Engaging Students with Text ESU 4 Literacy Cadre January 22, 2013

Engaging Students with TextESU 4 Literacy CadreJanuary 22, 2013

Hello!

Please share:

•name

•teaching assignment

•…one other thing!

Teach and reinforce strategies to engage students in informational text

Explicit Instruction – Skills/Strategies

Text Annotation

Anticipation Guide

Sentence Stems

Preview with Think-Aloud

Quick Introduction of Difficult Words

Asking/Answering Questions (right there, putting it together, making connections)

Yes-No-Why?

Tell-Help-Check

Interaction Sequence

Paragraph Shrinking

List, Cross Out, Connect, Number

Craft Knowledge Record

replicate with intention

Improving Adolescent Literacy…

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8

5 Recommendations

Provide explicit vocabulary instruction.

Provide direct and explicit comprehension strategy instruction.

Provide opportunities for extended discussion of text meaning and interpretation.

Increase student motivation and engagement in literacy learning.

Make available intensive and individualized interventions for struggling readers…

Annotating Text

structured annotation

model, prompt, practice

basis for text discussions

(Zywica & Gomez, 2008, 52(2), JAAL)

Let’s try it.

underline key ideas

later ------------ (double underline) most important idea in each section

circle key vocabulary

use a triangle to mark words causing uncertainty

write brief margin notes (questions, personal reactions, etc.)

Explicit Instruction

I do it.

introduction, explanation,

modeling

We do it.

guided practice, feedback

You do it.

gradual release,

independent practice, feedbackArcher, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

Explicit Instruction

http://explicitinstruction.org/?page_id=80

Great Wine Made Simple

The purpose of Great Wine Made Simple is to inform the average adult about wine through explanation, facts, description, and examples.

Set a Purpose

Purpose affects comprehension appropriate speed importance of specific information activation of relevant background knowledge memory

Complete a sentence stem The purpose of (source) is to _(inform, persuade, etc.)

(audience) about (topic) by (methods—e.g., examples, description, facts).

Anticipation Guide

activate upon prior / background knowledge

identify misconceptions

provide purpose (support, refute, answer questions)

Before Reading

Statement After Reading

The most expensive wine is always the best wine.

To produce the best grapes for wine, vines should be well-irrigated.

The vines with the highest yields tend to produce the most flavorful grapes.

Sentence Stem – Set a Purpose

Purpose affects comprehension. appropriate speed importance of specific information activation of relevant background knowledge memory

Complete a sentence stem The purpose of (source) is to _(inform, persuade, etc.)

(audience) about (topic) by (methods—examples, description, facts, etc.)

Sentence Stems

teacher prompt to use specific academic language or syntax when responding to prompts

Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic

Sentence Stems: Examples

I predict ___ because ___.

One consequence of the invention was a rise in __.

Two potential motives behind an author’s use of roman à clef include ___.

…your response must include the words “function” and “variable.”

Somebody (people)…

wanted (motivation)…

but (conflict)…

so (resolution)…

Somebody (people)…

wanted (motivation)…

but (conflict)…

so (resolution)…

Something (independent var.)…

happened (change)…

and (affect on dependent var.)…

then (conclusion)…

Something (independent var.)…

happened (change)…

and (affect on dependent var.)…

then (conclusion)…

Language Strategies to Acknowledge Other People’s Ideas

Casual, Conversational English

Oh yeah. Me too.

I’m like…

My idea is like ____’s idea.

My idea is the same.

Academic English

My idea (observation/experience) is similar to ___’s

My experience/perspective is similar to that of (the author)…

I agree with ____’s assertion. I also believe…

As ___ already pointed out, it seems…

___ already mentioned…, and/but I would like to add…

(Kinsella, San Francisco University, 2007)

Pre-teach, Preview, Predict

Pre-teach key words Key proper nouns, critical concept nouns Target vocabulary student-friendly definition, examples, use

Introduce the “big idea”

Preview (teacher think-aloud) & Predict Brief Think-aloud Link to background knowledge, previous learning “What do you think you will learn about? Why?

Ask & Answer Questions

Right There Answers are word-for-word in text

Putting It Together Answers are throughout text or in different words Must look in more than one place & put information

together

Making Connections Cannot be answered by text alone Require thinking about text, own knowledge, and how it

fits together

Yes – No – Why?

Calling on individual students is an effective way to elicit responses and engage students.

I agree with this assertion because…

I disagree with this assertion because…

Why Active Participation?

Opportunities to respond related to increased academic achievement increased on-task behavior decreased behavioral challenges

Caveat only successful responding brings these results

initial instruction (80% accuracy) practice/review (90% or higher accuracy)

Normative Classroom Discourse

20% of students doing80% of responding

Make Thinking Visible!

Say

Write

Do

If it’s worth doing, I should cause ALL to do it!

“Old School”

volunteer responding

students raise hands to answer

Questions like Does anyone know…? Who can tell me…? Who has an idea? Jane, what did…?

Better

Everyone think…then everyone say, write, do

Partners first

Written response

Intentional & Random Calling

Many Ways to Engage

“It’s about the architecture!”

(Kevin Feldman)

• structured

• ALL students make thinking visible (say, write, do)

• actionable feedback

Tell – Help – Check(Archer & Hughes, Explicit Instruction, 2011, p. 141)

(Study): All study particular material

Tell: A tell B

Help: B respectfully agree or disagree correct, clarify, add offer reasons and confidence level

Check: pairs check notes, display, etc. All students revise written record

Interaction Sequence1. Prompt / ask ALL

students.

2. Pause (adequate wait time).

3. Put students on-the-clock.

e.g., “You have 30 seconds to share your answer with your partner.”

4. Students share their thoughts with a partner.

5. Select student(s) to respond.

Monitor & Conference

• Check student answers• Probe• Provide answers when missing• Take note of good responses

1. Intentional Selection2. Random Selection3. Volunteer Selection

(Sharer, Anastasio, & Perry, 2007, p. 80-85)

Paragraph Shrinking

1. Who or what is the paragraph/section about?

2. What is the most important information about the who or what?

3. Say it in a main idea statement with *10 words or less.

(Repeat and combine the main idea statements to summarize a longer selection.)

*May adjust for older students using complex text.

Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…

Paragraph ShrinkingResearch Basis & Resources

Research & Analyses

Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…

http://www.promisingpractices.net/program.asp?programid=143

Useful Secondary Resources

Honig, Diamond, and Gutlohn. (2007). Teaching reading sourcebook. 2nd Edition.

http://www.adlit.org/strategies/23331

Main Idea Form

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Summary Writing Strategy

Write down the topic of the summary.

List - Make a list of important ideas.

Cross-out - Cross out any unnecessary or weak ideas.

Connect - Connect ideas that could go in one sentence.

Number - Number the ideas in the order that they will appear in the paragraph.

Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.

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List, Cross-out, Connect, Number

Write down the topic of the summary.


Cross-out - Cross out any unnecessary or weak ideas.

Connect - Connect ideas that could go in one sentence.


Archer, A. (2012, June). “Informational text comprehension.” Unpublished Presentation.

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Penguin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Male must care for baby

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Cross-out - Cross out any unnecessary or weak ideas.Connect - Connect ideas that could go in one sentence.

Penquin’s birthMale takes care of egg

Female lays eggFemale leaves Female spends winter at seaThe water is very coldMale puts egg on his feet under belly

Male stays on egg for two months Male doesn’t eat

Egg hatchesMale must care for baby


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Penquin’s birth 3 Male takes care of egg

1 Female lays egg

2 Female leaves Female spends winter at seaThe water is very coldMale puts egg on his feet under belly

4 Male stays on egg for two months 5 Male doesn’t eat

Egg hatches6 Male must care for baby


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a summary

The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. However, the female penguin leaves soon after laying the egg and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin doesn’t eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.


Learner Summary: Mosaic

Draw a window with *5 panes.

Write a single word or short phrase in each pane representing the most important ideas

Connect these ideas/concepts in (1-3) sentences.

Write A Headline

1. Consider a chunk of information.

2. Write a short headline to summarize the information.

Adolescent Literacy Series

Tier 2 & 3 Intervention SystemsFebruary 8, 2012

Dr. Kevin Feldman, a nationally recognized adolescent literacy expert, will present the session focused on Recommendation 5: Intervention Systems. Dr. Feldman’s goals for the day will center on building an effective RtI2 model:

1.Validation & Motivation: Explore the critical aspects of RtI2 and how they relate to overall improved secondary achievement.

2.Practical Strategies & Resources: Learn about tools to apply within your school setting to ensure all students receive effective tier 2/3 interventions who need them.

3.Information & Ideas: Consider information to investigate, inquire about, and explore beyond this session as your school continues to refine its RtI2 system.

Documents

Engaging Students with Text ESU 4 Literacy Cadre January 22, 2013