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p

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1. _

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Eve

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12

Typi

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Sch

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Eco

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• In

com

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pend

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• D

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ELA

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14

• O

vera

ll ga

p be

twee

n re

adab

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of h

igh

scho

ol te

xtbo

oks

and

univ

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ty te

xts

is

betw

een

265

and

350L

• 

Tran

slat

ion:

75%

com

preh

ensi

on a

s a

HS

S

enio

r and

hav

ing

a 50

% c

ompr

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as

a C

olle

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resh

man

(con

side

ring

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0L g

ap)

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mor

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. . .

(So

urc

es:

Will

iam

son

, 200

6, 2

008)

.

15

(Sou

rce:

W

illia

mso

n,

2004

).

High School Graduation Gains Equal Economic SuccessIn many states and across the nation, high school graduation rates are rising and economies are seeing the benefits. Michigan’s graduation rate increased by 0.5 percentage points from the Class of 2011 to the Class of 2012.1 These additional 650 graduates represent gains of as much as $155 million in increased lifetime earnings and $500,000 in annual state and local tax revenues.2

If Michigan increased its overall graduation rate to 90 percent, the economic benefits from these 21,000 additional graduates would likely include as much as

• $244 million in increased annual earnings and $17 million in annual state and local tax revenues;

• 2,150 new jobs and a $328 million increase in the gross state product; and

• $632 million in increased home sales and $24 million in increased auto sales.3

Progress Has Been Made, But Graduation Gaps RemainDespite Gains, Not All Students Are Graduating from High School at the Same Rates …High School Graduation Rates by Race (Class of 2011)4

AllStudents

White Black Hispanic AsianAmerican

IndianMI 74% 80% 57% 63% 85% 62%

Nation (Avg.) 79% 85% 67% 71% 87% 64%

… and Even Fewer Are Graduating from CollegeFour-Year† College Graduation Rates5

AllStudents

White Black Hispanic AsianAmerican

IndianMI* 55% 58% 28% 51% 70% 34%

Nation* 56% 60% 38% 48% 68% 39%

†Due to data limitations for two-year institutions, particularly as they relate to students who transfer from their first institution, two-year college graduation rates have been omitted. *Graduation within six years of entrance (Cohort from 2005 to 2011)

Better Preparation Is Key for Success in College and a CareerLiteracy Is an Underlying Problem for Many Students

School Year (SY) 2010–11 National Assessment of Educational Progress (NAEP) Reading Scores for Michigan Eighth Graders6

Insufficient or no data was reported for other subgroups

... and They Also Struggle in Other Subject Areas

Percentage of ACT-Tested Graduates Ready for College-Level Course Work in 20127

English Math Reading ScienceAll FourSubjects

MI 59% 36% 45% 26% 21%

Nation 67% 46% 52% 31% 25%

Commitment Is Paying Off, But Struggling Schools RemainAbout 10% of all high schools still produce 40%+ of the nation’s dropouts. In these “dropout factories,” 60% or fewer of freshmen are promoted to senior year on time. Nationally, students of color and Native students are nearly four times more likely than their white peers to be enrolled in a dropout factory.8 Improving these schools must remain a national priority.

Michigan High Schools

Federally Reported High Schools9 633(SY 2009-10)

616(SY 2010-11)

Dropout Factories10 72(3 yr avg. 2008-10)

64(Class of 2011)

An additional 51 high schools in Michigan had a promoting power between 60 and 70 percent in SY 2010–11.11

Nationally, the number of dropout factories decreased 12% (from 1,617 to 1,424).12 The number of all high schools decreased less than 1% from SY 2009–10 to SY 2010–11.13

States Are Strengthening Standards to Improve PreparednessMichigan, along with 45 states and the District of Columbia, has adopted a common, state-created set of world-class standards for college and career readiness in English language arts and math. The four remaining states have their own college- and career-ready standards.

More Accurate Measures of Student Proficiency Are NeededMichigan’s Eighth-Grade Proficiency as Measured by State Test vs. the Nation’s Report Card (NAEP) for SY 2011–1214

Nationwide, the average gaps between state- and NAEP-reported reading and math scores are 40 percentage points and 32 percentage points, respectively.

States Are Working to Create New and Better AssessmentsForty-two states participate in one of two consortia to develop Common Core State Standards–aligned next-generation assessments, which are scheduled to be administered during SY 2014–15. Michigan participates in the Smarter Balanced Assessment Consortium.

Excellent Teacher Training Is Critical to Increased Student Achievement To promote higher levels of student achievement, 27 states have committed to educating and preparing better teachers and administrators through teacher licensing, program accreditation, and effective data use policies. Michigan has joined this coalition of states focusing on educator preparation and entry into the profession.15

Connecting Technology to Schools and StudentsHaving access to a broadband network—connectivity—is crucial to taking advantage of the world of technology and what it offers in the classroom. Michigan does have a statewide broadband network for its schools.16

The use of technology lends flexibility to schools and classrooms. Michigan does allow additional flexibility by permitting schools to use funding for instructional materials on digital resources.17

The Next Frontier: Deepen and Personalize LearningToday’s modern economy requires more than basic content knowledge. Leading states are building an engaging and personalized education process to achieve deeper learning outcomes of core content knowledge, creative and critical thinking, and problem-solving skills.

The following schools in Michigan are part of a deeper learning network and represent new approaches to prepare students, particularly those historically underserved, for college and a career: Kent Innovation High School (Grand Rapids), Niles New Tech, Pinckney New Technology High School.

To foster such learning, school districts like Colorado’s Adams County School District 50, and even entire states, like New Hampshire and Oregon, permit students to advance their grade level based on mastery of content rather than on amount of time spent in the classroom.

1) Editorial Projects in Education Research Center, Diplomas Count: 2012; 2) Unpublished data from Alliance for Excellent Education (Alliance); 3) Alliance, “The Crisis and Economic Potential in America’s Education System,” 2011; 4) U.S. Dept. of Education, “Four-Year Cohort Graduation Rates”; 5) National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System, 2012; 6) NCES, Nation’s Report Card: Reading 2011; 7) ACT, “The Condition of College and Career Readiness: 2012;” 8) Analysis of data from Everyone Graduates Center and NCES Common Core of Data; 9) NCES, Public Elementary/Secondary School Universe, 2005–2011, 2012; 10) Unpublished data from Everyone Graduates Center at Johns Hopkins University, 2013; 11) Ibid.; 12) Ibid.; 13) NCES, Public Elementary/Secondary School Universe, 2005–2011, 2012; 14) NCES, Nation’s Report Card: Reading 2011; NCES, Nation’s Report Card: Math 2011; Michigan Department of Education, 2013; 15) Council of Chief State School Officers, Our Responsibility, Our Promise, 2012; 16) State Educational Technology Directors Association State Education Policy Center, 2012; 17) Digital Learning Now!, “2012 Digital Learning Report Card,” 2012

MichiganHIGH SCHOOLS

Math

61%

32% 29% 31%

State Test

NAEP

Reading

Low-Income

Asian

Hispanic

Black

White

MI

Nation 25% 43% 29% 3%

Below Basic Basic Proficient (at grade level) Advanced

23% 45% 29% 3%

18% 46% 33% 3%

46% 43% 10% <1%

25% 50% 25% 1%

20% 27% 39% 14%

35% 46% 18% 1%

Math

61%

32% 29% 31%

State Test

NAEP

Reading

Low-Income

Asian

Hispanic

Black

White

MI

Nation 25% 43% 29% 3%

Below Basic Basic Proficient (at grade level) Advanced

23% 45% 29% 3%

18% 46% 33% 3%

46% 43% 10% <1%

25% 50% 25% 1%

20% 27% 39% 14%

35% 46% 18% 1%

www.all4ed.org

Follow the Alliance at twitter.com/all4ed and share these stats using #all4ed.

© September 2013, Alliance for Excellent Education

16

• P

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2008

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ffect

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clas

sroo

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actic

es.

Sug

gest

ions

from

rese

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17

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crea

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m

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lite

racy

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amil,

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08).

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18

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19

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20

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inst

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shou

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both

as

part

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Stre

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licit

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bula

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stru

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Why

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Kam

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21

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25

•  Select words that students are likely to use in the future

•  Examples: contrast, analyze, observe, evidence, theory

•  Select domain-specific words that provide background knowledge

•  When possible, teach clusters of words that are meaningfully related

•  Math: angles, acute, right, obtuse, straight •  Science: cell, nucleus, cell membrane •  Social Studies: colony, ethnic group, migration, society

Selection of Vocabulary

Archer, 2016. Explicit Train the Trainer presentation.

26

•  Select a limited number of words (e.g. 3 – 10 per story or chapter)

•  Select words that are unknown •  Select difficult words that need interpretation •  Select words that are critical to passage

understanding •  Briefly tell students the meaning of other words

that may be needed for comprehension

Selection of Vocabulary, cont’d

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abul

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2. Define word using student-friendly definition.

3. Introduce word: ______________ means _____________________________________________________ _________________________________________________________________________________________. What does _______________ mean? What’s the vocabulary term that means __________________________________________________________ _________________________________________________________________________________________? 4. Prompt students

to write word, decode word, and define word on log/card. Have students check each other’s work.

5. Present examples of word. Example: _______________________________________________________________ _______________________________________________________________________. This is an example of _______________. ----------------------------------------------------------------------------------------------------------- Example: _______________________________________________________________ _______________________________________________________________________. This is an example of _______________. ----------------------------------------------------------------------------------------------------------- Remember, __________ means _____________________________________________ _______________________________________________________________________. What does _______________ mean? What’s the vocabulary term that means ______________________________________ ______________________________________________________________________?

6. Present examples and nonexamples. When I say show me, use a thumbs up or thumbs down. Read examples/nonexamples. Is this an example of ________________?

Example: _________________________________________________________________________________. Nonexample: ______________________________________________________________________________.

Allow think time. Show me. Have students discuss why this is an example/nonexample. Call on students to discuss. 7. Have students extend learning by writing a sentence and/or drawing a picture; develop own example/nonexample; or find synonym for word.

27

Exp

licitl

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sum

mar

izat

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resu

lts in

• 

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abili

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text

acc

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28

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sum

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29

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30

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Write Summary in 30 Words or Less (GIST)

Summarization

____________ ____________ ____________ ____________ ____________ !!____________ ____________ ____________ ____________ ____________ !!____________ ____________ ____________ ____________ ____________ !!____________ ____________ ____________ ____________ ____________ !!____________ ____________ ____________ ____________ ____________ !!____________ ____________ ____________ ____________ ____________

Why

Read Article!& !

Fill in Boxes

33

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, a d

read

ful w

ord

That

look

s lik

e be

ard

and

soun

ds li

ke b

ird.

And

dea

d; it

’s s

aid

like

bed,

not

bea

d;

For g

oodn

ess

sake

, don

’t ca

ll it

deed

! W

atch

out

for m

eat a

nd g

reat

and

thre

at,

(The

y rh

yme

with

sui

te a

nd s

traig

ht a

nd d

ebt).

A

mot

h is

not

a m

oth

in m

othe

r. N

or b

oth

in b

othe

r, br

oth

in b

roth

er.

Ma

rk T

wa

in o

n

the

Eng

lish

lang

uag

e .

. .

Wo

lf, M

. ( 2

007)

. Pro

ust a

nd th

e

squi

d: T

he s

tory

and

sc

ienc

e o

f the

re

ad

ing

bra

in. N

ew

Yo

rk, N

Y:

Ha

rpe

r Co

llin

s Pu

blis

he

rs, p

p

121-

122.

34

And

her

e is

not

a m

atch

for t

here

, A

nd d

ear a

nd fe

ar fo

r bea

r and

pea

r, A

nd th

en th

ere’

s do

se a

nd ro

se a

nd lo

se –

Ju

st lo

ok th

em u

p –

and

goos

e an

d ch

oose

, A

nd c

ork

and

wor

k an

d ca

rd a

nd w

ard,

A

nd fo

nt a

nd fr

ont a

nd w

ord

and

swor

d.

And

do

and

go, t

hen

thw

art a

nd c

art.

Com

e, c

ome,

I’ve

har

dly

mad

e a

star

t. A

drea

dful

lang

uage

? W

hy, m

an a

live,

I’d

lear

ned

to ta

lk it

whe

n I w

as fi

ve.

And

yet

to re

ad it

, the

mor

e I t

ried,

I h

adn’

t lea

rned

it a

t fift

y-fiv

e.

Ma

rk T

wa

in

on

the

Eng

lish

lang

uag

e .

. .

Wo

lf, M

. ( 2

007)

. Pro

ust a

nd th

e

squi

d: T

he s

tory

and

sc

ienc

e o

f the

re

ad

ing

bra

in. N

ew

Yo

rk, N

Y:

Ha

rpe

r Co

llin

s Pu

blis

he

rs, p

p

121-

122.

35

• C

onsi

sten

t pla

cem

ent

• C

onsi

sten

t spe

lling

• C

onsi

sten

t pro

nunc

iatio

n

• C

onsi

sten

t mea

ning

Goo

d ne

ws:

The

PO

WE

R o

f affi

xes!

36

36

RE

WA

RD

S S

econ

dary

P

refix

es, S

uffix

es a

nd V

owel

S

ound

s R

efer

ence

She

et,

ww

w.v

oya

ge

rso

pris

.co

m

Prefi

xes

Prefix Key Word for Pronunciation

Meaning of Prefix

Prefix Key Word for Pronunciation

Meaning of Prefix

Prefix Key Word for Pronunciation

Meaning of Prefix

a afraid in, on; not; to de deforest not, opposite of; away from

mis* misprint wrongly, wrong, not

ab abnormal away from; not, opposite of

dis* disagree not, opposite of

per permit through, throughout

ad admit to, toward; near, at

en enlist cause to; in, into; on

pre* prepay before

be belong to make; to provide with

ex export out of, away from

pro proclaim forward, before; instead of; in favor of

com compare together, with im* impossible not, opposite of; in, into

re* reprint again, back

con continue together, with in* incomplete not, opposite of; in, into

un* unfair not, opposite of

Suffi

xes

Suffix Key Word for Pronunciation

Meaning of Suffix

Suffix Key Word for Pronunciation

Meaning of Suffix

Suffix Key Word for Pronunciation

Meaning of Suffix

able* agreeable able to be est greatest the most ment* argument act of, result of, state of

age courage act of, state of ful* careful full of ness* kindness state of, condition of

al personal like, related to ible* reversible able to be or* inventor person connected with

ance disturbance act of, state of, quality of

ic classic like, related to ous* nervous full of

ant informant one who; inclined to

ing running doing something; related to

s books more than one; verb or adverb form

ary missionary related to; place for

ion* opinion act of, result of, state of

sion* extension act of, result of, state of

ate operate state of, quality of; to make

ish vanish like, related to sive expensive act of, quality of

cial special like, related to ism realism state of, action of

tial partial like, related to

cious* precious full of ist artist person who does

tion* action act of, result of, state of

ed landed in the past; having

ity* oddity state of, quality of

tious* cautious full of

ence occurrence act of, state of, quality of

le tackle verb, adjective, or noun form

tive attentive act of, quality of

ent consistent one who; inclined to

less useless without, not ture picture act of, result of, state of

er* farmer person connected with; more

ly* safely in a manner that is

y thirsty like; full of

Vow

el S

ound

s

Vowel KeyWords Vowel Key

Words Vowel KeyWords

a cat ay say ow low, down

e let ea meat, thread oy boy

i sit ee deep ar farm

o hot oa boat er her

u cup oi join ir bird

ai rain oo moon, book or torn

au sauce ou loud ur turn

© 2014 Cambium Learning Group® Sopris Learning. All rights reserved.

Prefixes, Suffixes, and Vowel Sounds

Secondary

37

•  Circle the prefixes •  Circle the suffixes •  Underline the vowel sounds in the remaining

word part •  Say the parts of the word •  Say the whole word •  Make it a real word

Word attack routine

REWARDS Secondary www.voyagersopris.com

38

reconstruction

39

39

Your

turn

! RE

WA

RDS

Sec

ond

ary

40

Mot

ivat

ion?

W

hat w

ill m

otiv

ate

stud

ents

is th

e pe

rcei

ved

oppo

rtuni

ty o

f

SU

CC

ES

S

41

Dr.

Kevi

n F

eld

ma

n

Re

sou

rce

s fr

om

201

5 M

IBLS

I Sta

te C

on

fere

nc

e

Ava

ilab

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t

htt

ps:

//m

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.org

V

ide

o C

lip fr

om

Yo

utu

be

: D

r. K

evi

n Fe

ldm

an

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chi

ng E

nglis

h a

t W

ave

rly H

igh

Scho

ol.

42

• W

hat a

re th

e fiv

e bi

g id

eas

of a

dole

scen

t re

adin

g?

• W

hat c

an e

duca

tors

do

to im

prov

e re

adin

g ou

tcom

es fo

r ou

r ad

oles

cent

s?

Rec

ap

43

• A

ttend

ance

! w

ww

.atte

ndan

cew

orks

.org

• A

llian

ce fo

r Exc

elle

nt E

duca

tion

http

://al

l4ed

.org

• 

Her

rera

, S.,

Truc

kenm

iller

, A. J

., an

d Fo

orm

an, B

. R. (

2016

). S

umm

ary

of

20 y

ears

of r

esea

rch

on th

e ef

fect

iven

ess

of a

dole

scen

t lite

racy

pr

ogra

ms

and

prac

tices

(RE

L 20

16–1

78).

Was

hing

ton,

DC

: U.S

. D

epar

tmen

t of E

duca

tion,

Inst

itute

of E

duca

tion

Sci

ence

s, N

atio

nal

Cen

ter f

or E

duca

tion

Eva

luat

ion

and

Reg

iona

l Ass

ista

nce,

Reg

iona

l E

duca

tiona

l Lab

orat

ory

Sou

thea

st. R

etrie

ved

from

ht

tp://

ies.

ed.g

ov/n

cee/

edla

bs

.

Add

ition

al R

esou

rces

Kevin Feldman 2015

Structuring VISIBLE PARTICIPATION: “Tools for your engagement tool kit”

Let’s not confuse good explaining with good learning. The delivery of content does not guarantee its arrival. In the end it is perhaps no surprise that students only get good at doing it - by doing it! - Geoff Petty, 2013

1) Choral responses - all say it/do it together – when answers are short & the same – provide think time √ cue students to show you they are ready...e.g. ”thumbs up when you know...pencils down & look up” √ non-verbal choral responses too, “touch the word... put your finger under...hands up if you agree” √ provides a safe way to practice academic language together – e.g. repeating a model sentence √ self evaluation/self assessment (thumbs up/sideways/down, “fist of 5”, voting agree/disagree, etc.)

2) Partner, Small Group responses – one of the most potent strategies we have to increase academic language use (“more miles on their tongues”) , attention, higher order thinking, etc. during instruction. √ teacher initially chooses partners – alternate ranking based on literacy/social skills √ assign roles & designate speakers – A and B, one and two (“A’s tell B’s 2 things we have learned about__)

√ specific topic – “What do you predict___; Two things we’ve learned about___”) √ monitor individual students, provide feedback & scaffolding as necessary √ small groups (4 works best) IF the topic/task warrants a group – be sure to structure accountability for each student (e.g. roles, so EVERYONE is accountable for the learning) ** Structure use academic language in responses (e.g. sentence frames, “Two critial attributes of __are _ .”) 3) Written responses (brief explanatory writing); white boards, slates, response cards, etc. - “All In” structure/teach the thinking (analysis/interpretation, make a point & support it, summarize etc.) .

- structure/teach the language w/sentence frames, word banks, phrase cues (Although… , ….) - provides the teacher with formative assessment (e.g. “Do they grasp ______?”) - connects written language to oral language, provides practice w/vocabulary, syntax & grammar

4) Randomly (or faux randomly!!) - Strategically call on students – Structure Whole Group Discussion √ NO hand raising questions (e.g. “Who can tell me ____?”) – If it is worth doing ALL students need to be “doing the doing” - NOT just watching others! Including “I don’t know”… embrace wrong answers + feedback √ “Everyone, ….. “– cue ALL to think and be ready to respond – 100% responding is the goal! √ Ask for volunteers to provide “value added” AFTER 2-5 students have been strategically called upon Explicit Academic Language Teaching √ Provide students with the language tools (vocabulary, phrases, grammar & syntax) neccessary to competently discuss the topic (modeling, sentence frames, anchor phrase charts, word banks, etc.) e.g. Sentence frames: Model for students the use of a sentence starter and have them repeat the model sentence chorally BEFORE rehearsing their sentence w/a partner... and later writing it down.

How Well WE Structure = How Engaged THEY Are

We haven’t taught, until They have Learned - John Wooden