Module 1: Unit 2, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 2, Session 1

Module 1: Unit 2, Session 1 THE MANY STRANDS OF SKILLED READING 1.2.1

Module 1: Unit 2, Session 1 Essential Questions  Module 1 Question  What do we know about how teens learn from text and how can we use that knowledge to improve our practice?  Unit 2, Session 1 Questions  What goes into skilled reading?  What are the kinds of challenges that can impede comprehension for adolescent students? 3

Module 1: Unit 2, Session 1 Unit 2, Session 1 Objectives  To understand that reading comprehension requires decoding skills, word recognition skills, understanding of background and context, and many higher-order language skills, all working together  To understand that students who struggle with even one sub-skill may have difficulties comprehending what they read  To begin using data to understand student profiles, to acknowledge strengths, and to provide students with targeted support 4

Module 1: Unit 2, Session 1 Warm  Up Activity  Think of a difficult reading experience  What, specifically, caused you to struggle? 5

Module 1: Unit 2, Session 16

Which Strands of Reading Comprehension Does This Student Need Help With? 7 Component Marja Background knowledge (facts, concepts, etc.) Vocabulary (breadth, precision, links, etc.) Language structures (syntax, semantics, etc.) Verbal reasoning (inference, metaphor, etc.) Literacy knowledge (print concepts, genres, etc.) Phonological awareness (syllables, phonemes) Decoding (aphabetic princilple, spelling-sound correspondences) Sight recognition (of familiar words)

Module 1: Unit 2, Session 1 Which Strands of Reading Comprehension Does This Student Need Help With? Component Marja Background knowledge (facts, concepts, etc.) Vocabulary (breadth, precision, links, etc.) Very Poor Language structures (syntax, semantics, etc.) Possibly Low Verbal reasoning (inference, metaphor, etc.) Literacy knowledge (print concepts, genres, etc.) Phonological awareness (syllables, phonemes) Probably Good Decoding (aphabetic princilple, spelling-sound correspondences) Good Sight recognition (of familiar words) Good 8

Module 1: Unit 2, Session 1 Below the Bar Profiles 9

Module 1: Unit 2, Session 1 References Buly, M., & Valencia, S. W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Snow, C., Porche, M. V., Tabors, P., & Harris, S. (2007). Is literacy enough?: Pathways to academic success for adolescents. Baltimore, MD: Paul H. Brookes Publishing Co. Valencia, S., & Buly, M. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6),