Practical Strategies for Improving Student Achievement in Literacy in Grades 3-6:

Avoiding the Fourth Grade Slump

Friday, November 25th, 2005

10:45 am to 12:00 pm Fairmont Royal York Hotel

Toronto, Ontario

Miriam P. Trehearne Literacy Consultant

Miriam.Trehearne@shaw.ca

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Literacy Learners in Grades 3-6 Students in the intermediate or upper elementary grades still have much to learn about reading and writing. With much more content-area reading and more complex texts, they face new challenges. They do not automatically know how to effectively manage such text. They need to learn how to keep track of characters and how to persevere when a text doesn’t grab them immediately. They also need to become more thoughtful, to learn to think more critically. They need to learn how to summarize, synthesize, and infer. Many technical, abstract, and literary words now appear in their reading materials. Students need to continually expand their vocabulary and background knowledge to make sense of such text. They need to learn how to read and write different genres and modes. Most importantly, they must see reading and writing as purposeful and must see themselves as successful literacy learners across all subject areas.

The Reading (and Writing) Slump Research has shown that many children who read at the third-grade level in grade 3 will not automatically become proficient comprehenders in later grades. “Some good third-grade readers will progress on their own to proficiency in reading, but many will not. Many will need explicit, well designed instruction in reading comprehension to continue making progress”. Snow 2002, 2 In the primary grades “ many children – perhaps as high as 40 percent spend so much time figuring out the words that they cannot fully attend to the message”. CIERA, Every Child a Reader, Overview 1. However, “very few older struggling readers ( about 10%) need help to read the words on a page; their most common problem is that they are not able to comprehend what they read”. Snow 2004, 3

“Many excellent third –grade readers will falter or fail in later grade academic tasks if the teaching of reading is neglected in the middle and secondary grades”. Snow 2004,1

Factors That Affect Reading Comprehension

• students' reading attitudes (motivation and interest)

• time truly engaged in reading

• effective comprehension strategy instruction across all subject areas

• understanding and implementing the strategies used by effective readers

• fluency

• type of text/genre

• vocabulary/world knowledge

• many opportunities for rich talk and written response

“Children’s comprehension of text and topics, as well as their repertoires of strategies, grow as a result of conversations about text”. CIERA 1998 4

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Oral Language: the Foundation of Literacy Learning “A great deal of research suggests that vocabulary and comprehension are inextricably linked. Thus, strategies related to ascertaining the meaning of unknown words, as well as general vocabulary building, are also essential to a strong program in comprehension instruction.” Duke and Pearson 2002, 14

Text Talk - A Great Way to Develop Vocabulary

• Pick 3+ words per text (read & re-visit 2 books/week) • Direct instruction occurs after the text has been read aloud and discussed. Introduce the word

by contextualizing it from the text. • Children repeat the word aloud with teacher • Explain the meaning of the word. • Provide examples of word use in other contexts • Children use the word by providing their own examples • Ask: “What’s the word we have been talking about ?” Children repeat the word aloud again • Introduce one or two other words following the same steps listed above • Have the children demonstrate the word meanings through facial expressions or actions.

From: Bringing Words to Life

by Isabel L. Beck, Margaret G. McKeown and Linda Kucan, 2002

Proficient Reading in Third Grade and Above … is sustained and enhanced by programs that adhere to four fundamental features:

1. deep and wide opportunities to read

2. the acquisition of new knowledge and

vocabulary, particularly through wide reading but also through explicit attention to acquiring networks of new concepts through instruction

3. an emphasis on the influence that the

kinds of text ( e.g. stories versus essays) and the ways writers organize particular texts has on understanding

4. explicit attention to assisting students in

reasoning about text

All teachers, at all grades, teaching all subject matter, must see themselves as teachers of literacy. “The ability to read and write does not develop naturally without careful planning and instruction.” International Reading Association 1998, 6

Improving the Reading Achievement of America’s Children

10 Research-Based Principles CIERA www.ciera.org

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Key Elements in Programs Designed to Improve Literacy Achievement in Middle Schools (Upper Elementary) and High Schools:

Instructional Improvements Infrastructure Improvements 1. Direct, explicit comprehension

instruction 10. Extended time for literacy

2. Effective instructional principles embedded in content

11. Professional development

3. Motivation and self-directed learning 12. Ongoing summative assessment of students and programs

4. Text-based collaborative learning 13. Teacher teams

5. Strategic tutoring 14. Leadership

6. Diverse texts 15. A comprehensive and coordinated literacy program

7. Intensive writing

8. A technology component

9. Ongoing formative assessment of students

Reading Next 2004 http://www.all4ed.org/publications/ReadingNext/Fifteen.html

After Third Grade Gina Biancarosa Educational Leadership October 2005 pages 16-21

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Promoting Reading Comprehension:

Reading

Explicit Strategy Instruction

Talk

C.I.E.R.A. - Every Child A Reader 1998

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Linking Assessment to Instruction Ongoing assessment as an integral part of instruction must drive ongoing instruction. The goal of all comprehension assessment and instruction is to develop thoughtful literacy learners. "Thoughtful lit- eracy is more than remembering what the text said. It is engaging the ideas in texts, challenging those ideas, reflecting on them, and so on. It is responding to a story with giggles, goose bumps, anger, or revul- "Being asked to think about the tert sion" (Allington 2001, 106). you've just read is differentfiom

being asked to recall the tat you've

Developing Critically Literate Students Critical literacy is a way of thinking that helps to uncover social inequalities and injustices. These discoveries might ultimately lead to social change. This way of thinking occurs as students are taught to question and challenge attitudes, values, and beliefs that lie beneath the surface as they read, listen, and view. Questioning to promote dis- cussion and writing represent the foundation of a critical literacy pro- gram. It is through talk and writing that students develop new ideas. To become critically literate, students must learn to

examine meaning within text consider the text creator's purpose and motive identify the audience to whom the text is intended to appeal understand that texts are not neutral, that they represent partic- ular views, silence other points of view, and influence people's ideas and ways of thinking notice what has been intentionally left out of the text and what is inferred (between the lines) but not stated in order to present a certain belief or perspective question and challenge the ways in which texts have been con- structed

just read." ALLINGTON 2001,87

"Students need an opportunity to voice their reactions to, feelings about, and interpretations of the texts they read. Being able to choose oral, written, even hands-on methods allows diflerent types of readers to express their understanding in ways that match their learning styles .... The goal is to create readers who can demonstrate both a breadth and a depth of reading skills." THOMPSON iggg

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ASSESSMENT BLM ' m m Fiction [ling Scale

Name: Grade: Date:

Title: Author:

Minimally Fully

Names the characters

Identifies the problem

ldentifies major events

States the main idea

Comments:

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Minimally Fully

Provides an overall unaided retelling ~ ~ ~ ~ ~ ~ ~ ~ m ~ ~ ~ w ~ w ~ m ~ ~ ! . ? a ~ ~ ~ ~ m ~ ~ & ~ ~ ~ ~ , ? w ~ m % ~ 2 ~ . : ~ ? m ~ i ~ ~ . ~

Begins by introducing the topic -Es:*qeaz~w;sa.;*Hd ~ * ~ : ~ ~ " f l ~ ~ & i. . i-ici-x..' rw", ,p>9*py". ... ' S*-" ..

States the main idea of g:-**

Uses vocabulary introduced in the text ~ ~ g ~ m ~ ~ s 8 x ~ ~ x ~ ~ m ~ " ~ ~ ~ * x ~ ~ ~ ~ ~ ~ " ~ m 7 ~ ~ ~ ~ w - ~ . . w ~ ~ ~ & ~ ~ y ~ x ~ ~ i ~ ~ , i , ~ ~ ~ ~ ~ , ~ ~ ~ * d ~ , . ~

Explains concepts from the passage s ~ ~ ~ 3 ~ ~ a ~ ~ ~ k ~ ~ ~ ~ ~ ~ ~ ~ > T < L F , ; ; , ~ ~ 3 z : . ~ : ~ * , * j..: C'

Refers to charts, maps, tables, captions, headings, and pictures * % * * ~ P W . ~ % W ~ T ~ ~ % ~ : ~ X ~ % ~ C '-,-"l &-&x-e2ma~?>$~>~?&J&g* f i e '

Presents information in a logical order . . ~ ~ ~ * ~ ~ E ~ & 3 $ i m ~ . ~ , ~ ~ ~ - 3 2 ~ ~ E 7 ~ ~ y ~ ~ ~ 2 ~ ~ ~ ~ ~ 2 * ~ ~ i f & , ~ ~ ~ ~ * ~ ~ ~ ~ ~ ~ p ~ x i , ~ ~ L g 2 ~ s ~ $ ~ ~ ~ r ~ 2 & ~ 2 p ~ ~ ~ : 2 A ~ 3 ~ ~ ~ ~ ~ ~ ~ : ~ 2 ~ : 2 " ~ ~ ~ : .. - >,

Makes connections to the text .y?J'"d."z",~~t:$~..

" * . " &fl

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Ularactec Trait Map

Name: Grade: Date:

Title: Author:

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Anticipation Guide

Name: Grade: Date:

Directions Before you read, decide whether you agree or disagree with each numbered statement your teacher has provided. Then, check the appropriate box on the left.

Explain why you agree or disagree.

Read or listen t o the text.

Look at the statements again. Do you still agree with your answers? If not, check the appropriate box on the right.

Before Reading Title After Reading Agree Disagree Agree Disagree

1.

I believe this because

2.

I believe this because

3.

I believe this because

4.

I believe this because

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Question–Answer Relationships (QAR) Name: ________________________________________ Grade: __________ Date: _______________ Title: _____________________________________________ Author: _________________________ In the Book QAR (On the page) Right There (answer is within one sentence in the text) ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

In My Head QAR (Off the page) Author and Me (answer comes from author and me) ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Think and Search (answer is hidden in more than one sentence) ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

On My Own (answer is not in this text but I know the answer) ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

(Raphael 1986, 516–22) Copyright © 2006 by Nelson, a division of Thomson Canada Ltd.

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BLM 4 Literacy Home Links -

Home Reading

Date:

Dear Parents:

One of my major goals this school year is to help your child grow further as a reader, and you have a big role to play in achieving this. The best way for children to grow as readers is for them to read, so I encourage you to ensure that your child spends time reading after school every day.

Reading materials may range from short stories, novels, and magazines, to newspapers, recipes, and comics. Information may come from many sources, including the Internet. The most important goal is to "hook" your child on reading.

Two Great Web Sites The Children's Choices Book Lists available from http://www.reading.org/resources/tools/choices.html are used in classrooms, libraries, and homes to help young people find books they will enjoy reading. Pamphlets to help parents support their children's literacy learning are available in both English and Spanish from http://www.reading.org/resources/tools/parent.html.

Beyond having your child read, spend a few moments every day discussing the text. Doing so will give you insights into how well your child comprehends what she or he is reading. Also, occasionally, listen to your child read aloud. To some extent, you will be able to gauge whether your child is selecting books that he or she can read fluently. When students read fluently, they read smoothly, without hesitation, and with expression. Generally, fluent readers find it easier to make sense o f the text being read. Comprehension is, o f course, the whole purpose o f reading!

I look forward to working with you to make this a happy and successful year for your child.

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