Today Announcements Setting the Stage for Next Year: Reading and the Common Core Standards Rigor in the Reading Classroom Strategies for Building Inquiry in the Reading Classroom Test Preparation Strategies for FCAT 2.0 Reading
FCAT Concordant Scores FCAT 2.0 Reading – 245 SAT Verbal – 430 ACT – 19 Page 4 of the DOE FCAT Graduation Requirements handout contains many useful resources.
Secondary Literature Sequence Project Major Works Committee and Department Heads have been meeting regularly to align literature sequence with Common Core. This summer a team will work on developing units with assessments based on sequence and the Standards. Canyon School District in Utah has excellent resources. (See sample.) Links are in note page. Once the materials are developed, a team of reading experts will review and make recommendations for accommodations for the less abled readers.
Considerations for Reading Next Year If we are ever going to develop a district program, we must be in agreement as to what it will look like: Reading classes with Level 1 or Reading classes with Level 1 and Level 2? How should instruction differ between our level 1 and level 2 readers? Will our reading classes be block classes? If so, what will the program look like? Do we all want to implement a standard reading program across the district? What will the elements be? How do we merge Reading skills with the rigor and expectations of the Common Core State Standards? What about progress monitoring?
There are two broadly different groups of struggling readers for us to consider. (Joe Torgesen, FCRR) Students who are still struggling significantly with initial word reading skills (say, below the 3 rd grade level) Students who have adequate word level skills (though not fully fluent), but struggle with vocabulary, knowledge, reasoning, comprehension strategies, and motivation
Needs of Students One to Two Years Below Grade Level (Torgesen, FCRR) Powerful, supportive instruction in vocabulary and strategic reading skillsPowerful, supportive instruction in vocabulary and strategic reading skills Supported reading experiences to increase fluency and engagement in thinking about what they readSupported reading experiences to increase fluency and engagement in thinking about what they read
Reading Skills Needed for Students Considerably Below Grade Level Word level skills- accuracy and fluency Strategy instruction and engagement in thinking about text Lots of guided, supported practice in reading Both embedded and systematic vocabulary instruction
Findings from a recent meta-analysis of interventions for adolescent struggling readers (Torgesen, FSU) Intensive interventions focused on word level reading skills produce consistent effects of reading accuracy and comprehensionIntensive interventions focused on word level reading skills produce consistent effects of reading accuracy and comprehension Intensive interventions focused on comprehension strategies produce larger effects on reading comprehensionIntensive interventions focused on comprehension strategies produce larger effects on reading comprehension
Both Groups of Students Need Content Classes that Include: Comprehension StrategiesComprehension Strategies Extended Discussions of TextExtended Discussions of Text High StandardsHigh Standards Reading-Writing ConnectionReading-Writing Connection Motivation and EngagementMotivation and Engagement Content Learning to Building Understanding of Concepts that Assist ComprehensionContent Learning to Building Understanding of Concepts that Assist Comprehension
For Next Time Our last meeting will focus on planning for next year. Start thinking about the issues mentioned previously. Read the article by Joe Torgesen from FCRR in preparation. Come with your ideas and be ready to plan. In the meantime, lets look at ways to increase rigor and inquiry in our reading classes.
Summer Training Schedule There will be a number of training opportunities. Once the schedule is finalized, we will forward the information to you.
Take a few moments to write your definition of rigor in the reading class. If you have an Ipad, laptop, or smart phone with you, please email your definition to firstname.lastname@example.org.
Rigor in the Reading Class Think-Pair-Share Share your definition with a partner. Find one commonality in your definitions and one difference. While T-P-S is an effective engagement strategy, notice that sharing is a lower-level task. Tasking students to compare & contrast slightly increases the level of thinking.
Working Definition of Rigor Rigorous instruction operates within, but at the outer edge of students ability to master the content as evidenced by the standards. Rigorous Instruction Includes: Content that focuses on depth over breadth, Strategies that scaffold students through varying cognitive levels, and Assessments designed to measure student ability to synthesize learning and adapt that knowledge to different contexts.
Rigor Jigsaw – Now that we have shared our definitions, lets explore some components of a rigorous classroom. Your group will only pay attention to one square within the Rigor organizer. Assessment Content Cognitive Engagement Instruction Within your group, do the following: Read the quote out loud. Summarize it. Identify 2-3 look- fors concerning your element.
Inquiring Minds Moving Toward Inquiry-Based Instruction in the Reading Classroom
The Problem FCAT 2.0 Question Complexity Questioning in the Classroom* 10-20% Low Complexity 50-70% Moderate Complexity 20-30% High Complexity 60% Recall Questions 20% Procedural Questions 20% Higher Level Questions * From research in 1970
Level 1 – In the Text Level 2 – The Text & Text The Text & You Level 3 - Mostly You Costas Levels of Thinking Combined with Question-Answer Relationship
Activities Promoting Inquiry Cubing Groups work to create a discussion activity based on a text. Groups focus on the thinking rather than the verb! Cubes can be filled with a couple of beans, taped, and then swapped with another group for discussion.
Activities Promoting Inquiry Write About When you are done, rotate the questions to the right. When you are done, give the questions back to the original writer. When you are done, rotate your question to the right. Circle the person. Underline what he/she does. Step 1: Mark the text. Step 2: Write a level 1 question. Step 3: Change the level 1 question to a level 2. Step4: Change the level 2 question to a level 3.
Activities Promoting Inquiry Silent Conversation Disclaimer – This article does not reflect the opinions or beliefs of anyone in this room! For the sake of brevity, here is a gist of the introduction: The CCSS claim to prepare students to be best positioned to compete successfully in the global economy. Yong Zhao (see intro for qualifications) asks you to consider five questions in order to evaluate this claim.
Activities Promoting Inquiry Silent Conversation Read your assigned section. Highlight or underline the claim. On a post-it note, write a comment or thoughtful discussion question about the section. When time is called, rotate your paper and post-it to the right. Read the section that was read by the person before you. In a new color, highlight or underline something that stood out to you. Add an answer to the question, comment, or another question to the existing post it. When time is called, rotate and repeat.
To what extent do you agree or disagree with Zhaos skepticism of the Common Core State Standards? Write your opening position on your position paper. Include 3 reasons derived from the text to support your position. Activities Promoting Inquiry Four Corners 2.0
Gadgets & Gimmicks to Increase Engagement Scratch-Offs
Some ideas to have students do when they get a wrong answer on an FCAT practice passage: Find the detail(s) from the passage that lead the reader to the correct answer and include them in a short response. Map out your thinking. Write out how you determined your original answer, and what you learned from it. (ex: distractor words, picking the extreme, not thinking like the author) Test Corrections Not Just for the AP Class
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