Content Reading Wendy Otto Pliska. Introductory Reflection Reflect on the questions below, then discuss one or two: Think about the study strategies you’ve

Content Reading

Wendy Otto Pliska

Introductory Reflection Reflect on the questions below, then discuss one or two:

Think about the study strategies you’ve used as a student. What is most effective for you?

What middle and high school classes did you dread? Why? Have you ever been explicitly taught a study strategy? If

yes, by whom? When? Where? As an adult, when you come across a word you don’t know

how to pronounce or whose meaning you don’t know, what do you do?

What (and how) do you read for pleasure? How is that different from how you read to gather information (i.e. textbook, cell phone manual)?

How would you explain the differences between decoding, comprehension, and analysis to a 4th grader? An 11th grader? A parent?

Business

Syllabus Website Course Registration Book Signup

Class website: Wikispaces

Course Registration Info

Course Name: Content Reading Instructor: Wendy Otto Pliska Course Number:650-004 Tuition Amount: $930

Adolescent Literacy: A Position Statement Read the IRA’s position statement on

adolescent literacy In the margins, jot down:

Key ideas for classroom teachers Key ideas for administrators Key ideas for reading teachers/specialists Ideas that surprised you Questions you have

Triple Venn

International Reading Association: www.ira.org

Wisconsin State Reading Association: www.wsra.org

Lunch

Please be ready to start at 12:30

Welcome Back!

Any lingering questions from this morning? This afternoon’s topic:

Shifting how we assign and assess reading at the secondary level

Key Concepts in Content Reading Reading must be taught across the curriculum and in all content-area classes; it is not the

sole responsibility of the English department nor of the building/district reading specialist Study skills are an integral part of reading instruction at the middle-high school level;

teaching students to comprehend text and then take notes, write about the text, and perform well on tests are all crucial to student success in middle-secondary schools

Reading and learning from text is an interactive process between the text/author, the student, and often the teacher

Most middle and high school content area teachers see themselves as content specialists; in traditional teacher-training programs, the role of the content area teacher in reading instruction has not been emphasized, and many teachers feel unprepared to take on this task

Helping students to learn vocabulary is a struggle in all content areas! In addition, many middle and high school teachers assume that students have already been

taught the necessary reading and study skills; however, this is often not the case. Or, students may have learned appropriate study skills in their earlier grades that no longer apply to their situations in middle or high school

Read-and-test still happens in content area classrooms. Many struggling readers in middle and high school stop reading altogether because they

have learned that their traditional method of reading (skim the text, find the answers, fail the quiz) is ineffective, and they have not learned different, more effective strategies.

Some middle and high school students have masked poor comprehension and analysis skills by becoming good word callers, but decoding and fluency are not good indicators of comprehension

Reading Reasons (Kelly Gallagher)

With a partner, brainstorm as many answers as possible to the following question:

Why should we read?

Now… try to identify what themes emerged from your list…

Why Do We Read?

For pleasure To escape For religious reasons Knowledge is power To achieve

something For advice To communicate

/share experience (social)

To learn how to do a task

To follow/explore an interest

To become better/grow

To make something To research To laugh Inspiration


Turn and share your list and themes with another group. Which “reasons” did your two groups share? Which did you think of independently?


Building Blocks:How to “Build” Better Adolescent Readers

1. Students need access to high-interest reading materials.

2. Students must have a time to read and a place to read.

3. Teachers must model the value of reading.4. Teachers must stop grading everything.5. Teachers must provide structure to a reading

program.6. Students must want to read; they must see what’s in

it for them.

From Gallagher, K. (2003). Reading reasons: Motivational mini-lessons for middle and high school. Portland, ME: Stenhouse.


Reading Reasons Reading is rewarding Reading builds a mature vocabulary Reading makes you a better writer Reading is hard, and “hard” is necessary Reading makes you smarter Reading prepares you for the world of work Reading well is financially rewarding Reading opens the door to college and beyond Reading arms you against oppression



What’s the Connection Between Reading and

Test Scores??

In the journal Reading Research Quarterly, Anderson, Wilson, and Fielding* looked at the correlation between the amount of time fifth graders read and their scores on standardized reading exams

Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly. 23, 285-303.


Percentile Rank on

Standardized

Reading Exam:

Minutes of Text Reading per Day

Estimated Number of Words Read per

Year

98% 90.7 4.7 mil

90% 40.4 2.4 mil

70% 21.7 1.2 mil

50% 12.9 601,000

20% 3.1 134,000

10% 1.6 51,000


Sample “Reading Reason:” Reading Well is Financially Rewarding The average lifetime earnings for a student who does not finish high school

is $936,000 The average lifetime earnings for a student who does finish high school is

$1,216,000 Therefore, a high school diploma is worth $280,000 ($1,216,000 - $936,000) Four years of high school (assuming some time off for illness) is approximately

700 days of school Therefore, students are “paid” $280,000 for 700 days of school Therefore, students earn $400 per day Therefore, students earn $100 to attend my class every day (based on a four-

block day) Students who finish college “earn” a lot more per day than that!!

If students ask, “then where’s my money?”, the answer is… just like plumbers, doctors, and mechanics, you don’t get paid until the job is done!

*data is based on 2000 U.S. Census data, in 1999 dollars


Planning an Effective Reading Lesson

Identify something you plan to have your students read (textbook, novel, short story, poem, current event article, primary source, instructions, etc.)

Read the selection for yourself. Then, ask yourself the following four questions:

1. Without my help, what will my students take from this reading? What can they understand on their own?

2. With my help, what do I want my students to take from this reading? Keep in mind: Vocabulary Students’ background knowledge of the subject Students’ reading level Students’ reading attack strategies

3. What can I do to bridge the gap between what my students would learn on their own and what I want them to learn? What support should I offer during the reading process?

4. How will I know if my students “get” it? Use these questions to frame your planning of any reading activity

Source: Kelly Gallagher, Magnolia High School, Anaheim Union High School District, [email protected]. Adapted from the handout “Building Deeper Readers” from the WSRA Adolescent Literacy Workshop, September 27, 2008, Waukesha, WI.

Starting with the End in Mind

How do we know if our students are getting what they need out of our reading?

What do our comprehension and critical thinking questions really assess?

How can we do it better?

Using Bloom’s Taxonomy to Improve Reading Comprehension AND Critical Thinking

From http://www.whenlilacs.com/bloom.htm

Are we really assessing what we think we are assessing? Read “The Jabberwocky” and answer the

questions the follow. Reflect on what the experience tells you

about traditional “comprehension” questions

How do we get beyond “recall?”

Critical Thinking Questions AND…

Text-Based Evidence (CCSS/Smarter Balanced!)

Tomorrow’s Topics:

How literacy is changing Introduction to Disciplinary Literacy 21st Century Literacy

Before, During, and After-reading Strategies: Overview

Focus on Before Reading: Vocabulary Acquisition Building Background Knowledge

Class Wrap-Up

Reminder: To Do’s for Week: Tomorrow: choose a technology article from

the wiki Weds: be prepared to discuss first journal

article review & bring your choice of strategies from AdLit or WI DPI DL site

Thurs: 2nd journal article review & your choice of Gender / Reading article from wiki

Fri: book review

Class Wrap-Up

The rest of our time until 5:00 is time for you to work on your projects and consult with me if needed…stay as long as you need.

Tomorrow we meet in room 206/208 See you at 8:00!

Welcome Back!

Tuesday’s Topics:How literacy is changing

Introduction to Disciplinary Literacy 21st Century Literacy

Before, During, and After-reading Strategies: OverviewFocus on Before Reading:

Vocabulary Acquisition Building Background Knowledge

This morning’s focus:

How is our understanding of Adolescent Literacy changing? Disciplinary Literacy vs. Content Reading The impact of technology on reading

Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change Read Elizabeth Birr Moje’s call for disciplinary

literacy In the margins, jot down:

Key ideas for classroom teachers Key ideas for administrators Key ideas for reading teachers/instructional

coaches Ideas that surprised you Questions you have

Discuss Moje’s Article

With the person sitting next to you… Create a working definition of Disciplinary

Literacy Plan how you would explain this concept to

staff members

WI DPI Disciplinary Literacy Resources http://standards.dpi.wi.gov/stn_disciplinaryliteracy

Separate Disciplinary Literacy Powerpoint

Break

Please be ready to start in ten minutes

21st Century Literacy:Discussion Questions How does technology affect literacy? How have you used electronic texts as part of

your teaching or learning? What are the most effective practices that you have found?

How can you help students who are enthusiastic about using the Internet also draw upon print resources and online databases?

21st Century Literacy:Wikipedia Article

What is your experience (if any) with Wikipedia?

What have you heard from parents, colleagues, and/or students about Wikipedia?

What reservations, if any, do you have about its use?

21st Century Literacy:

Please read the article titled “Irish Student Hoaxes Media”

Be ready to discuss the possible implications for teachers

21st Century Literacy:Wikipedia Article

Will you allow students to use Wikipedia? With which (if any) restrictions or guidelines?

21st Century Literacy:Article Jigsaw Read your article and be ready to discuss the

following by 11:15: What does this article tell you about “21st

century literacy?” What are the implications for classroom

instruction? What would you like to share with your

administration, parents, and coworkers?

21st Century Literacy:Evaluating Websites

It’s crucial that we teach kids

HOW to evaluate websites

(which are good to use vs.

which are best left alone!)

21st Century Literacy:Evaluating Websites (cont’d) A good activity was created by librarians at the

University of Albany: http://library.albany.edu/usered/webeval/

Teach students to look for: Author Audience Scholarship Bias Currency Links

LUNCH

Please be ready to start at 12:45

Reading in the Content Areas: Before, During, and After Strategies The keys to comprehension are:

the activation of prior or background knowledge, active engagement in the content, and metacognition.

In essence, these three categories cover the BEFORE, DURING, and AFTER

of content reading.

Reading in the Content Areas: Before, During, and After Strategies Teacher-Guided Before

Activating what students already know about the text

Providing important background information

Explaining conventions, techniques, and vocabulary

Setting purpose(s) for reading During

Modeling the strategies effective readers use

Guiding with questions and activities After

Encouraging initial responses Discussing and developing

interpretations Analyzing, clarifying, and extending Evaluating

Student-Led Before

What do I know about the topic? What do I need to know? What is the organization of the text? What is my purpose for reading? What might I learn from this reading?

During Do I understand what I am reading?

Does it make sense? What will I learn about next? Do I picture in my mind what I am

reading? What in my personal experience helps

me to make sense of what I am reading?

Do I make changes if things do not make sense?

After What do I think? How did this affect

me? What did I learn that was new to me?

From http://www.sasked.gov.sk.ca/docs/ela20/teach5.html

Before-Reading Strategies: Finding Purpose Read “The House” Highlight all important information

Before-Reading Strategies: Finding Purpose Read “The House” Highlight all information that would be useful

for a real-estate agent to know

Before-Reading Strategies: Finding Purpose Read “The House” Highlight all information that would be useful

for a burglar to know

Before-Reading Strategies: Finding Purpose

Real-Estate Agent Burglar

Tall hedgesFinely landscaped yardNew cedar sidingFireplaceThree outside doorsNew paintLarge yard/far away neighborsDining, Living, Kitchen, Den4 bedrooms, walk-in closets,2+ bathroomsDamp basementNew plumbingLeak in ceiling

Mom gone on ThursdaysHidden by hedges3 bikesOpen side doorHigh-tech stereo systemFar away neighborsChina, silver, crystal in DRPaintings, coins, and cash in denFurs and jewels in WICPlasma TVs in sisters’ bedroomsr-DVD, video games, big-screen TV in Mark’s bedroom

Before Reading Strategies: Building Background Knowledge

A PoemWith hocked gems financing him

Our hero bravely defied all scornful laughterThat tried to prevent his scheme

Your eyes deceive he had said An egg Not a table

Now three sturdy sisters sought proofForging along sometimes through calm vastness Yet more often through turbulent peaks and valleys

Days became weeks As many doubters spread Fearful rumours about the edge

At last from nowhere Welcoming winged creatures appeared Signifying momentous success

Adapted from: Dooling and Lachman (1971). Journal of Experimental Psychology (88)2: 216‐22. and

http://www.nald.ca/library/learning/frontier/hthcv/38.htm. Inspired by a presentation by Kelly Gallagher at WSRA, September 27, 2008.


Before Reading Strategies: Building Background Knowledge Primary Problem:

Freshmen were reading To Kill a Mockingbird before they studied 20th Century US History

No background knowledge of segregation, lynching, etc.

Secondary Problem: Our kids don’t read

enough poetry

Solution: Front-load a mini-unit

on segregation before beginning TKAM

Article jigsaw on Civil Rights topics

Read book of poetry about the lynching of Emmett Till


Before Reading Strategies: Building Background Knowledge Primary Problem:

Freshmen were reading Copper Sun without background knowledge of the slave trade

Secondary Problem: Not enough exposure

to multiple sources, especially current event articles and primary sources

Solution: Front-load a 2-day

“center” activity before beginning the novel

Students rotate through centers, reading information on:

Maps Primary sources re: the

slave trade and the Middle Passage

Current event articles re: human trafficking

Poems, art, and fiction about the slave trade

BREAK

Please take a ten minute break

Vocabulary Acquisition: Discussion Questions Why is it so important that content area teachers

teach the language of the content area to their students? (i.e. social studies terminology in history class)

How can a teacher activate students’ background knowledge of vocabulary?

What vocabulary acquisition strategies are most effective?

What would you say to students or parents who complain that you don’t teach dictionary skills?

What would you say to a supervisor who thinks you spend too much time teaching content area vocabulary?

Vocabulary Acquisition

See separate powerpoint presentation

Professional Development Gallery Walk: Consultation & Work Time Any questions you have so far about the

Article Review and/or Gallery Walk assignments?

Please finish the reflections and have them ready for me at the next meeting in December

Please feel free to stay and ask individual questions and/or work on your projects


Journal Article Share Focus on During & After Reading:

Textbook Readability Share strategies found on AdLit site Note-taking Write to Learn Activities

Class Wrap-Up

Please complete your daily reflection tonight and return it to me tomorrow.


See you at 8:00!

Small/Large Group Article Share

Please share the journal article you found Highlight:

Any points you agreed and/or disagreed with Questions you have Ways this could/should be implemented in the

classroom

Welcome Back!

Wednesday’s Topics:Journal Article Share – moved to tomorrowFocus on During & After Reading:

Textbook Readability Share strategies found on AdLit site Note-taking Write to Learn Activities

Reading in the Content Areas: Before, During, and After Strategies Teacher-Guided Before

Activating what students already know about the text

Providing important background information

Explaining conventions, techniques, and vocabulary

Setting purpose(s) for reading During

Modeling the strategies effective readers use

Guiding with questions and activities After

Encouraging initial responses Discussing and developing

interpretations Analyzing, clarifying, and extending Evaluating

Student-Led Before

What do I know about the topic? What do I need to know? What is the organization of the text? What is my purpose for reading? What might I learn from this reading?

During Do I understand what I am reading?

Does it make sense? What will I learn about next? Do I picture in my mind what I am

reading? What in my personal experience helps

me to make sense of what I am reading?

Do I make changes if things do not make sense?

After What do I think? How did this affect

me? What did I learn that was new to me?

From http://www.sasked.gov.sk.ca/docs/ela20/teach5.html

Reading in the Content Areas: Before, During, and After Strategies Get out the strategies you printed from the

AdLit and/or DPI Dis. Lit. website Share the strategies you chose with someone

else and discuss how, when, and why you might use them.

Finding Reading Levels

The Old Standard: The Fry Readability Graph

How-To:

1. Choose a 100-word passage from the text.

2. Count the number of sentences to one decimal place.

3. Count the number of syllables (avoiding numbers)

4. Plot your point on the graph.

Finding Reading Levels

Taking Good Notes from Text:The 3 Key Questions What do I write down?

BHIVVES How should my notes look?

Multiple Options: Two-Column Notes Flashcards Post Its Graphic Organizers

How do I use my notes? When/how to study

BHIVVES

B – Background Knowledge H – Headings I – Introduction (Objectives) V – Vocabulary V – Visuals E – End of the Section Questions S - Summary

Two-Column Notes

Note-taking Formats

Pros Cons

2-Column Notes

•Easy to keep organized•Loose leaf is a common school supply•Makes studying really easy

•Inflexible•Kind of boring

Flashcards • Really easy to study• Prevents you from writing

too much

•Easy to lose•You have to remember to buy index cards and keep them with you•You can end up with big stacks after a while

Post-its •Very flexible & kind of fun•Easy to color-code•Can move them around to create categories•Can use them to highlight key parts of book

•Easy to lose•You have to remember to buy post-its and keep them with you•Usually the surface area is pretty small

Using Cornell Notes

1. Record

2. Reduce

3. Recite

4. Reflect

5. Review

Note-taking and Test-TakingThink-Pair-Share What note-taking and test-taking strategies

can and should be taught to students at your levels?

How and when would you introduce these topics?

Who should be responsible for teaching these skills?

How would you talk to parents about these topics?

Test-Taking as a Genre:Test Analysis

Test-Taking as a Genre :Exam Prep Worksheet

Test-Taking as a Genre :What to Discuss with Students How do teachers construct tests? Why do teachers test? What are teachers looking for from the

different types of questions?

Purposes and Types of Writing

Audience Characteristics Examples

Level 1(self-exploration)

Self •Informal •Not “graded”•Feedback optional

•Journals•Notes•Learning logs•Write-to-learns

Level 2(utilitarian)

Self & others

•More formal, but not revised or proofread•Graded for content

•Essay tests•Extemp. Speeches•Letters

Level 3(polished)

Self & others

•Formal•Proofread•Graded

•Essays•Research projects•Speeches

Write to Learns

Write to Learns are… Impromptu Unpolished Short Reflective Metacognitive Informally graded

Write to Learns

Research says… 75% of research studies “favored writing to

learn over conventional instruction on the same content”

Metacognitive prompts are the most beneficial Writing frequently is more beneficial than

writing sporadically Short pieces (5 minutes or less) are sufficient Teacher feedback isn’t necessary

Write to Learns

Research says (cont’d)… Writing supports critical thinking processes by

helping students… Make connections between new content and prior

knowledge Synthesizing knowledge Exploring relations and implications Building outlines and conceptual frameworks

Improvement in writing and overall performance takes time to develop

From VanDeWeghe, 2005

Write to Learns

Pamela Flash, the Associate Dean of the University of Minnesota’s Center for Writing, observes that…

“without [write to learn activities], students might not otherwise give themselves enough time and space to reflect on class content, or to forge connections that will allow them to remember and use ideas from assigned readings, lectures, and other projects.”

Write to Learns

Notes on procedure (Flash, 2005) and (Writing Activities, 2001): Give an important rationale for the activity Present the prompt both orally and visually Model the activity (do it with your kids and model

your thinking) Describe the next steps Be clear about time limits Ask students to reflect Be patient If you collect work, provide some kind of feedback

Write to Learns

Effective write-to-learn assignments… Are short Are explicitly integrated into class content Elicit multiple responses Where appropriate, receive some content-

focused (vs. grammar-focused) response Aren’t formally graded

(Flash, 2005) and (Writing Activities, 2001).

Sample Write to Learn Activities

3-2-1 Anticipate! Class Minutes Concept Cubing Connect-Two Vocab

Sentences Data Developing Documented Problem

Solutions Entrance/Exit Passes &

Night Writes

How-to Papers Invented Dialogue Muddiest Point One-Minute Paper Pro/Con Grid Rate Your Knowledge Scenarios Statement and Solution Write your Own Exam! Writing Better Vocab

Sentences

Write-to-Learns

Please look at the Write-to-learn templates from the wiki

Choose 2-3 and modify them for use in your classroom

Be prepared to share your ideas

Write to Learn Resources

Flash, P. (2005). Teaching with writing. Retrieved Jan. 20, 2006, from University of Minnesota Center for Writing website: http://writing.umn.edu/tww/assignments/in-class.htm

VanDeWeghe, R. (2005, November) Research matters. English Journal, 95 (2), 97-100.

Writing activities. (2001). Retrieved Jan. 20, 2006, from Workshop: Writing activities that get students thinking and learning. Website: http://mwp01.mwp.hawaii.edu/resources/TA%201-01%20workshop%20B.pdf.


Journal Article Share #1 (& 2) Focus on Fiction in the Content Areas

Why do we teach literature? Literature Circles in the Content Area Gender differences in reading

Class Wrap-Up

Please complete your daily reflection tonight and return it to me tomorrow.


See you at 8:00!

Welcome Back!

Thursday’s Topics:Journal Article Share #1 & 2Focus on Fiction in the Content Areas

Why do we teach literature? Literature Circles in the Content Area Gender differences in reading

Large Group Article Share



classroom

Using Trade Books and other Fiction in the Classroom What are some problems associated with textbook

use? How can trade books be useful in a content-area

classroom? How can self-selected reading and teacher read-

alouds be used in content-area classrooms? How can teachers involve students in inquiry-related

activities? How would you respond to an administrator who

believes that teacher read-alouds are a waste of time in middle and high school content areas?

Why Teach Literature?

1. To help young people explore their own feelings about literature.

2. To help young people explore their own feelings and understandings about their personal

3. experiences.

4. To introduce students to great literary treasures.

5. To introduce students to other cultures, especially those distant from their own experience.

6. To provide a meaningful context for learning to read.

7. To develop students’ aesthetic sensibilities.

8. To develop critical thinking and writing skills.

9. To learn to “read the world” from a critical perspective

10. To discuss and come to deeper understandings of timeless themes such as love, loss, identity, heroism, etc.

11. To create an opportunity to discuss contemporary issues.

12. To help students think for themselves, and to create their own philosophies of life and living.

13. To help students to “live through” experiences that are distant from them in time, place, and experience, thereby widening and deepening their experience.

From: Wilhelm, J. D. (2009, February 5). Let them read trash! An exploratory study into the engaged reading of non-traditional texts

and what this means for teachers. Conference Presentation presented at the annual convention of the Wisconsin State Reading Association , Milwaukee, Wisconsin.

The Flow Experience

Flow is the mental state of operation in which the person is fully immersed in what he or she is doing by a feeling of energized focus, full involvement, and success in the process of the activity.

In other words: “on the ball,” “in the zone,” “in the groove,” or “keeping your head in the game.”

Proposed by Mihály Csíkszentmihályi, referenced and built upon by Jeff Wilhelm and other educational researchers

From: Wilhelm, J. D. (2009, February 5). Let them read trash! An exploratory study into the engaged reading of non-traditional texts and what this means for teachers. Conference Presentation presented at the annual convention of the Wisconsin State Reading Association , Milwaukee, Wisconsin. and Flow. Wikipedia. Retrieved (2009, November 19) from http://en.wikipedia.org/wiki/Flow_(psychology)

The Flow Experience Csíkszentmihályi identifies the following nine factors as accompanying

an experience of flow:1. Clear goals, expectations, and rules. 2. Concentrating (a high degree of concentration on a limited field of

attention)3. A loss of the feeling of self-consciousness4. Distorted sense of time5. Direct and immediate feedback (successes and failures in the course of

the activity are apparent, so that behavior can be adjusted as needed). 6. Balance between ability level and challenge (the activity is neither too

easy nor too difficult). 7. A sense of personal control over the situation or activity. 8. The activity is intrinsically rewarding. 9. People become absorbed in their activity, and focus of awareness is

narrowed down to the activity itself. Not all are needed for flow to be experienced.


The Flow Experience

So… what kind of curriculum/classroom activities meet these conditions?

What can we as thoughtful practitioners do to help students get “in the flow?”

Would modifying our approach help us compete with video games, computers, etc?


Literature Circles

See separate powerpoint

The Gender Gap

State of Wisconsin: Scores on November 2012 WKCE (statewide data) Grade 3

Girls - 38.2% proficient/advanced Boys – 31.8% proficient/advanced

Grade 6 Girls – 37.1 % proficient/advanced Boys – 32.4% proficient/advanced

Grade 10 Girls – 40.1% proficient/advanced Boys – 36.8% proficient/advanced

The Gender Gap

Observations on the impact of gender on reading from Smith & Wilhelm (2002): With respect to achievement:

Boys take longer to read than girls do Boys read less than girls Girls tend to comprehend narrative texts and

most expository texts significantly better than boys do

Boys tend to be better at information retrieval and work-related literacy than girls are

The Gender Gap

Observations on the impact of gender on reading from Smith & Wilhelm (2002): With respect to attitude:

Boys generally provide lower estimations of their reading abilities than girls do

Boys value reading as an activity less than girls do

Boys have much less interest in leisure reading and are far more likely to read for utilitarian purposes than girls are

The Gender Gap

Observations on the impact of gender on reading from Smith & Wilhelm (2002): With respect to attitude:

Significantly more boys than girls declare themselves ‘non-readers’

Boys spend less time reading and express less enthusiasm for reading than girls do

Boys increasingly consider themselves to be ‘non-readers’ as they get older; nearly 50% self-identify that way by high school

Gender Issues

Pull up/out the article on gender you chose Read it, then Think-pair-share:

What does this article tell you about boys’ reading needs?

Why does this gender gap occur, and What can we do about it in the classroom?

What causes the gender gap?

Reading role models? Available reading materials? Reading culture of classrooms and schools? Beliefs about gender roles (is reading a

feminine or masculine activity)? Student and adult beliefs about reading (the

value of fiction vs informational text)?

Large Group Article Share



classroom


Rti at the Secondary Level Discuss Final Exams Course Evaluations Gallery Walk

Today’s Topics:

Update: Viterbo scheduling information Rti at the Secondary Level Discuss Final Exams Course Evaluations Gallery Walk

Lunch/Gallery Walk Set-up

Gallery Walk Protocol

Please take your time and take in your colleagues’ work

Make sure to get a handout from each display

Course Evaluations

Please complete the official Viterbo evaluations and place the scantrons on the desk

After class is done, please go to the surveymonkey link on our wiki to complete my informal class evaluation

Final Exam/Wrap Up

Final Exam due via email no later than: Any questions?

Documents

Content Reading Wendy Otto Pliska. Introductory Reflection Reflect on the questions below, then discuss one or two: Think about the study strategies you’ve