1. Secondary Teacher Institute: Reading In the Time of the Common Core State Standards July 31, 2012

2. Essential Questions How can I utilize reading strategies to enhance the understanding of all students within my discipline? How is being capable, curious and confident related to students’ abilities to use reading strategies independently? How does content literacy prepare students for their next educational challenges?

3. Outcomes Knowledge of: raised expectations for reading across the curriculum the CCSS Reading Informational Text Standards tools to evaluate text complexity several strategies to scaffold close reading of complex text across the disciplines.

4. Raised Expectations for Reading Across the Curriculum

7. Gap Analysis Parkway’s Strategic Plan: All students will take the ACT and achieve a composite score above the national average, with the district average ACT composite score rising to at least 25. How are we doing in reading?

8. Parkway EXPLORE Data 20072008200920102011 District5954 5860 N784794734773793 Total N13201414135013361312

9. Parkway EXPLORE Data 20072008200920102011 District5954 5860 N784794734773793 Total N13201414135013361312

10. Parkway – PLAN Data

11. For ALL to be ready to reach 25 or higher in Grade 11, students should aim for a 21 or higher in Grade 10 on the PLAN.

12. Parkway ACT Data

14. Reading in the Disciplines General strategies: asking questions making predictions testing hypotheses Summarizing monitoring understanding & deploying fix-it strategies.

15. Supporting Transaction with Text Together Pre-reading During reading Post-reading A – M - T Reading as Transmission Reading as Transaction

16. Pre, During, and Post-Reading Strategies Inside > Curriculum > Secondary Communication Arts > Diversity & Equity: “Francis Howell RTI Comprehension Strategies” Explanations “Francis Howell Fidelity Implementation Spreadsheet” Planning Tool

17. Discipline –Specific Reading Demands A Sampling… ELA – navigating non-linear narrative structures, recognizing how diction impacts tone History – recognizing the partial and value-laden perspectives in primary documents Math – the logic of stipulated definitions, how theorems and proofs are worked through examples Science – use of embedded clauses to define technical vocabulary, conceptual relationships embedded in taxonomic reasoning

18. Measuring Text Complexity Quantitative Measures Qualitative Measures Reader/Task Considerations

19. To Obtain the Lexile for a piece of Text Go to Lexile.com/analyzer/ Create an account (free) Follow Steps 1 – 5 on the left TIP: Type a piece of the text into Word then save as plain text. Upload the text, when prompted

20. Quantitative Measures

21. Qualitative Measures - RUBRIC Levels of Purpose Structure and Layout –Compare/Contrast, Problem/Solution, Cause/Effect, Chronological, Climactic, Simple list, Subordination (Key idea, supporting details) –Text features like font, graphics, headers, gaps… Language Conventionality Knowledge Demands

22. Reader and Task Considerations Reader o Readiness o Learning Profile (Preferences) o Interests Task – Rigor

24. Gradual Release of Responsibility I Do It We Do It Ya’ll Do It You Do It Balance?

25. High Yield Strategies Summarizing & Note-Taking Reading for Meaning Using the Standards to Unpack Text

26. Summarizing & Chunking Large effect size (Hattie, Marzano) http://www.netc.org/focus/strategies/summ.php http://www.netc.org/focus/strategies/summ.php Annotating Note-taking Gombrich piece

27. Reading for Meaning Topical EQ How is knowing the break-even point critical for staying in business?

28. Gradual Release of Responsibility I Do It We Do It Ya’ll Do It You Do It Which levels?

29. Using the Standards to Unpack Text Number 1 – 9 Gather in your new groups Runner collect standards Examine the Informational Text standard across Grades 6 – 12 based on your group’s number Capture the essence in an image & gesture with your colleagues. (representing-to-learn)

30. Using the Standards to Unpack Text Read “The Shoot-Out” through the lens of your standard. Share out your representation and observations.

31. Gradual Release of Responsibility I Do It We Do It Ya’ll Do It You Do It Which level?

32. Options for This Afternoon… Examine each RIT standard through the lens of your discipline… Jig Saw parts of “Reading in the Disciplines” Create a “Reading for Meaning” Lesson using a short piece of key expository text

33. The Future Can we pull together and do this thing?... One school’s story….

34. Turnaround at Brockton High BROCKTON - Brockton High School has every excuse for failure, serving a city plagued by crime, poverty, housing foreclosures, and homelessness. Almost two-thirds of the students qualify for free or reduced-price lunches, and 14 percent are learning to speak English. More than two-thirds are African-American or Latino - groups that have lagged behind their peers across the state on standardized tests. But Brockton High, by far the state’s largest public high school with 4,200 students, has found a success in recent years that has eluded many of the state’s urban schools: MCAS scores are soaring, earning the school state recognition as a symbol of urban hope. By James Vaznis Globe Staff / October 12, 2009James Vaznis Emphasis on literacy brings big MCAS improvement

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38. MAT H

39. Just Right vs Rigorous Text? Need both … 10,000 hours to become expert at anything Opportunities to read silently 90 minutes a day – across the curriculum AND Students need us to model how experts read in our content area

40. Reflections on Teacher Leadership

41. Pedro Noguera “ You don’t have to change the student population to get results, you have to change the conditions under which they learn.”

42. Possible Next Steps Commit to more summarizing… Within BLTs and CLTs, look that the Brockton examples as a start and make a commitment to some shared strategies for reading, writing, or reasoning that work across the curriculum in your building. Create and use Reading for Meaning lesson scaffolds in units of study you will teach this year …

43. Playing Card Discussion Questions SPADES: What do you think are the greatest advantages and biggest challenges to increasing text- complexity for all students? CLUBS: What will you do to scaffold text so that all students can read increasingly complex texts? DIAMONDS: What do you want to remember about content area reading and text complexity? HEARTS: How will the shift to increasing time to practice content reading using reading scaffolds change instruction?