Dda presentation deliberating with struggling readers

Elizabeth Mora & Isabel Morales

Social Studies Teachers, Los Angeles High School of the Arts

DDA Conference

June 27, 2012

DELIBERATING WITH STRUGGLING READERS

deliberating.posterous.com

Los Angeles High School of the Arts

• 90% Latino• 91% Economically

disadvantaged• 35.2% Limited English

Proficient• 45.1% Reclassified• 10% Special Education

Grade Reading Level (Fall 2011)

9th 6.6

10th 8.3

11th 8.6

12th 9.2

Koreatown Westlake Pico/Union

Pop. 124,000 2.70 sq. miles

Pop. 124,000 2.70 sq. miles

Pop. 45,000 1.67 sq. miles

Densely populated communities with low educational attainment and low earnings.

Source: Mapping L.A. Project, Los Angeles Times

Ed

uca

tio

n Earn

ing

s

In the transformative potential of low-income students of color.

We believe…

Why should they learn to deliberate?

We want our students to do this…

“Education is not only about issues of work and economics, but also about questions of justice, social freedom, and the capacity for democratic agency, action, and change…” – Henry Giroux

…and so we need to teach them this!

“Academic literacy skills are essential to both private deliberation and responsible citizenship in a democratic republic.” (Common Core Standards)

Directions•Listen to each statement that is read.•Walk to the corner of the room that indicates your level of agreement with each statement. (Strongly Disagree, Disagree, Agree, Strongly Agree)

4 Corners Activity

What are we doing in our classrooms?

Several of my students struggled to understand the deliberation readings.

In a small group of 2-3 people, answer the following question:

In what way(s) did you see your students struggle to understand the readings? (Cuales problemas tuvieron sus estudiantes con las lecturas escritas?)

Share out

Varios de mis estudiantes tuvieron problemas entendiendo las lecturas.

I adequately addressed the needs of my struggling readers during deliberations.

In a small group of 2-3 people, answer the following question:

In what way(s) did you succeed/need help in meeting the needs of struggling students?Cómo fueron exitosos (o necesitaban más ayuda) para lograr que todos los estudiantes entendieran las lecturas escritas?

Share outFui exitoso en lograr que mis estudiantes entendieran las lecturas.

Some facts:

8 million U.S. students in grades 4-12 read below grade level.

Of those struggling readers, 70% struggle with reading comprehension.

In a study of secondary content-area classrooms (not English), reading comprehension instruction comprised 3% of total instructional minutes.

Reading comprehension: TAKING and MAKING meaning from written words

(Ness, 2009)

Why 3%?

Turn to the person next to you, and discuss why you believe reading comprehension instruction takes 3% of instructional time.

Reasons included: Pressure to cover content Assuming students know how to read

and understand Not seeing it as their job to teach

reading Lack of time, lack of training.

We CAN improve our students’ reading comprehension, using various strategies:

DURING Pre-Reading During Reading Post-Reading

Pre-reading

Establishing the purpose for reading.

Technique: “Everybody reads to…” Ex: “Everybody read to find the

definition of genetically modified food.” Activating prior knowledge Technique: “List, Group, Label”

Teacher writes a topic on the board. Students list words related to topic. Students group words that go together. Students label each group of words.

Wordle.net

During Reading

Help students understanding the structure of the text.

Ex: (Using “environment” deliberation) Deliberation question Background on GM foods Discussion of other countries’ views

on GM foods Reasons to support/oppose GM foods

Graphic Organizers

How are genetically modified foods used and regulated around the world?

United States European Union South America (*where Bolivia, Ecuador, & Peruare located)

Collaborative Reading Strategy

In groups, students will: Identify and define difficult and significant words and phrases.

Rephrase statements in other words.

Use statements to form reasons that support or oppose the deliberation question.

Make connections between the reading and activate prior knowledge or personal experiences.

Before Groups Collaborate

Into Activity Political Cartoon OR Images showing the difference between organic and genetically modified fruits.

EXAMPLE Which would you buy?

Pretty or imperfect fruit?Cheap or more expensive fruit?Genetically modified or organic fruit?

But Ms., what’s genetically modified mean?

Genetically modified foods: Foods for human

consumption that have had their genetic material

altered in some way. What?Time to annotate:

Circle unfamiliar or significant words. Let’s define them.

To consume, eat, use

Small unit in DNA that makes living things what they are

Changed

Now, rewrite the definition in other words.

Genetically modified foods: Food that has

had the genes in its DNA changed.

Humans can use or eat this kind of

food.

Use the same process for organic &

the DELIBERATION QUESTION

Deliberation Question

Should our democracy permit the cultivation of genetically modified foods?Should our democracy allow the farming of genetically modified foods?

Allow

Farming, growing

Students Annotate the Reading Directions:

Circle unfamiliar and significant words.

Define with synonyms or brief explanations.

Highlight/underline significant information.

Everyone participates! Form groups of 3-4 Give the marker to…

Collaborative Reading Strategy

Rotation 1 (2 min):

Read the quote.

Circle at least two unfamiliar or significant words.

Define them with synonyms or simple phrases.

Collaborative Reading StrategyROTATE POSTERS & MARKERS

Rotation 2 (3 min): Read the quote and group notes. Underline significant phrases (3 or

more words within the sentence). Squiggle underline confusing

phrases. Finish one of these statements:

In other words this means…Does this mean…?

Collaborative Reading StrategyROTATE POSTERS & MARKERS

Collaborative Reading StrategyRotation 3 (3 min): Read the quote and group notes. Look at what the last group wrote and

respond. How can your team improve the last team’s summary statement?

OR, if necessary, answer the last group’s question.

Does the information help support the deliberation question or go against it? Label YES or NO. Explain why.

ROTATE POSTERS & MARKERS

Collaborative Reading StrategyRotation 4 (3 min): Read the quote and group notes. Look at what the last group wrote and

respond. Does the group agree with the last group’s YES or NO response?

Explain why or why not. What does the information on this poster remind you of? Jot down as much as you can.

ROTATE POSTERS & MARKERS

Collaborative Reading StrategyRotation 5 (3 min): Read the quote and group notes.

(2 min) Everyone shares out something:

(2 min) A summary of the quote. Explain how the information helps support a yes or no answer to the deliberation question.

Elaborate on the meaning of the quote by making a connection to the world or a personal experience.

Debriefing the Activity Benefits? Adjustments?

Collaborative Reading Strategy

Post-Reading Strategies

Monitor comprehension through questioning.

Student-generated questions Engagement and independence.

Assessing Comprehension

Pantaleon Today my grandson left the farm and left to the city, is is sad that people leave the farms... it is the earth that sets the mind free and cures the body of life's indignities. This is very dirt, this is life. this is what matters and this land is not for sale

Like • Co

Wall

Beatriz Suarez and Norma Pablo like this.

Beatriz Suarez Yes Mr. Pantaleon, although I know that living in a farm is the best place on earth, there are reasons beyond our reach that we as young people are forced to leave the farms and make a living in the city.

September 15 at 2:55 pm •

Benito Juarez 100% agree with you young lady! I love my indigenous land, but there was a time when I had to leave the land to make a better living in the city I didn't plan to become president but I did.

September 15 at 3:56 pm •

Rigoberta menchu The land is certainly not for sale but if the government takes away our land, then we should deal with it and fight for it eventhough we have lo leave the farmsNovember 30 at 4:55 pm •

facebook

facebook

Jamaican farmerI speak today, representing all the farmers who have lack of cultivation, how dare you the World Bank take advantage of us, you are committing a sin charging us for interest!

Like • Comment • See Friendship

Wall

Zapatistas likes this.

World Bank Excuse me? We are sorry that you Jamaicans had inconveniences it was not our purpose to disappoint you , but to please you.June 7 at 5:55 pm • Like

Zapatistas Que tristeza que como siempre los que tienen poder aprovechan del el pobre. Pero es tiempo de un cambio. Jamaica esta haciendo abusado por el govierno Estaunidence.June 7 at 5:56 pm • Like

LAHSA student This controversy between this particular countries have caused lack of natural resources, as globalization suppose to connect with others bringing everyone closer, its actually separating and bringing apart farmers, people, countries, causing hate, fear, and instability.June 7 at 5:55 pm • 1

Give One, Get One

Directions:

Jot down some successful strategies you have used to make texts accessible to your students.

“No one is as smart as all of us together.”

Walk around the room, and speak to different people, giving one strategy and taking one strategy.

Wrap up and share out strategies you would like to try with your students!

Thank you!

Los Angeles High School of the Arts

ijm3616@lausd.net

Los Angeles High School of the Arts

emm9674@lausd.net

Isabel Morales

Elizabeth Mora

deliberating.posterous.com