Focus on Secondary Literacy Lori Rae Smith, D.Ed., Bethel School District Ginger Kowalko, M.S., Educational Consultant October 20, 2010

OAKS Reading Assessment Statewide Results Grade

Reading Activity

Directions for test administrator 1.Have your partner read the passage as written. 2.Circle all errors as your partner reads, but do not correct. 3.When your partner is done, take their copy away and ask the questions. 4.Calculate your partner’s accuracy on the first paragraph (100 words) though they should read the entire passage. 5.Calculate your partner’s accuracy on the questions.

Accuracy Independent – 98% to 100% Instructional – 95% to 98% Frustrational – Below 95% To be successful on Oregon’s Reading & Literature Assessment, students needed to be at the independent level

Language Comprehension Vocabulary, syntax, morphology, semantics, pragmatics Word Recognition Speed & Accuracy Knowledge of Text Structures Narration, exposition, poetry, other Comprehension Strategies Monitoring during reading, using “fix-up” strategies, coping with task requirements Background Knowledge Content and language Motivation and Attention Needs, purposes, and intentions for comprehending Comprehension Requires California Reading & Literature Project/ AB 1086 Training Manual

Language Comprehension Vocabulary, syntax, morphology, semantics, pragmatics Word Recognition Speed & Accuracy Knowledge of Text Structures Narration, exposition, poetry, other Comprehension Strategies Monitoring during reading, using “fix-up” strategies, coping with task requirements Background Knowledge Content and language Motivation and Attention Needs, purposes, and intentions for comprehending Comprehension Requires California Reading & Literature Project/ AB 1086 Training Manual

TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

Grouping Design Design Time Bethel School District Middle Grades Delivery Model ACCESS Intensive Low Emerging/ Emerging Emerging/ Established Advanced (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins

ACCESS Toolkit A C C E S S cademic ontent ompetence: very tudent ucceeding ACCESS Toolkit (second edition), copyright 2008 by Mary M. Gleason, Ginger Kowalko, and Lori Rae Smith

ACCESS is designed to… Provide students with access to content Promote mastery of essential skills Assist students with demonstration of their mastery via OAKS, work samples and/or other assessments ACCESS Based on a 3-tier model of reading interventions

De coding “No comprehension strategies are powerful enough to compensate for not being able to read the words within a text.” Archer, Gleason, Vachon, 2003

Decoding Techniques Working With Words Working with Word Families

Fluency Accuracy Rate Expression

Fluency Techniques Cloze Reading Choral Reading Other Partner Reading Activities (Not in Toolkit)

Vocabulary The knowledge of words and word meanings. Coup d'état Industrialist Socialist Tariff

Vocabulary Techniques Power Words New Word Meanings Quick Words Semantic Feature Analysis Original Sentences Yes/No/Why Completion Activity

Comprehension Defined as “…intentional thinking during which meaning is constructed through interactions between the text and the reader.” Durkin, 1993 The Essence of Reading

Comprehension Techniques Plan I Observe – I Wonder List-Group-Label Graphic Organizer: Mapping Retell Interspersed Questions Marking Key Points Paired Reviews Think-Pair-Share Pass the Paper Multiple Choice Quick Writes

Comprehension Techniques Plan I Observe – I Wonder List-Group-Label Graphic Organizer: Mapping Retell Interspersed Questions Marking Key Points Paired Reviews Think-Pair-Share Pass the Paper Multiple Choice Quick Writes

RTI at the Secondary Level: Debunking Common Myths 1.Struggling adolescents have passed the point at which intervention can make a real difference.  Evidence exists that intervention with older students can be successful 2.Instruction that works with young children will be equally effective with older students.  Secondary schools are far different organizations from elementary schools Ehren, B. J., Lenz, B.K., Deshler, D.D., 2004

3. Literacy is not the job of secondary educators.  Connections must be made between content mastery and content literacy 4. Little can be done for students who are not motivated to engage in learning.  Meeting students’ learning needs provides a boost for struggling adolescents Ehren, B. J., Lenz, B.K., Deshler, D.D., 2004

For More Information Lori Rae Smith Ginger Kowalko