Welcome! Reading Across the Contents Professional Development

Quick Quiz 1. There are ____________ struggling readers between 4th and 12th grade. 2. ______% of students entering 5th and 9th grade read below grade level. 3. ______% of twelfth graders perform below grade level. 4. _________________ students drop out of high school every school day. 5.One of the most commonly cited reasons for dropping out is _________________ 6. Only ____% of high schoolers graduate on time. 7. Of high school grads that attend college, ____% enroll in remedial post- secondary courses. 8. _________________ is the #1 college course. 9. About _____% of high school graduates lack the literacy skills employers seek. 10. There are ___ million illiterate American adults. 11.There are ____ million American adults with below basic or basic literacy skills.

Quick Quiz 1. There are ____________ struggling readers between 4th and 12th grade. 2. ______% of students entering 5th and 9th grade read below grade level. 3. ______% of twelfth graders perform below grade level. 4. _________________ students drop out of high school every school day. 5.One of the most commonly cited reasons for dropping out is _________________ 6. Only ____% of high schoolers graduate on time. 7. Of high school grads that attend college, ____% enroll in remedial post- secondary courses. 8. _________________ is the #1 college course. 9. About _____% of high school graduates lack the literacy skills employers seek. 10. There are ___ million illiterate American adults. 11.There are ____ million American adults with below basic or basic literacy skills. 8 million Almost 7,000 deficient literacy skills Remedial reading

Reading the Newspaper Harvey Daniels and Steven Zemelman, two master reading teachers with the Chicago school district, argue, “We need to use textbooks more appropriately (and sparingly), as the reference books that they are, and also infuse the curriculum with authentic, real-world nonfiction—the kind of informational, expository, persuasive texts that adults really read” (47).

The USA TODAY classroom program includes: USA TODAY Newspapers Online resources Inside USA TODAY

The USA TODAY Newspaper

Features of USA TODAY Exclusive features & investigative reports Color Coded Clear & concise style Graphics, Snapshots, weather map & TV listings High-interest entertainment news Color photos Stats and stocks High interest sports stories and stats Newsline, Moneyline, Sportsline & Lifelines

Encourages sustained reading and higher-order thinking Weekly cross curricular activity. Content-specific student graphic organizer Features of Inside USA TODAY

News resources Lesson Plan archives Special interest Lessons by core subject Career education Event features Case Studies Project-based learning

Experience a reading lesson

Adapt, Adopt, Apply

Reading Next’s components for effectively teaching reading 1. Direct, explicit comprehension instruction. 2. Effective instructional principles embedded in content. 3. Motivation and self-directed learning 4. Text-based collaborative learning 5. Diverse texts 6. Intensive writing 7. Ongoing formative assessment of students Provides high-interest text, guided practice & freedom of choices Allows students to work together to problem solve Ensures every lesson always has a writing component Provides a wide variety of reading topics, genres and lengths Assess during every lesson The teacher... Explains “why” behind reading strategies; teaches metacognition. Guides pre-, during-, and post-reading strategies

Reading Strategies Modeling Pre-reading strategies During-reading strategies After-reading strategies

Modeling Steps Read aloud Think aloud What? Process used to demonstrate good reading skills. Why? Allows students to access the processes of a skilled reader.

Pre-Reading Strategies Steps Preview Predict Purpose for reading Access prior knowledge What? Process used to prepare students to encounter the text. Why? Proven to increase comprehension. * From:Billmeyer, Rachel. And Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?. 2 nd ed. Aurora, Colorado. Mid-continent Research for Education and Learning, p. 59.

During-Reading Strategies The Batsmen were merciless against the Bowlers. The Bowlers placed their men in slips and covers. But to no avail. The Batsmen hit one four after another along with an occasional six. Not once did their balls hit their stumps or get caught.” * From: Daniels, Harvey and Steven Zemelman. Subject Matter: Every Teacher’s Guide to Content- Area Reading. Portsmouth, NH: Heinemann, p. 21.

Quiz From: Daniels, Harvey and Steven Zemelman. Subject Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann, p Who were merciless against the Bowlers? 2.Where did the Bowlers place their men? 3.Was this strategy successful? 4.Who hit an occasional six? 5. How many times did the Batsmen’s balls hit a stump? The Batsmen In slips and covers No The Batsmen Zero

During-Reading Strategies Steps Highlight/circle Read alouds ? the author Graphic organizers Post-it notes Visualize What? Actively engage students with the text. Why? Help students stay organized and focused. Promotes metacognition and metacomprehension “I’m sick and tired of you telling the class that it’s our job to know when we know and know when we don’t know. You’re the teacher. Aren’t you the one who is supposed to know when we understand something and when we don’t?”* * From: Tovani, Chris. I Read It But I Don’t Get It. Portsmouth, NH: Heinemann, p. 35

After-Reading Strategies Steps Analyze Summarize Reflect Apply Graphic organizers Reciprocal Teaching What? Process used for formative assessment and to capitalize on student reading. Why? Engage higher- order thinking skills. Encourage reflection on and application of the reading strategies. * From:Billmeyer, Rachel. And Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?. 2 nd ed. Aurora, Colorado. Mid-continent Research for Education and Learning, p. 43.

From a Brevard County Reading Coach… This past summer I used the USA Today Summer Program for my 11th and 12th grade students who still have not passed the FCAT. These students are really hard to reach and have negative attitudes about reading in general. All I can say is WOW! I have not seen this level of student so engaged and interested in reading in I can't tell you how long! They would come in, grab a paper, and sit down to start reading before the bell even rang! And, getting them to do the work was no problem because they were usually given a choice of article to read, within the parameters of the lesson, which made the reading relevant to them. I specifically asked them on the last day if they would like to use the newspapers like this in their reading classes next year and I received an enthusiastic "Yes!" The lesson plans were easy to use and the curriculum was aligned to our state standards. Well worth the money! -Donna Spooner, Reading Coach Space Coast High School, Brevard County, FL

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