1. Welcome Mini-CAST 2016 Wendy Stelly - stellyw@friscoisd.orgstellyw@friscoisd.org Allyson Felps - felpsa@friscoisd.orgfelpsa@friscoisd.org

2. Reading Strategies In Science Paired Reading and Text Coding

3. Expected Learning Outcomes: After this training you should… ●understand and be able to apply paired-reading, coding and previewing strategies across different curriculums. ●realize the ease of incorporating these reading strategies into daily lessons. ●be willing to try out different reading strategies in your classroom.

5. Paired Reading Students need to be paired based on reading level (a strong reader with a weak reader). Pairs stand shoulder-to-shoulder, facing opposite directions - one faces the window wall while the other faces the cabinet wall. It is important that students are in pairs - if there is an odd number, the teacher can be a partner. The teacher provides a short paragraph to start with - can work up to a couple of paragraphs, but no more than two paragraphs - younger grades can start with a couple of sentences. One Stemscopedia section is about two paragraphs when you copy and paste it into a Word document - so they can use their consumable Stemscopedia, but only one part at a time - reflection section works well. Teacher may need to pronounce difficult vocabulary prior to paired reading. Model - or have two students model with teacher direction of what to do - while rest of class observes. Stronger reader reads first - weaker reader listens and codes. Weaker reader reads second - stronger reader listens and codes. The idea is that the weaker reader will hear words modeled for them before they read.

6. Paired Reading Passage Selection The teacher provides a short paragraph to start with - can work up to a couple of paragraphs, but no more than two paragraphs - younger grades can start with a couple of sentences. One Stemscopedia section is about two paragraphs when you copy and paste it into a Word document - so they can use their consumable Stemscopedia, but only one part at a time - reflection section works well. Pairing Students: Pair a strong reader with a weak reader - can assign partners ahead of time Pairs stand shoulder-to-shoulder, facing opposite directions If there is an odd number, the teacher can be a partner.

7. Paired Reading Reading Teacher may need to pronounce difficult vocabulary prior to paired reading. Model for students what to do - while rest of class observes. Stronger reader reads first - weaker reader listens and codes; then switch roles but read the same passage again The weaker reader will hear words modeled for them before they read.

8. Video

9. Coding Unknown words get circled & Important words get underlined Some words may be circled and underlined. Once both students have read and coded, they sit down. Students make a T-Chart to list Unknown and Important Words. They then talk to their partner and table group about their T-Chart - some unknown words will be clarified at this point. Two posters are on the whiteboard - Unknown Words and Important Words.

11. Posters and Post-Its I like to color code my posters with my post-its Students partners or table groups will write one word per post-it (using one color for unknown words and one color for important words) Students put post-its on the appropriate posters This is a great formative assessment to do at the beginning of lesson to see what students know; great at the end of a lesson to see what they have learned Unknown words allow the teacher to see non-content words that we may not have realized students (especially ELL’s and sp.ed students) did not know This can become the interactive word wall as you refer back to it throughout the lesson

13. Summary While students are putting their post-its on the posters, I have other students writing a 1-3 sentence summary of what they just read in their journals. After everyone is back in their seats, they share their summary with their shoulder partner, or they share round robin. The teacher “pops-in” to hear and read what they have written as a formative assessment. This a great note-taking skill for writing “the gist.” It also reminds students that on reading tests a summary question usually has 2-3 sentences for answer choices, and it is a great cross-curricular note for expository text selections.

15. Time to Try It Pass out reading selection (this was copied from Stemscopedia) and have teachers pair up and try it.

16. Extensions Teacher can increase items for students to code such as: ? for things they do not understand. ! or * for things they think are interesting. The text-coding that is being used in reading can also be used here. Do not have students code for more than 4 items because it becomes overwhelming.

17. Teacher Concerns TIME! This will take 20-30 minutes to do the first time. My class took 35 minutes the first time and by their third time they were down to 20 minutes, so they catch on pretty quickly. The goal is to get it down to about 10 minutes so it can be used as an “engagement” and a quick end of lesson formative assessment. Use a very short paragraph or a few sentences, and have a couple of students model it before having the entire class do it. Start with something they are familiar with and then move to a fresh selection. Be sure to talk through each step along the way. Use a timer for each section to keep students on task and on time.

18. Benefits For Students Accountability- Everyone is actually reading the selections Students will have read the selection a minimum of two times, but my students report reading it 3-5 times, while making their lists and writing their summary High engagement For Teachers Research Backed Terri Sessoms - Strategic Reading in the Content Areas - Boosting Achievement in Grades 7-12

19. Reading around the Text ●Previewing strategy to help students make connections, identify difficult vocabulary, and gain interest in a passage. ●Good for longer passages or articles ●Can be done individually, with pairs, small groups, whole class ●Allow students to record their answers in writing- either independently or as a whole class- before reading the entire text. ●Not all steps will apply to every passage- there may not be pictures or a graph

20. Reading Around the Text Big Picture Look at pictures- what ideas are being presented?

21. Reading Around the Text Captions Look at captions and read them

22. Reading Around the Text Maps, Charts, Graphs Discuss what information they are presenting

23. Reading Around the Text Titles & Headings What is the big idea?

24. Reading Around the Text Read the First and Last Line of Each Paragraph

25. Reading Around the Text Ask A Question Give yourself a purpose to read the passage or article

26. Reading Around the Text- Purpose & Benefits ●Students connect to prior learning on a topic and teacher gains an idea of prior knowledge through discussion and questions ●Helps encourage interest in nonfiction texts- students want to then go read full text to fill in missing information ●Levels the playing field- students who struggle with fluency, are ELLs or do not like to read aloud can contribute by reading single sentences, captions or describing pictures

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