher feedback Allows more opportunities to respond More opportunities to practice Opportunity for teacher to provide feedback to students Increases on task behavior More efficient and effective than calling on individuals Provides constant formative assessment to teacher ELL students worry about 2 things: 1, Is my answer right? 2, Am I saying the words correctly? Choral responses are a perfect scaffold for these students.

Text Complexity One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

Rationale for Text Complexity
Reported decline in high-school level text: More 8th & 10th graders are on track for college-level reading than late juniors/early seniors (ACT, 2006, Reading between the lines) •Increase in text difficulty of college/career texts: College professors assign more periodical reading than high school teachers (Milewski, Johnson, Glazer, & Kubota, 2005). Difficulty of scientific journals and magazines increased from 1930 to

Rationale for Text Complexity
1990 (Hayes & Ward, 1992). • Claimed decline in school texts overall: “K–12 reading texts have actually trended downward in difficulty in the last half century.” (CCSS/ELA, Appendix A, p. 2) •Decrease from 1963 to 1975 in difficulty of Gr. 1, 6, & 11 texts (Chall, Conard & Harris,1977). •Decline in sentence length and vocabulary in reading textbooks (Hayes, Wolfer, & Wolfe (1996)

Text Comprehension Participants will learn how to use Guided Highlighted Reading Texts and activities taken from: Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text by: Elaine M. Weber Barbara Nelson Cynthia Lynn Schofield

Your turn At your table talk about strategies, activities, and protocols you use to help your students comprehend text. Share Removed “do” 77

What is Reading Text Comprehension?
Reading is the process of constructing meaning through the dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation. SC Arranged text on page 78

Definition Explanation
The reader’s background knowledge The text and how it is constructed The purpose for reading

Common Core Anchor Standards for Reading
Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. SC Centered text in open space 80

Common Core Anchor Standards for Reading
Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Teaching words in context with synonyms or definitions.
Guided Highlighted Reading for Vocabulary is a way to help students navigate a text that has many unknown words that need to be defined before they can read and comprehend the text.

Example of Guided Highlighted Reading for Vocabulary THE HISTORY OF JAZZ
Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues.

Guided Highlighted Reading for Question #1: What does the text say?
Hands-On! Guided Highlighted Reading for Question #1: What does the text say? Words We Live By – Linda Monk

Summary Writing Write a summary of Words We Live By.
Use the Scoring Rubric to write your summary.

Summary Writing Think-Pair-Share
How did the Guided Highlighted Reading help you write your summary? Discuss other ways we can help students understand what the text says.

Guided Highlighted Reading
Purpose: Engage students in print Develop fluent scanning Highlight most important information Prepare text for substantive conversation

Planning: Select an article or piece of text that is accessible to all the students. Identify the vocabulary that needs to be taught in advance. Determine a context for the information that could frame it for the students’ prior knowledge. Consider what kind of discussion you want to come out of the reading of the text. Select the appropriate information to be highlighted based on the goal for the discussion.

Procedure: Map out the text paragraph by paragraph with prompts to highlight the information. Build the context for the reading by activating prior knowledge. Have students find the vocabulary in the text and highlight it as you give the definition. Move the students to scan the text by telling them which paragraph and what to highlight. (Like finding Waldo)

Diminishing the GHR Scaffold
Read students the prompts, have them highlight the response, show them the correct responses on an ELMO or overhead projector, or have them check with peers. Tell the students how many prompted responses there will be in the first paragraph and let them underline what they think will be prompted, and then read the prompts. Go through the passage paragraph by paragraph. Tell the students how many prompted responses in the entire passage and they determine what would be prompted When they are finished, read the prompts and have them check their responses. Discuss differences. Have students work in partners to determine what is important to the particular task: vocabulary, multiple-choice questions, summary or craft. Students work alone to determine the correct information. 90

Resources for Guided Highlighted Reading
Go to Missionliteracy.com and click on ACT resources Texts and activities taken from Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text by: Elaine M. Weber Barbara Nelson Cynthia Lynn Schofield

Vocabulary “It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement but that vocabulary instruction has been neither frequent nor systematic in most schools.” Common Core Standards Appendix A, pg. 32

Vocabulary “…Research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words.” Common Core Standards Appendix A, pg. 32

Common Core Vocabulary Anchor Standards
Reading - Craft and Structure R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Language – Knowledge of Language L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Include 6-12 Progression for R4, L3-6 in resource packet 95

Common Core Vocabulary Anchor Standards
Language – Vocabulary Acquisition and Use L4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5. Demonstrate understanding of word relationships and nuances in word meanings. L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 96

Teaching Individual Words
To assist teachers in making word-choice decisions, researchers have proposed several criteria. In general terms, these criteria focus on two major considerations: Words that are important to understand a specific reading selection or concept. Words that are generally useful for students to know and that they are likely to encounter with some frequency in their reading. From The Vocabulary Book by Michael Graves From Vocabulary at the Center by Amy Benjamin See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; Hiebert, in press; Nation, 2001). 98

Why Not Teach All Unknown Words in a Text?
The text may have a great many words that are unknown to students – too many for direct instruction. Direct vocabulary instruction can take a lot of class time; time that teachers might better spend having students read. Students might be able to understand a text without knowing the meaning of every word in the text. Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words. Armbruster, Lehr, and Osborn, 2001 99

Word Selection for Explicit Instruction
Strategically select a relatively small number (3-10 per reading selection) of words for explicit instruction. Select words that are unknown are critical to the meaning will likely be encountered in the future (Archer, 2008) Anita Archer’s version 100

Tiers of Words Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present.

Tiers of Words Tier One Words of everyday speech usually learned in the early grades albeit not at the same rate by all children.

Tiers of Words Tier Two General academic words, which are far more likely to appear in written texts than in speech. Subtle or precise ways to say relatively simple things. (Saunter instead of walk) Examples of Tier Two Words: relative, vary, formulate, specificity, accumulate calibrate, itemize, periphery misfortune, dignified, faltered, unabashedly

Tiers of Words Tier Two Are not unique to a particular discipline and are not the clear responsibility of a particular content area teacher. Are frequently encountered in complex written texts and are powerful because of their wide applicability to many sorts of reading.

Tiers of Words Tier Three
Domain-specific words that are specific to a field of study and key to understanding a new concept within a text. Examples: lava, carburetor, legislature, circumference, aorta More common in informational texts Often explicitly defined by the author, repeatedly used, and heavily scaffold.

Try it – Underline Tier 2 words and circle Tier 3 words
In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. Simon, Seymour. Volcanoes. New York: Harper Collins, (2006)

Vocabulary – Identifying Tiers
In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. Simon, Seymour. Volcanoes. New York: Harper Collins, (2006)

Vocabulary – Identifying Tiers
In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. Grade 4-5 Text Complexity Band Simon, Seymour. Volcanoes. New York: Harper Collins,(2006))

Engage students in activities Word Sort Strategy
This is a strategy that focuses on meaning and develops deep discussion with students. Choose 12 – 16 words from the content that you are studying or about to study. Write words on a 3 X 4 grid or 4X4 grid. Cut out. Hand out sets of vocabulary cards to pairs or groups of students. Ask students to sort (or categorize) into any kind of grouping. Groups share results. 1) Which words did you group together? 2) Why did you group them that way? Discuss relevance to the chapter. Go over definitions or explanations of concepts. Does this change the way you sorted?

Try it: Word Sort: Look over the list and with your group write down all the ways you can categorize the following words. In groups, list all the ways you can categorize these words: alphabetically, prefixes. Suffixes, origin, parts of speech, etc. derivatives zest auditors sociological enigma phenomenon introverted intellectualism neuroticism atonalities contemporary bulges 110

Close Reading

“Read like a detective, write like a reporter.”

“Every book has a skeleton hidden between its covers
“Every book has a skeleton hidden between its covers. Your job as an analytic reader is to find it.” Adler and Van Doren, 1940/1972

“X-ray the book”

Creating a Close Reading
Use a short passage “Read with a pencil” Note what’s confusing Pay attention to patterns Give your students the chance to struggle a bit Creating a Close Reading

Argumentation and Discussion

Text-dependent Questioning
Moves from literal to interpretive Requires students to return to the text to formulate responses Text-dependent Questioning

Which of the following questions require students to read the text closely?
If you were present at the signing of the Declaration of Independence, what would you do? What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

Four Essential Questions In Close & Critical Reading
What does the text say? How does the author say it? What does it mean? So what? What’s the connection to me? Added 8 pt space above first question 121 121

Close and Critical Reading
Read Close and Critical Reading Strategy Bookmarks in groups Report on the bookmark you read Read Cobwebs to Crosshairs! Answer the Close and Critical Reading Questions: What does the text say? How does the text say it? What does the text mean? What does the text mean to me? The four stands are similar to the GLCEs and HSCEs. Ingham Intermediate School District 122

Before we get together again---

Invitation – Expectation: “Walking Our Talk” Between Now and Next Time
From our “MOU” Create lesson plans that incorporate the engagement strategies shared at the trainings Implement one or more of the engagement strategies and techniques learned at the TLT session and/or in the academy trainings in their classrooms Invite your TLT partner to observe you in your classroom (1 per mo) Collect student engagement data using the observation tool provided at the TLT training or the academy trainings to inform instruction. (save ALL) Meet with your TLT partner to discuss what you are learning (bring obs forms) Consider videotaping your teaching (view alone using same tool – 1 time min)

Providing Effective Feedback as An Instructional Colleague
Respect – respect – respect : Think Aretha !! ** Should is banned! No “shoulding” on anyone! Specific – actionable – detailed – unambiguous... “it appeared effective when you _____” Begin with affirmations – build on what is positive/productive – what’s working and why? Frame suggestions as actions to be checked out: “In my experience it is even more effective to____ give this a go and see how your students respond...” Tie the feedback directly to our shared “lens” – how is the teaching structuring or causing student engagement/academic language/critical thinkingetc.

Another part of the Assignment
As you work with your partner keep track of your responses— How did you feel about being observed? How did you feel about observing a colleague? What was positive about the experience? What was most difficult?

How did we do today ? Outcomes met? Or not?

Intended Outcomes Participants will leave this training with:
An understanding of the benefits of using Explicit Instructional strategies Knowledge of the Elements of Explicit Instruction A common understanding of the critical content for fourth and fifth grade reading instruction An understanding of and plan for requiring frequent responses during reading instruction Read through each of the Intended outcomes. Have participants respond to each with a fist to 5 indicating their comfort/knowledge level for each outcome.

Scope and Sequence of the Reading Academy Series
Day 1 Explicit Instruction Introduction to all elements Content Elements Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics Delivery Element Require frequent responses Day 2 Content and Assignment Review Focus on Critical Content - Alphabetic Principle/Phonics and Fluency Scaffolding Design of Instruction (Instructional Routines) Day 3 Critical Content – Vocabulary and Comprehension Delivery of Instruction and Judicious Review Elements This just highlights where we are in the scope and sequence of the PBIS series.

The work you are doing is so important
The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students! Safe travels!

6-12 Reading Academy Day 1 Melanie Kahler Amy Kilbridge

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6-12 Reading Academy Day 1 Melanie Kahler Amy Kilbridge

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