1. Literacy Coach Training Day 3 August 22, 2013

2. Our Outcomes Analyze what good readers do before, during and after reading. Explore strategies to assist teachers in developing instruction designed to improve students’ abilities to read and understand content area texts. Define the role of background knowledge in the reading process.

3. Find Your Favorite Shape Square Rectangle Triangle Circle Squiggle Discuss and record why you chose that particular shape.

4. Where Do You Fit? Square represents a person who is administrative. Triangle represents a person task oriented. Rectangle represents a person who goes one direction today and another direction tomorrow. The circle represents someone concerned about the people in the group. The squiggly line represents a creative person.

5. “The crucial factor that promotes or hinders success in today's society is the ability to access, understand, and use different types of information.” From “Literacy Matters”:

6. What do good readers do? Standard 2, Element 1: Literacy coaches provide content area teachers with professional development related to metacognitive reading strategies

7. Read the following Text: Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

8. What strategies did you use to make sense of your reading of this text, the First Amendment to the Constitution of the United States? What caused you to slow down or reread? Under what circumstances might a teacher introduce this document to students—even those thought to be struggling with reading? What challenges might young people representing an array of reading abilities encounter as they read? How could a teacher help those young people to address any challenges and weigh the text’s possible meanings? What knowledge and strategies might young people extrapolate from this experience to other reading?

9. S Metacognitive Strategies A SK QUESTIONS I S I NFER/ PREDICT M AKE CONNECTIONS V ISUALIZE S YNTHESIZE D ETERMINE IMPORTANT IDEAS A NALYZE/CRITIQUE S UMMARIZE M+MDAAVISS

10. How often do you use these strategies while reading (or listening /viewing)? MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY) Make Connections: Text-to-self, text-to-text, and text-to-world Determine important ideas: Use text clues as evidence Ask Questions: Readers asks ?’s and reads to clarify before, during, and after reading Analyze/Critique: Use text features and structures to reflect on what stands out (overall gist) and how it stands out Visualize (Image): Use imagination and senses to picture, smell, taste, or feel something in the text Infer: Use clues from text & background knowledge Summarize: Identify the main idea and supporting details from the text Synthesize: Tell the big ideas and add original reflection/interpretation

11. “Teaching for Comprehension” While reading complete the Double Entry Reflection Journal. Be prepared to share your reflections and processes with the group.

13. Standard 2: Element 2 Literacy coaches assist teachers in developing instruction designed to improve students’ abilities to read and understand content area texts and to spur student interest in more complex reading materials.

14. Cognitive Apprenticeship http://prezi.com/tyfazss1npdr/cognitive-apprenticeship/

15. Cognitive Apprenticeship in Action https://www.teachingchannel.org/videos/student- annotated-reading-strategy https://www.teachingchannel.org/videos/student- annotated-reading-strategy In what ways do 'thinking notes' require students to track their response to a text and engage in more thoughtful reading?

16. “Interactive Comprehension Instruction” Use Text Coding to guide your reading.

17. Track Your Thinking With Text Codes Highlight/underline a spot in the text & then code in the margins) R - “This reminds me of…” to signify a connection to background knowledge or experiences V – “I can picture this…” to signify visualizing and creating mental images E – “This makes me feel…” to signify an emotional response to the text Q – “I wonder…” to signify a pondering question that occurred during reading I – “I figured that out…” to signify making an inference such as a prediction or an interpretation not explicitly stated in the text ? – “I don’t understand this...” to signify a segment that is confusing or doesn’t make sense ! – “This is interesting…” to signify something that particularly intrigued you Refer to these codes with a reading partner and discuss areas of commonality and difference. As you add comments to your codes, think about the power of transforming the author’s ideas into your own!

18. Share an idea that you coded as either “I” (to signify something important you figured out through inferencing, or reading between the lines) Share an “!” (to signify something that particularly intrigued you) about the concept of cognitive apprenticeship? Briefly explain your thinking for that particular code, using the text to elaborate when needed. Remember to build on each other’s ideas.

19. Text Coding How did your use of coding what you underlined impact your regular note-taking practices? Did you find the process useful? different? problematic? Would you use additional/different codes? Give a specific example to support your reasoning. How do your reactions compare with others in the group?

21. All learning needs a solid foundation from which to build upon.

22. Use Your Reading Comprehension Skills to Read This Passage: Corandic is an emurient grof with many fribs; it granks from corite, which garkers excarp by glarcking the corite and starping it in trankerclarped storbs. The tarances starp a chark, which is expanged with wortes, branking a storp. This storp is garped through several other corusees, finally frasting a pragety, blickant crankle: coranda. Coranda is a cargurt, grinkling corandic and borigten. The is nacerated from the borigen by means of loracity. This garkers finally thrap a glick, bracht, glupous grapant, corandic, which granks in many starps.

23. Great Job! You answered all of the questions correctly! Do you understand what you read? What did you need to read this passage with understanding?

24. What Does This Mean? The difficulty of your set could be increased if you do a jam followed by a peach. Jones sacrificed and knocked in two runs.

25. Schema Example The problems that confront p_______ in raising ____ from in______ to adult life are not easy to ______. Both fa_____ and m______ meet with many di_____ in their concern for satisfactory pro_____ from the e_____ stage to later life. It is important that young ch_____ should have plenty of s_____ and good f___ for healthy growth. B____ and g____ should not occupy the same b_____ or sleep in the same r____. They are often afraid of the d_______.

26. Did You Get Them All Correct? The problems that confront poultrymen raising chickens from incubation to adult life are not easy to summarize. Both farmers and merchants meet with many difficulties in their concern for satisfactory promotion from the egg stage to later life. It I important that young chicks should have plenty of sunshine and good feed for healthy growth. Banties and geese should not occupy the same barnyard or sleep in the same roost. They are often afraid of the dark.

27. Building Background Knowledge “…given the relationship between academic background knowledge and academic achievement, one can make the case that it should be at the top of any list of interventions intended to enhance student achievement. If not addressed by schools academic background knowledge can create great advantages for some students and great disadvantages for others.” Robert Marzano, Building Background Knowledge,2006.

28. How Much Background Knowledge Background knowledge is multi-dimensional and its value is contextual. Background knowledge manifests itself as vocabulary knowledge (academic vocabulary). Even surface-level background knowledge is useful. (Marzano, 2004)

29. Components of Background Knowledge

30. “I use what I know, to understand what I read.”