Preparing for the KS Reading Assessment

Preparing for the 07-08 KS Reading Assessment
Part 2: Strategies to Support Student Comprehension Kristi Orcutt ESSDACK 2007

©Kristi Orcutt, kristio@essdack.org, 2007

What’s confusing for students?
1. Text Type 2. Text Structure 3. Text Features Poster developed by USD 259 teachers (I think) ©Kristi Orcutt, 2007

Pencils Down! Analyze the following image.
You will be asked to reproduce this in a moment…

Show this slide. Explain to participants that they will have 60 seconds to study the picture.
Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide.

You have one minute to draw!
This is haphazard and doesn’t make sense. We just have to hope that something sticks. ©Kristi Orcutt, 2007

Show this slide. Explain to participants that they will have 60 seconds to study the picture.
Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide.

You have one minute to draw!
This is more orderly and patterned; therefore, easier to remember. ©Kristi Orcutt, 2007

Show this slide. Explain to participants that they will have 60 seconds to study the digits. Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide. NOTE: If the participants knew ahead of time the following structure/organizational pattern/process, they would only need a few seconds to memorize the number: 1776 (our nation’s birthday) 60 minutes in an hour, 24 hours in a day, 365 days in a year Call 411 (directory assistance) to get help with numbers phone numbers, that is.

Write the number from memory!
©Kristi Orcutt, 2007

Let’s try again but think . . .
American Revolution / Declaration of Independence Minutes / hours / days Emergency

1776 911 Show this slide. Explain to participants that they will have 60 seconds to study the digits. Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide. NOTE: If the participants knew ahead of time the following structure/organizational pattern/process, they would only need a few seconds to memorize the number: 1776 (our nation’s birthday) 60 minutes in an hour, 24 hours in a day, 365 days in a year Call 411 (directory assistance) to get help with numbers phone numbers, that is.

What does this have to do with
reading? af

The better a student understands the purpose, structure, and features of text, the higher the comprehension What we know about reading research: the more we can get kids to think about the way they think, the better they read and remember, you can’t separate writing and reading / must do them both (meaning What? That social studies teachers are also READING/ WRITING teachers! It is their jobs, not just the English teachers) Also that the more we have kids work together, the better they read, write and learn

What’s confusing for students?
1. Text Type 2. Text Structure 3. Text Features ©Kristi Orcutt, 2007

Text Types Narrative Expository Technical Persuasive Text Features Maps, graphs, italics, text boxes, etc. Text Structures Description Sequence Comparison-Contrast Cause-Effect Problem-Solution Go to handouts for resources & model graphic organizers ©Kristi Orcutt, 2007

Text Types = Author’s Purpose
T-Technical (to inform, instruct, tell how) Y-Your Story -Narrative (to entertain) P-Persuasive (to persuade, convince) E-Expository (to inform, tell about, explain) ©Kristi Orcutt, 2007

Text Types at Each Grade Level
Narrative Expository Technical Persuasive 3 4 1 5 6 7 2 8 HS ©Kristi Orcutt, 2007

Defining Good Readers “The ability to analyze the author’s purpose and perspective is just as essential as literal and inferential comprehension.” -Gwynne Ellen Ash Underline is key terminology ©Kristi Orcutt, 2007

©Kristi Orcutt, kristio@essdack.org
Why might this be confusing for students? ©Kristi Orcutt,

Identifying Persuasive Text
Whose story is being told? What is the perspective of the writer? What does he want you to believe/feel/do? Does the writer believe certain things about the story/topic/ world? How can you tell? Does the author or narrator tell us about these beliefs, or do we need to guess on the basis of clues? ©Kristi Orcutt, 2007

Identifying Persuasive Text
Whose story is NOT being told? Why? Would some people disagree with the writer’s beliefs or arguments? What might they believe or argue instead? Do you agree or disagree with the things the writer would like you to believe? Why? ©Kristi Orcutt, 2007

Expository Text “Informational text is the most complicated type of nonfiction because the purposes are so varied. The purpose of informational text dictates the structure. Not all informational texts have the same structure.” - Buss & Karnowski, Reading & Writing Nonfiction Genres The purpose dictates the structure! ©Kristi Orcutt, 2007

What are Text Structures?
Organizational patterns used in writing Description Sequence* Problem and Solution* Cause and Effect Comparison and Contrast *3rd grade only these two ©Kristi Orcutt, 2007

Why is it important that readers can recognize and understand text structures? (Besides that it’s on the state assessment!) ©Kristi Orcutt,

Understanding text structure is the KEY to comprehending expository text!! ©Kristi Orcutt,

Expository Text has NO PLOT LINE to Support Comprehension
Middle Climax Rising Action Falling Action Beginning End Exposition Resolution ©Kristi Orcutt, 2007

Text Structure Research
“Many students experience problems comprehending expository text….One reason is that they can’t see the basic structure of the text. Some students get lost in the words and can’t see the big picture.” Dymock, 1998; Dymock & Nicholson, 1999 ©Kristi Orcutt, 2007

Text Structure Research Teaching students to recognize common text structures can help students monitor their own comprehension. ©Kristi Orcutt, 2007

Changes to Text Structure- KSDE Aug. 8, 2007
Remove text structure items (1.4.6) from narrative passages on developed forms of the state assessment at grades 3-6 Text structure items (1.4.6) will remain for narrative passages on developed forms of the state assessment at grades 7 - HS Text structure items (1.4.6) will no longer be developed for narrative passages for the state assessment at any grade level, grades 3 - HS The Kansas Department of Education has received a number of questions regarding to the assessment of text structure in narrative reading passages on the Kansas State Reading Assessment. This summer a subcommittee of representatives from the Kansas Department of Education, The Kansas Reading Standards and Assessment Committee, The Center of Educational Testing and Evaluation at Kansas University, and WestEd reviewed this issue. August 2, 2007 (revised August 8, did not include 5th grade in the 4th bullet) ©Kristi Orcutt, 2007

Text structure (1.4.6) will be assessed in expository at grade 3, expository and technical at grade 4, and expository, technical, and persuasive at grades 5 – HS on new forms. Only assess text structure (1.4.6) in a paragraph at grade 3 on new forms Use only “sequence” as an answer choice. Do not use “sequence of events” or “series of steps” on new forms Do not use “problem-solution” and “cause-effect” as answer choices in the same item on new forms ©Kristi Orcutt, 2007

Text Structure Foldable
©Kristi Orcutt, 2007

Teaching Text Structures
Present and model the use of graphic organizers for each structure Explain that text structures can often be identified by certain clue or signal words Compare and Contrast Venn Diagram: Signal Words: alike, different, similar, same as, both, in contrast, differ ©Kristi Orcutt, 2007

Example Explicit use of Signal Words
Kansas and Hawaii are similar in some ways. Both are states in which farming is a major industry. They are also different, however. Hawaii is a tropical island, while Kansas is in the middle of nowhere. **Signal words can be explicitly stated, as above. They can also be implied. ©Kristi Orcutt, 2007

Example Implied Signal Words
Kansas and Hawaii are states in which farming is a major industry. Hawaii, however, is a tropical island, while Kansas is in the middle of nowhere. **Signal words can be explicitly stated, as above. They can also be implied. ©Kristi Orcutt, 2007

Teaching Text Structure
Make the READING-WRITING CONNECTION: Have students write paragraphs, retell, and summarize material using TEXT STRUCTURE FRAMES Pages Topics: SPRING BREAK, Teaching Salaries, state assessments, parent-teacher conferences ©Kristi Orcutt, 2007

Text Structure Frames: ©Kristi Orcutt, 2007

Make the Reading-Writing Connection
Text Structure Frames With a partner, write one paragraph on the topic of WINTER for each of the five text structures. Use the Text Structure Frames for guidance Use appropriate signal words and underline them in your paragraphs Discuss - ©Kristi Orcutt, 2007

Remember the GOAL! Identifying text structure is NOT the goal Goal is for students to internalize knowledge about text structure and use it to enhance their comprehension Teach students to use text structures to improve their reading comprehension and writing organization ©Kristi Orcutt, 2007

Before Reading: Predict
Predicting text structures is a pre-reading strategy Every time you put a text in front of a student, you have the opportunity to teach text structure Questions?? ©Kristi Orcutt, 2007

During Reading: Text Coding / Text Mapping
Marking, highlighting, chunking, etc. -- text coding helps students see visually how text is presented Make predictions and connections to author’s purpose, main idea, etc. MODEL for students how to do this! ©Kristi Orcutt, 2007

Teaching Text Structures
Show examples of paragraphs that correspond to each text structure Model how to identify signal words Have students sort paragraphs by text structures Have students create a graphic organizer to correspond with a paragraph SORT paragraphs using text structure mat ©Kristi Orcutt, 2007

Text Structures - KEY IDEAS
Predicting text structures is a pre-reading strategy Every time you put a text in front of a student, you have the opportunity to teach text structure Questions?? ©Kristi Orcutt, 2007

Text Structures - KEY IDEAS
Use WRITING to support reading (and reading to support writing) Text Structure Frames Make predictions / connections between text structure, author’s purpose, and main ideas Focus on the BIG IDEAS; don’t get caught up in the details Questions?? ©Kristi Orcutt, 2007

Remember the GOAL! Identifying text structure is NOT goal Goal is for students to internalize knowledge about text structure and use it to enhance their comprehension Teach students to use text structures to improve their reading comprehension and writing organization ©Kristi Orcutt, 2007

Text Features What are text features? Typographical clues - boldface print, italic type Organizational features - headings, subheadings Graphic aids - maps, graphs, charts, illustrations, pictures ©Kristi Orcutt, 2007

Why is it important that readers can recognize and understand text features? (Besides that they’re on the state assessment!) ©Kristi Orcutt,

Retelling & Summarizing
Difference between how it’s taught and how it’s tested What does it look like in the classroom? What does it look like on the state assessment? Use text structure frames for retelling and writing summaries Model, model, model ©Kristi Orcutt, 2007

Characteristics of a Good Retelling/Summary
Shorter than the original Include the main ideas and important details of the text Reflects the structure and order of the original text ©Kristi Orcutt, 2007

Create Your Own Multiple Choice Summaries
Read the passage. Write a 3-5 sentence summary of the passage that is Shorter than the original text Includes the main ideas and important details of the text Reflects the structure and order of the original text ©Kristi Orcutt, 2007

Create Your Own Multiple Choice Summaries
Next, create one distracter (incorrect answer choice/summary) What are strategies for creating distracters? Missing main ideas Missing entire sections (beginning, middle, or end) Not presented in same order or structure as original Share ©Kristi Orcutt, 2007

Making Inferences ©Kristi Orcutt,

Making Inferences Use pictures, music, mysteries, etc. to help students understand the process of making inferences and drawing conclusions Then, transfer skills to making inferences with text ©Kristi Orcutt,

Making Inferences & Drawing Conclusions
Ordeal by Check (Check Stories) ©Kristi Orcutt, 2007

Topic, Main Idea, Supporting Details
Make Up a Main Idea Activity Take ONE sentence strip each Supporting details Topics Form groups by TOPIC Put your sentence strips together to form a paragraph WRITE A MAIN IDEA topic sentence for your paragraph Review resources Behind the YELLOW Tab ©Kristi Orcutt, 2007

Teaching Main Idea Model for students how to predict the main idea when previewing the text Read the topic and summary sentences of each paragraph Use sentence strips - Students have put sentences in order to make a logical paragraph Leave off the main idea & students write their own Use paragraphs with varying types of text structures ©Kristi Orcutt, 2007

Text Coding / Text Mapping
Marking, highlighting, chunking, etc.- text coding helps students see visually how text is presented Make predictions and connections to author’s purpose, main idea, etc. MODEL for students how to do this! ©Kristi Orcutt, 2007

Retelling, Paraphrasing, Summarizing
Difference between how it’s taught and how it’s tested We need to provide models & discuss which is the “best one” Students write their own summaries Model, model, model ©Kristi Orcutt, 2007

Topic, Main Idea, Supporting Details
TOPIC: the subject of the whole paragraph MAIN IDEA: the point that the whole paragraph makes SUPPORTING DETAILS: the sentences that explain the main idea Identifying Main Ideas ©Kristi Orcutt, 2007

What is a topic? "A topic is a word or phrase that tells what the author is writing about…" (from Opening Doors, p.191) "The topic of a passage is a word or phrase that labels the subject but does not reveal the specific contents of the passage." (from Bridging the Gap: College Reading, p.124 ©Kristi Orcutt, 2007

What is a stated main idea?
"A stated main idea is the sentence in a paragraph that contains both the topic and the author’s single most important point about the topic." (p.172, Opening Doors) "The main idea of a passage is the central message that the author is trying to convey about the material." (p.122, Bridging the Gap: College Reading) ©Kristi Orcutt, 2007

To find the main idea of a paragraph or passage, ask yourself:
What is the most important point the author wants me to understand about the topic? ©Kristi Orcutt, 2007

Where can the main idea appear?
At the beginning At the end Within the paragraph/passage Implied in the paragraph/passage ©Kristi Orcutt, 2007

General vs. Specific The main idea in a paragraph is a general idea. In contrast, the supporting information in a paragraph is made up of specific ideas and details. To improve your skill at finding main ideas, you need to practice distinguishing between general and specific ideas. The general idea includes all the specific ideas. ©Kristi Orcutt, 2007

Answers and Explanations
Check It Out… Answers and Explanations a) The general idea is "emotions" because it includes all of the others as examples. b) The general idea is "insects" because it includes all of the others as examples. c) The general idea is "science" because it includes all of the others as examples. See if you can identify the general word in each group. a) jealousy hatred emotion worry b) spiders cockroaches mosquitoes insects c) chemistry science physics biology ©Kristi Orcutt, 2007

Identify main ideas: General ideas: broad ideas that apply to a large number of individual items Clothing Pies Specific ideas or terms: more detailed or particular; referring to an individual item Scarf Apple, cherry, chocolate cream Identifying Main Ideas ©Kristi Orcutt, 2007

Which are general? Soda, coffee, beverage, wine Pounds, ounces, kilograms, weights Soap operas, news, TV programs, sports special Sociology, social sciences, anthropology, psychology Identifying Main Ideas ©Kristi Orcutt, 2007

The main idea is the most general statement about the topic:
People differ in numerous ways. They differ according to physical characteristics, such as height, weight, and hair color. They also differ in personality. Some people are friendly and easygoing. Others are more reserved and formal. Which is the most general statement? ©Kristi Orcutt, 2007

What is the topic of the following?
Nutrition is the process of taking in and using food for growth, repair, and maintenance of the body. The science of nutrition is the study of foods and how the body uses them. Many North Americans define nutrition as eating a healthful diet. But what is healthful? Our food choices may be influenced by fads, advertising, or convenience. We may reflect on the meaning of nutrition while pushing a cart down a supermarket aisle, or while making a selection from a restaurant menu. ©Kristi Orcutt, 2007

Finding the Main Idea Locate the Topic --person, place, object, idea Locate the Most General Sentence --the topic sentence Topic Sentence First (usually) Topic Sentence Last (second in frequency) Topic Sentence in the Middle Topic Sentence First and Last (last = emphasis) Study the Details—all the sentences in a paragraph must relate/support/explain the main idea. ©Kristi Orcutt, 2007

Inferring Unstated Main Ideas
Find the topic. Decide what the writer wants you to know about the topic. Express this idea in your own words. Identifying Main Ideas ©Kristi Orcutt, 2007

Persuasive Text and Techniques
Glittering generalities Bandwagon Citing Statistics Citing Authority Testimonials ©Kristi Orcutt, 2007

Persuasive Text and Techniques
Glittering generalities Bandwagon Citing Statistics Citing Authority Testimonials Use student magazines/articles to find appropriate narrative & expository text. ©Kristi Orcutt, 2007

Assessed Indicator Review “Nitpicking the Newspaper”
Use NEWSPAPERS to find examples of: All four text types All five text structures Five text features Three main ideas Two types of figurative language Two facts and two opinions Two persuasive techniques One prefix, suffix, or root word tested at your grade level ©Kristi Orcutt, 2007

How Can We Help Students Become Successful Readers?
Teach Students to use strategies Before, During, and After reading to monitor their own comprehension. Add Before, During, After discussion Add handouts Synonyms, etc. from Reading Teachers Book of Lists Preparation Checklist (from Kathy S) -- in powerpoint or just as a handout Reading Resource CD Rom -- preview of what is on it -- if time at end show it Other Questions -- If we can’t answer, then forward to Kathy and we will get back to them via . Overheads to make -- Reading Standards, Handouts, anything going in their packet of materials, certain pages from LINKS (opening Appendix pages might be good) What are strategies for student success? Or what are common student errors? What other resources are there? Include Kathy’s phone and , any possibilities for released items, copies of Parents Handbooks on Assmts, Teaching Reading in the Content Areas, 6 Trait Reading, Vacca and Vacca, National Reading Panel Report, Carol and Kristi’s ©Kristi Orcutt, 2007

What are Strategies for Test Preparation?
Teach the GENRE of Reading Assessment Reading on standardized tests is very different from any other type of reading Purpose is to Figure Out the Answers to test makers’ questions Teach Terminology and Test Language Saying the same thing in the same way Genre - just like poetry, fiction, etc -- teach it as having a different purpose Practice tests should look like the test -- retype stories, articles, etc., Use multiple-yes-no format,etc. Bubble sheets to practice with ©Kristi Orcutt, 2007

What are Strategies for Test Preparation?
“Teach the Reader, Not the Reading” Discuss HOW students arrived at their answers Focus More on Strategies - Less on Answers Teach students to look for EVIDENCE FROM THE TEXT, instead of personal opinion or prior knowledge “Use the text, not your life, to pick the answer” Use (but don’t overuse) test practice materials to familiarize students with test format Practice tests should look like the test More on strategies, less on answers -- The answers won’t be the same on tomorrow’s tests. ©Kristi Orcutt, 2007

What’s the #1 Way to Prepare Students for Success as Readers?
It’s All About ATTITUDE!! Thanks for attending! ©Kristi Orcutt, 2007

“Staff Blogs” “Kristi Orcutt” or Search for “Preparing for the Reading Assessment” Workshop PowerPoint Good Reading on the Web Text Structure Posters in color ©Kristi Orcutt, 2007

Preparing for the KS Reading Assessment

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