1. Fostering Academic Literacy Engagement: Meeting CCSS Expectations John T. Guthrie University of Maryland

2. Challenges of Common Core State Standards Cognitive--- ▫Complex texts ▫Disciplines of science, history, literature ▫Close reading; knowledge building ▫Reasoning, integration, vocabulary Motivation and engagement ▫Extensive reading ▫Confidence, interest, beliefs ▫Reduce disengagement

3. Challenges More complex reading requires more engagement. Engagement and motivation increase achievement, now and in the FUTURE.

4. Motivation and Engagement Medical Regeneration Heart becomes self-healing Reading Engagement Student becomes self-improving

6. Self Improving System Extended self-improvement (growth after inst) Generated by: Engagement – teacher ratings (Guthrie-Wig. ‘08) Motivation self reported (Morgan & Fuchs ‘07) Time spent reading self-reported (Becker ‘10)

9. Concept-Oriented Reading Instruction: Motivation Practices--Alignment Student Motivations 1.Self-efficacy 2. Interest 3.Interest 4.Valuing 5.Peer interaction 6.Safety - presumed Classroom Practices 1.Success 2.Choices 3.Relevance 4.Theme 5.Collaboration

11. Challenges Classroom practices can increase engagement. Classroom practices can lead to disengagement and avoidance. Challenge—what is the structure of teaching for engagement toward the CCSS?

12. General Lesson Plan for Engagement toward CCSS 1.Concepts 2.Text selection 3.Motivation support 4.Reading strategy 5.Common Core State Standards- based task

13. Concepts Concept — Abstract representation of events, motives, interactions, causes, such as: symbiosis military conflict slavery deception reconciliation not a person (Abraham Lincoln), single event (Battle of Antietam), specific insect (dragonfly)

14. Text Selection Information text refers to written language of non-narrative form in paper or electronic versions such as: Emancipation Proclamation Biography of Harriet Tubman Science chapter on symbiosis Diagram of photosynthesis Letter from Louisa May Alcott

15. Concept-Oriented Reading Instruction: Motivation Practices--Success Providing texts that are readable Videos that support text comprehension Peer or teacher feedback regarding success Students' recognition of their own content knowledge expertise Students' recognition of using reading strategies to read well Setting realistic goals for texts and tasks

16. Concept-Oriented Reading Instruction: Motivation Practices--Choice Self-selection of books or sections of books Student input into topics or sequence of topics Student input into strategy use for comprehension Options for demonstrating learning Selecting partners or teams Micro Choices daily

17. Concept-Oriented Reading Instruction: Motivation Practices--Relevance Observational activities linked to text ▫Hands on science ▫Videos of science phenomena Connecting reading to experience Relating text to background knowledge Matching text to students’ interests Multicultural content Setting real world purposes for reading

18. Concept-Oriented Reading Instruction: Motivation Practices—Importance in theme Recognize reading as a useful knowledge building activity Explain how reading helps in understanding the world around us Importance of learning from information text Show how text answers key questions Identify text as Source of writing, explaining, debating, poster design Classroom benefits today

19. Concept-Oriented Reading Instruction: Motivation Practices--Collaboration Reading in partners or small groups Exchanging ideas, sharing expertise Student-led discussion groups, book talks Team projects, such as a poster Peer conferencing and feedback Roles for discussion: lead, add, summarize.

20. Motivation Support Teachers’ Guide 1.Plan 2.Announce 3.Scaffold 4.Debrief

22. Study 1

24. Study 2 CORI and Traditional Reading/LA 1000 grade 7 students 20 teachers 6 weeks---April-June, 2010 PD = three half-days

28. Study 3

29. Study 4 Baker, L. (plus 7): International Electronic Journal of Elementary Education, 2011, 4(1), 197-227. Grades 2-4-- 220 students Infusion of 66 information books/classroom; Professional Development –balance & search Results ▫No increase in reading comprehension ▫Declines in motivation ▫Declines in amount of reading My Conclusion? Motivate your students.

30. Study 5: 105 U.S. Top High schools Reading Comprehension of 15 Yr. PISA – 2009: Shanghai, South Korea 105 comparable USA schools 3 case studies How are the top schools distinctive? “Middle Class or Middle of the Pack?” Jon Schnur, America Achieves. http://www.americaachieves.org/docs/OECD/Middle-Class-Or-Middle-Of-Pack.pdf

31. Study 5: 105 U.S. Top High schools Data-driven and transparent ▫learning outcomes ▫“soft skills like completing work on time, resilience, perseverance and punctualit Principal and instructional leaders emphasize  “student attentiveness and effective questioning”  concrete and specific direction

32. Research: Reviews on Motivation Support Institute for Education Sciences – K-2 Institute for Education Sciences –Adolescent Christensen, et al (2012) Handbook of Research in Student Engagement (800 pages) Guthrie, et al, In Christensen, et al 2012 Becker, et.al. (2010). JEP, 102, 773-786 PISA, 2009; http://www.oecd.org/pisa/pisaproducts/48852630.pdf http://www.oecd.org/pisa/pisaproducts/48852630.pdf www.CORILearning.com -for power pointswww.CORILearning.com

33. Professional Development CORI---3 half-days; ▫Target motivation & engagement practices, texts, strategies Build Interdisciplinary Units ▫Follow guidelines on IRA website. Sullo, 2009. The motivated student: Unlocking the enthusiasm for learning. ASCD. Policy: Engagement as school goal; teacher planning time; teacher quality

34. Closing points Boosting engagement fosters present and FUTURE achievement. Teachers can have it all--by balancing all. ▫Standards (25%), Texts (25%), ▫Strategies (25%), and Engagement (25%) School policy for engagement is imperative; teacher quality is re-conceptualized.