Embed Size (px)
Citation preview
LITERACY IN CONTENT AREA CLASSES - DAY 2
Presented by Melanie Kahler, Literacy Consultant, Ingham Intermediate School District
January 13, 2015
To make this day the best possible, we need your assistance and participation
• Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions
• Be Respectful – Please allow others to listen
• Please turn off cell phones • Please limit sidebar conversations
– Share “air time”– Please refrain from email and Internet browsing
• Be Safe– Take care of your own needs
Group Expectations
Update…
Harrison Thomas Bell was born on November 20,
2014
Grandma and Grandpa are doing well
The Beginning--
• Find a partner and decide who will be Partner #1 and who will be Partner #2
• Find another pair to form a small group of four
• Plate Activity• Get out Note Page from packet
Agenda
•Review from Day 1•Personal goals• ‘Mapping’ in the classroom
•Discussion on Comprehension Strategy Instruction Indicators
•Discussion on Reading Content Indicators
•Wrap Up
Last Time We Talked About
At the end of today you will be able to:• Understand the unique needs in literacy instruction for adolescents and
what that means for your classroom
• Know how to use incorporate direct instruction techniques to increase literacy skills
• Know the literacy content indicators recommended by the Center on Instruction
• Use embedded strategies so that struggling readers can be more successful in content area classes
• Focus on increasing motivation and engagement for adolescents, including struggling readers
• Focus on increasing vocabulary and content knowledge for adolescents, including struggling readers
Wrap Up and Next Steps from Day 1 1.Decide on one or two individual learning goals to work on between now and when we meet again in January
2.Write your learning goal(s) in the final square of your Note Page
3.Be prepared to share successes and challenges in reaching your learning goal when we meet next time
Time to Share!You have a piece of poster paper on your table.
1. Divide the paper in half down the middle. On one side write Successes, and on the other side write Challenges.
2. Each person should write successes and challenges they have experienced since the last time we were here, based on their goals.
3. When you are finished, place the paper on the wall.
Museum Walk
Learning Targets for today
•Review of Adolescent Literacy Walk-Through for Principals; next steps
•Review the use of ‘mapping’ in the classroom•Focus on increasing the use of strategies that will improve student monitoring of their own reading comprehension in the classroom.
•Assist and encourage students in the discussion of reading content.
Using ‘Maps’ in the Classroom-AgainWe talked about Course Maps, Concept Maps and Semantic Maps. Now let’s put them all together.
Course Map-Example
Concept Map-Example
Semantic Map-Example
Practice-Using ‘Maps’ in the Classroom1. Use your own classroom material, along with the
graphic organizers in your packet to fill in the structure of the units that will be taught on the Course Map. (5 minutes)
2. Move to the Concept Map and make a model for students to follow regarding an important concept you will be teaching. (5 minutes)
3. Choose an important vocabulary concept for the Semantic Map and complete it. (5 minutes)
4. Share your thoughts with your table group. Would these graphic organizers be helpful for your students?
Why Introduce Good Literacy Practices Using the Adolescent Literacy Walk-Through for Principals (ALWP)
It has a specific focus on effective, research-based academic literacy instruction that should be observed in classrooms. This includes content-area classrooms with a disciplinary focus on science, social studies, math or literature.
Blast from the Past-the Adolescent Literacy Walk-Through for Principals (ALWP)
Content-area teachers have the best knowledge of the reading, writing, listening, discussion, and deep thinking skills that are required to understand texts in their content area.
“While it is clear that content-area teachers cannot be expected to teach struggling readers basic reading skills, they can help students develop the knowledge, reading strategies, and thinking skills to understand and learn from increasingly complex text in their content areas.”
Adolescent Literacy Walk-Through for Principals; Center on Instruction, 2009
Common Core State Standards and Literacy in Content Area Classes--
Back to Our Checklist
Comprehension Strategy
Instruction Indicators
Background Knowledge on Comprehension Strategy Instruction
A comprehension strategy is any activity a student might engage in to enhance comprehension or repair it when it breaks down.
Reading comprehension involves using a variety of reading strategies before, during and after reading a passage.
Reading is not the same in all content areas, however some strategies are applicable across content areas and genres. These are:
cooperative learning
comprehension monitoring
graphic and semantic organizers
recognizing text structure
question generation and question answering
summarizing and paraphrasing
learning to combine more than one strategy when neededAdolescent Literacy Walk-Through for Principals; Rissman, Miller & Torgeson,
2009
Yes No
Provides the students with explicit instruction, including:
---clear goals and directions
---modeling
---guided practice
---independent practice
Remember, these four things are what all of the areas of Literacy in Content Areas have in common!
Why?Look at John Hattie Effect Sizes in Visible Learning for Teachers
Feedback 0.75
Direct Instruction 0.59
The Need for Explicitness, even at High School
•The connections between literacy instruction and content area learning must be explicit especially for struggling readers.
•Provide explicit reading and writing instruction with multiple opportunities for practice within authentic and relevant reading and tasks.
Improving Adolescent Literacy; Craig & Sarlo, 2012
Explicit Instruction=ModelingModelingThere are eight essential components of this instructional technique:
1.Concept/skill is broken down into critical features/elements.
2.Teacher clearly describes concept/skill.
3.Teacher clearly models concept/skill.
4.Multi-sensory instruction (visual, auditory, tactile, kinesthetic)
5.Teacher thinks aloud as she/he models.
6.Teacher models examples and non-examples.
7.Cueing
8.High levels of teacher-student interaction
Teaches comprehension monitoringMany students with reading and learning problems fail to monitor their understanding when they read. Monitoring comprehension in reading may be a new skill for them!
Many struggling students simply keep reading words, without paying attention to meaning, when they are confused.
Other struggling students just stop reading.
All students benefit from teaching and modeling of strategies to use when faced with confusions/roadblocks in reading.
John Hattie effect size for Comprehension Programs—0.60
Teaching the Clarifying StrategyA Five-Step Process to use when Reading Confusions Happen
1. Ignore the unclear part and read on to see if the unclear part becomes more understandable, or if it is unimportant
2. Reread the unclear part more slowly and carefully
3. Reread the sentences before and after the unclear part for clues
4. Try to connect the unclear part to something you already know
5. Get help from peers, teacher, or resource materials
Click and Clunk Strategy
The goal of clicking and clunking is to teach students to monitor their reading comprehension and to identify when they have breakdowns in understanding. Students click and clunk while reading each section of the passage.
1. Clicks refer to portions of the text that make sense to the reader: "Click, click, click" – comprehension clicks into place as the reader proceeds smoothly through the text.
2. When a student comes to a word, concept, or idea that does not make sense, "Clunk" – comprehension breaks down. For example, when students do not know the meaning of a word, it is a clunk.
Click and Clunk (continued)
3. The teacher asks, "Is everything clicking? Who has clunks about the section we just read?" Students know that they will be asked this question and are alert to identify clunks during reading.
4. After students identify clunks, the class uses "fix-up" strategies to figure out the clunks. Tiffany Royal teaches her students to use "clunk cards" as prompts to remind them of various fix-up strategies. On each of the clunk cards is printed a different strategy for figuring out a clunk word, concept, or idea:
Reread the sentence without the word. Think about what
information is provided that would help you understand the meaning of the
word. Reread the
sentence with the clunk and the sentences before or after
the clunk looking for clues.
Look for root words,
prefixes or suffixes in the word.
Continue reading to see if you get any clues about
what the word or sentence might mean.
Ask your partner or a
group member. If no
one knows, ask the teacher
Click and Clunk (continued)
As with the other strategies, you should think about teaching students the Click and Clunk Strategy from the beginning of the year and use it in various contexts. Students apply these fix-up strategies at first with help from the teacher, in partner work and then in small groups. Eventually they will be able to use this strategy independently.
A Clunk is about to happen!
Introducing Think Alouds
The PURPOSE of using Think AloudsThink aloud is an important routine to help students learn how to focus on their thinking process when they read and how to make their thinking visible. This is explicit instruction on how to pay attention to the text when reading for students. It is also an excellent way for teachers to be aware of student strengths and weaknesses, as well as their understanding of the material.
Be sure that students are also clear on the purpose for using Think Alouds, or Talking to the Text
Modeling Think Alouds for Students“When introducing Think Aloud as an academic routine, the teacher’s role is to model with a brief segment of text, invite students to comment on the Think Aloud, model again, invite students to comment, model again, invite students to comment, and so on.”
“After several rounds of whole class practice, partners practice independently, and then the teacher brings the class back together to discuss what students are discovering or having trouble with.”
Reading for Understanding-Second Edition; Schoenbach, Greenleaf & Murphy, 2012
Self-verbalization
and self-questioning:
0.64
Procedure1. Select a short passage of text that is accessible to
your students but that also provides opportunities for close reading and problem solving. Plan a few (three to five) Think Aloud moves you want to model, such as those on the metacognitive bookmark. Make student copies of the passage and another copy to project and write on.
2. Demonstrate your thinking strategies by thinking aloud and simultaneously underlining and writing predictions, responses, questions, connections, and so forth on the projected text.
3. Invite students to share their observations of your thinking processes in a class discussion. Record these on the class Reading Strategies List.
4. Invite students to describe their own thinking processes during your reading of the passage. If students seem reluctant to jump in, give them a chance to reread the passage first. Add their ideas to the Reading Strategies List.
5. Continue with “reciprocal modeling”: you model one or two sentences and students comment on what they saw you do; then students practice Think Aloud with a partner for one or two sentences, reporting back to the class what processes they and their partner used; you model again and students comment on what they saw you do; then student pairs practice and report back. Add to the Reading Strategies List.
6. As a class, discuss and evaluate the Think Aloud experience.
Sample Sentence Stems
Predicting• I predict…
• In the next part I think…
• I think this is…
Visualizing• I picture…
• I can see…
Identifying a problem• I got confused
when...
• I’m not sure of…
• I didn’t expect…
Summarizing• The big idea is…
• I think the point is…
• So what it’s saying is…
Questioning
• A question I have is…• I wonder about…• Could this mean…
Making Connections• This is like…• This reminds me of…
Using fix-ups• I’ll reread this part…• I’ll read on and check back…
There is a Sample Metacognitive Bookmark on the Wiki with Sentence Stems
From Think Alouds to Talking to the TextTalking to the Text can be a silent, written form of Think Alouds.
After students appear to be mastering the Think Aloud with partners would be a good time to introduce Talking to the Text as a skill that students can use to have documentation of their questions and thoughts while reading.
It makes their thinking easily available for their own reflection, discussing with classmates and for teachers to use for formative assessment.
Meta-cognitive
strategies:0.69
Procedure for Introducing Talking to the Text1. Using a projector or document camera show an
enlarged version of one or two paragraphs of a text students will read.
2. Make copies of the entire text for students to have, leaving a lot of space for annotating if possible. If copying is an issue give out pads of sticky notes or use a Metacognitive Log.
3. Review the questions and strategies that were used during Think Alouds.
4. Explain the purpose for Talking to the Text (see handout).
5. Model thinking aloud, marking the text as you go.
6. Ask students to read silently and annotate the next paragraph with their own Talking to the Text. (Note: it is extremely important that the text is at a level the students will be able to read. It should be at an Independent level while learning the skill and an Instructional level after the skill has been mastered.)
7. Have partners share their Talking to the Text marks and discuss how they worked on areas of the text that were roadblocks for them.
7. Invite volunteers to share with the class some of the talking to the text marks by modeling on the document camera, asking
What did you mark?
How did that help your reading?
How did talking with a partner help?
9. Add student comments to the demonstration texts, labeling them with predicting, visualizing, etc.
10. Repeat this cycle as much as necessary to be sure the students are learning the new skill.
Warning: Talking to the Text should not be individual seatwork. It should always be followed by interactions with classmates in order to learn new approaches for making meaning from text.
Video• A video of a teacher modeling Talking to the Text
• https://www.youtube.com/watch?v=PKvaEPbOO9g
*Notes from the classroom*—the students with the most difficulty reading are the students that are most hesitant to participate in any of the strategies presented, especially Think Alouds and Talking to the Text. This would be a good opportunity for some differentiated instruction.
Take small groups of struggling readers aside and practice the skills with direct teacher leadership. This provides explicit instruction on the techniques as well as on the content that is being taught.
What to do with all this information?
Students would benefit from repetitive practice on chosen reading comprehension skills, and…
Reading comprehension monitoring strategies posted in the classroom as reminders
Possible Reading Comprehension Monitoring Strategies to Post in the Classroom
•Rereading•Looking for word parts (root, prefix, suffix)•Reading on•Asking a partner or other classmate•Thinking aloud, using sentence stems•Talking to the text
After teaching strategies for monitoring comprehension it would be useful to have students keep a log of when they were confused and why, the strategy they used and the clarification they came up with. This is helpful for them, as they work with different texts, and for you as a formative assessment to guide next steps of instruction.
Explicitly teaches or models the use of:--graphic organizers
“Graphic organizers are powerful visual representations that help students organize and remember critical information.”-Anita Archer, 2011
Graphic organizers can be used to differentiate instruction for struggling readers. They can be partially filled out to scaffold instruction for them.
Use of graphic organizers can indicate the purpose for reading text and activate prior knowledge.
Graphic organizers are useful for students in all content area classes.
Best Practices in Adolescent Literacy Instruction, Second Edition; Hinchman & Sheridan-Thomas, 2014
Graphic Organizers Revisited
K-W-LThis K-W-L Chart, which tracks what a student knows (K), wants to know (W), and has learned (L) about a topic, can be used before, during, and after research projects.
Anticipation Guide
An Anticipation Guide is appropriate for activating prior knowledge about a topic, as well as building curiosity about the topic. It allows the teacher to check for misconceptions before designing instruction, as well as getting a good idea of instruction was successful.
http://www.theteachertoolkit.com/index.php/tool/anticipation-guide
Graphic Organizers for Vocabulary Instruction
Semantic Feature Analysis
The semantic feature analysis strategy uses a grid to help kids explore how sets of things are related to one another. By completing and analyzing the grid, students are able to see connections, make predictions and master important concepts. This strategy enhances comprehension and vocabulary skills.
Resources for Graphic Organizers
•http://www.eduplace.com/graphicorganizer/
•http://my.hrw.com/nsmedia/intgos/html/igo.htm
•http://www.educationoasis.com/curriculum/graphic_organizers.htm
•http://www.thinkport.org/technology/template.tp•http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
Explicitly teaches or models the use of:--summarization/paraphrasing
Summarizing is mentioned specifically in the CCSS for reading.
Working with students on succinct summarizing will help them grasp the content and understand the material.
Best Practices in Adolescent Literacy Instruction, Second Edition; Hinchman & Sheridan-Thomas, 2014
True summarizing is one of the most complex comprehension strategies that students are expected to master. To summarize well, students must first comprehend what they have read and then make decisions about what is important and not so important in a text. The last step is to determine what kinds of relationships have been represented.
Reading for Understanding, Second Edition; Schoenbach, Greenleaf & Murphy, 2012
Paragraph Shrinking
http://www.adlit.org/strategies/23331/
This strategy is developed as part of the Peer-Assisted Learning Strategies from Fuchs & Fuchs at Vanderbilt University, and is a research validated strategy for reading comprehension and summarizing.
The Paragraph Shrinking strategy allows each student in an assigned pair to take turns reading, pausing and summarizing the main points. Students provide feedback to each other.
Benefits: the strategy does not require any special reading materials so it can be used in many different content areas. The teacher is able to circulate the classroom, monitoring student performance and providing support as necessary. The strategy should be modeled for the students before they attempt to use it in their pairs.
Steps for Paragraph ShrinkingAssign partnersDivide the class in half based on classroom data. Pair the top ranked student in the higher performing half with the top ranked student in the lower performing half. Have the higher performing student be the Player (student that shrinks the material) first, to be a model for their partner. The other student will be the Coach (student that listens and gives feedback). Be sure that all students can read or listen to the material that is to be summarized.
Teach On-the-Job Behaviors1. Be focused
2. Cooperate with your partner
3. Catch mistakes in a respectful way
4. Use helping strategies
1. Coaches and Players are established.
2. The students are asked to read the material to themselves, out loud, or the teacher can read out loud to the group.
3. After each paragraph the students stop to summarize the main points of the reading, focusing on
• the who or what of the paragraph• the most important thing about who or what• the main idea
4. If the Coach is given a wrong answer he/she will ask the Player to skim the paragraph again and answer the question a second time.
Provide Sentence Stems for Coaching• If the reader’s statement does not tell the main who, what or most
important thing…coach says
“That’s not quite right, try again.”
• If the reader says too many who’s or what’s…coach says
“Remember to choose the most important who or what.”
• If the reader’s main idea is more than 15 words…coach says
“Shrink it.”
• If the reader has trouble coming up with the main idea…coach asks the ‘wh’ and ‘h’ questions.
“Who, what, when, where, why or how.”
One-Word SummariesAfter hearing, participating in, or reading a lesson students should suggest one word that most clearly summarizes the lesson’s topic. The single word choice is not what leads to deeper thinking about the material. Rather, the student rationale for choosing certain words reinforces and expands their learning.
Steps:
1. Following a lesson or reading ask students to share one word that best summarizes the topic. They can write the word or share with a partner.
2. The student or partners should come up with a brief (one or two sentences) explanation for why the word was chosen and write it down.
3. Students share their word choices and explanations.
4. Other students discuss the word choices of their peer.
Rules for Summarizing
•Don’t pay attention to things that don’t matter. Trivial material should not be in a summary.
•Do not include information that basically says the same thing in different words.
•Trade general terms for specific names. Focus on the big picture.
•Pay close attention to the topic sentence. Write your own if one is missing from the material.
Practice Summarizing1. Choose Paragraph Shrinking or One-Word Summaries as your strategy
2. Get a piece of paper to write on
3. Listen to the paragraph read aloud
4. Shrink the paragraph to 10-15 words, or choose one word to summarize the paragraph and write a short explanation
5. Share with your partner, making sure each partner gets a chance to share
6. Make changes to your response, based on partner information, if you would like
Explicitly teaches or models the use of:--question asking/question generating
Simply answering teacher questions is not enough for students to learn how to think effectively about text. Instruction in identifying types of questions and how to answer questions in all content area classrooms is necessary for many students to learn how to find answers available in text.
Adolescent Walk-Through for Principals; Rissman, Miller & Torgeson, 2009
Question-Answer Relationships (QAR)QAR teaches students how to decipher and answer four types of questions.
Right There Questions-literal questions that can be answered with facts from the text
Think and Search Questions-answers are gathered from several parts of the text and need to be put together to make meaning
Author and You-questions are based on information found in the text but the reader needs to add some of their own knowledge to get the answer
On My Own-questions can be answered without reading the text, usually dependent on the readers background or prior knowledge
QAR Steps1. Teach what each type of question is by giving
students a definition, with examples and nonexamples. This could be done all at one time, or you can teach each type of question individually.
2. Read a short paragraph aloud.
3. Have some predetermined questions. When you have finished reading present each question, tell them what type of question it is and do a think aloud to explain how that was decided.
4. Show the students how to find the information needed to answer each question.
5. Model this process as many time as is needed.
6. Give students a paragraph and questions. Have them work in pairs or small groups to decide what type of question they are being asked and why they think that. Go over the task with the whole class for further clarification.
Practice-The Scream
With your partner, write a question for each of the four types of questions.
Asking and Answering Questions:Collaborative Strategic Reading Log
Strategy 1: Preview (Before Reading)Students preview the entire passage before they read each section. The goals of previewing are
• for students to learn as much about the passage as they can in a brief period of time (2-3 minutes),
• to activate their background knowledge about the topic, and • to help them make predictions about what they will learn.
Previewing helps to motivate students' interest in the topic and to engage them in active reading from the onset.
Preview- cont.When students preview before reading, they should look at headings; words that are bolded or underlined; and pictures, tables, graphs, and other key information to help them do two things:
• brainstorm what they know about the topic
• predict what they will learn about the topic
Just as in watching a movie preview, students are provided minimal time to generate their ideas and discuss their background knowledge and predictions
You could introduce previewing to students by asking them whether they have ever been to the movies and seen previews. Prompt students to tell you what they learn from previews by asking questions like:
• Do you learn who is going to be in the movie?
• Do you learn during what historical period the movie will take place?
• Do you learn whether or not you might like the movie?
• Do you have questions about what more you would like to know about the movie?
Practice: Brainstorm and Predict using CSR Learning Log
We will be reading Invertebrates-One of Two Major Animal Groupings
Brainstorm section: without looking at the text write down everything that you already know about invertebrates. You have one minute to do that.
Predict section: look at pictures, words that are bolded, headings, and other sections of the page for one minute. When prompted, predict what the text will be about, and what you might learn. Write your ideas on the CSR Learning Log.
Share your predictions with a partner.
Strategy 3: Get the Gist• Students learn to "get the gist" by monitoring comprehension in small chunks
of text. It is similar, but not exactly the same, as summarizing. ‘Getting the Gist’ does not require an evaluative filter.
Getting the Gist—Systematic check of understanding. No evaluative filter.
Summarizing—Finding the most important ideas and putting them together into a short statement.
• Uses small chunks of text.
• Students show understanding of what they just read.
• Findings are presented in sentences or phrases.
Teaching ‘Get the Gist’ and SummarizingStudents work in the whole class, individually, and in groups to identify main ideas and use them to synthesize or infer a summary
Procedure:
1. Ask students to read a passage and be ready to tell “what the passage is about”.
2. Record all student ideas, detail and main ideas.
3. Have the class look at the list and distinguish main ideas and details. Highlight those identified as main ideas. Help the students with this as necessary.
4. Have students decide which statements from the list capture all or part of the main ideas and fill in the Questions about Main Ideas and What I Learned sections. This can be done individually or with partners/small groups.
If you want to include a summary:Have students work in pairs or small groups to compare their ideas and agree on which to include and/or synthesize.
Record the groups’ ideas and facilitate another class discussion about why some ideas are or are not main ideas. Edit the list accordingly.
Have students return to small groups to write a summary of the passage.
Adapted from Reading for Understanding; Schoenbach, Greenleaf & Murphy, 2012 and Klingner, J. K. and Sharon Vaughn (1998). Using Collaborative Strategic Reading. Teaching Exceptional Children, July/Aug 1998.
Practice-’Get the Gist’
1. Read Invertebrates-One of Two Major Animal Groupings
2. When prompted, answer who, what, when, where, why and how as appropriate. Write your answers in the ‘Get the Gist’ section of your CSR Log.
3. Write your answers in phrases or sentences.
4. I will record your answers on the poster board.
5. When prompted, fill in the Questions about Main Ideas and What I Learned sections
Explicitly teaches or models the use of:--knowledge of text structure
Text features can help readers locate and organize information in the text. For example, headings help introduce students to specific bits of information. This helps them to hold information in short-term memory, process it or connect it to background knowledge and store it in their long term memory.
Without headings, information would be overwhelming. The ability to identify and analyze text structures helps readers to comprehend the text more easily and retain it longer.
Structure to Facilitate Reading Comprehension. The Reading Teacher, 64: 368-372. Akhondi, Malyeri & Samad, 2011
Click to add text
How to teach text structures1. Introduce the organizational pattern--the teacher
introduces the signal words and phrases that identify the text structure and gives students a graphic organizer for the pattern if possible.
2. Give students opportunities to work on the text--provide the chance to analyze the text structures in informational text, using the signal words and phrases previously taught. Graphic organizers may be used to illustrate the patterns.
3. Have students write paragraphs using each text structure pattern--begin with a whole class activity, followed by small group and/or partner work. Write paragraphs independently when the skills appear to be mastered.
Examples of graphic organizers that help students learn text structure and write paragraphs.
Steps students should follow when writing paragraphs with specific text features
1. Select a topic2. Use a graphic organizer to plan the paragraphs3. Write a rough draft, using signal words and phrases4. Revise and edit
Additional ideas--• Introduce and work on a single text structure in each lesson. Work
on one text structure for three or four sessions, or until it is clear students understand the structure
• Use short passages (about six to eight lines) for the text you will be working on.
• Highlight the signal words and phrases, ask them to find them in text, and then have them write their own paragraphs using the signal words and phrases.
• Use graphic organizers, giving them a completed model when beginning. Give them an incomplete graphic organizer, and then have them use graphic organizers independently.
Examples of Signal Words/Phrases•DescriptionFor example, characteristics, for instance, such as, is like, including, to illustrate
•SequenceFirst, second, third, etc., later, next, before, then, finally, after, when, later, since, now, previously
•Problem/SolutionProblem is, dilemma is, if-then, because, so that, question/answer, puzzle is solved
•Compare/Contrasthowever, nevertheless, on the other hand, but, similarly, although, also, in contrast, different, alike, same as, either/or, in the same way, just like, just as, likewise, in comparison, whereas, yet
•Cause/effectif-then, reasons why, as a result, therefore, because, consequently, since, so that, for, hence, due to, thus, this led to
End Result of Instruction
•Students are able to use the signal words and phrases to recognize the rhetorical structure of text
•Choose/create the appropriate graphic organizer•Identification of most important information in the text and place them in a graphic organizer
•Use graphic organizers to structure their own writing, following the same rhetorical structures of a text
Explicitly teaches or models the use of:
--Knowledge of text features
Intermediate readers often fail to read or give little importance to important text features in expository text. This impacts their ability to comprehend concept-dense text with higher level vocabulary.
Kelley, M. J. and Clausen-Grace, N. (2010), Guiding Students Through Expository Text With Text Feature Walks. The Reading Teacher, 64: 191-195. doi: 10.1598/RT.64.3.4
Text Feature Walk-explicitly teach text features, where to find them and how to use themTitle-quickly tells the reader what information they will learn about
Table of Contents-shows students the different chapter or section titles and where they are located
Index-directs students where to go in the text to find specific information on a topic, word or person
Glossary-identifies important vocabulary words for students and gives their definitions
Headings or subtitles-helps the reader identify the main idea for that section of text
Sidebars-are set apart from the main text, (usually located on the side or bottom of the page) and elaborate on a detail mentioned in the text
Pictures and captions-show an important object or idea from the text
Text Features con'tLabeled diagrams-allow readers to see detailed depictions of an object from the text with labels that teach the important components
Charts and graphs-represent and show data related to, or elaborate on, something in the main body of the text
Maps-help a reader locate a place in the world that is related to the text
Cutaways and cross sections-allow readers to see inside something by dissolving part of a wall or to see all the layers of an object by bisecting it for viewing
Inset photos-can show either a faraway view of something or a close-up shot of minute detail
Text Feature Walk
After students are familiar with text features choose a short amount of text.
The adult should begin to go through the text and look at each text feature.
Identify them, and use a think-aloud to show how you use each text feature to help with comprehension of the text. This should be done while modeling to the whole group.
Discuss all text features of the chosen text and then have the students read the body of the text.
Students discuss how the text features helped with comprehension of the text in partners or small groups. Then have them report out to the whole class.
Next Step--Structured Group Work with Teacher SupportPut students in groups of four, including varying strengths and personalities.
Give each group a copy of the directions and assign a short (2 to 4 pages) of text.
Consistently monitor the groups, giving feedback and reminding them of the goal (how the text features relate to the main body of text).
The groups come back together to discuss what went well, challenges and what they learned.
Directions for Small Groups
1. In your small group choose one person to start by reading the first text feature. (The person to start can also be chosen by the teacher.)
2. That person names the text feature: heading, map, caption, etc., and reads it to the group.
3. Each group member relates any predictions, questions, connections they have, based on the text feature and how they think it will relate to the main body of the text.
4. Repeat until all of the text features have been discussed.
5. Read the text and discuss how text features were helpful in comprehension of the text.
Adapted from Kelley, M. J. and Clausen-Grace, N. (2010), Guiding Students Through Expository Text With Text Feature Walks. The Reading Teacher, 64: 191-195. doi:
10.1598/RT.64.3.4
Explicitly teaches or models the use of:
--making inferencesInferring—making inferences—is often described as making a logical guess or "reading between the lines." Making an inference is a lot like the chemical process of forming a chemical compound—when two elements combine and form a new substance.
Readers make inferences when they are able to take their own experiences and combine them with information they gather from what they read. The result is that they create new meaning or draw a conclusion that isn't explicitly stated in the reading (Zweirs, 2005).
Question--(make into table)
What the reading says What I think
My answer to the question—what I infer
Inference Table—
Inferences from Petition from Amelia Bloomer
Inference TableWhat the reading
saysWhat I think My answer to the
question-what I infer
Ultimately Bloomer made her mark as a suffragist, editor, and temperance leader, but she was most associated with ‘bloomers’
Amelia Bloomer was involved in many things that were associated with the suffrage movement
I infer that ‘bloomers’ became a visible symbol of the suffrage movement
Back to Our Checklist
Discussion of Reading Content Indicators
Background Information on Reading Content IndicatorsResearch supports the importance of discussion for promoting deep comprehension during classroom instruction.
Discussion plays an important part in helping students move from a literal and shallower level of knowledge toward the ability to generalize many different ways of thinking.
Teachers should lead and facilitate discussions by interpreting questions, ideas and connections that students produce, and by helping them to listen to each other and connect ideas.
This type of classroom instruction is an important part of the Common Core State Standard expectations.
Adolescent Literacy Walk-Through for Principals; Rissman, Miller & Torgeson, 2009
What does Class Discussion Look Like?https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
How do we get there?
• Establish and verbalize learning goal
• Start with students completing a short written reflection
• Student's share their thoughts about the text
• Work off student's thoughts
• CCSS
Use textual evidence to support opinion and ideas
Speaking and listening; flexible communication and collaboration
• Students will:
look at each other
acknowledge each other
Teaching students class discussion skills•Learning how to be an effective listener and contributor to discussions in class isn't easy and often requires skills that adolescents do not yet have. Presenting tasks as learning new skills will be less intimidating for students.
•Teaching these skills will be necessary for classroom discussion to take place in respectful and meaningful ways. Student's benefit with improved reading comprehension and metacognitive thinking skills.
Explicit Instruction on Expected Behavior. Looks Like-Sounds Like Chart
http://www.litcircles.org/Discussion/teaching.html
The teacher's roleResponding Effectively•Wait for students to think and formulate responses. Waiting 5-10 seconds will increase the number of students who volunteer to answer and will lead to longer, more complex answers. If students do not volunteer before 5 seconds have passed, refrain from answering your own question, which will only communicate to students that if they do not answer, you will do their thinking for them. If the students are unable to answer after sufficient time for thinking has passed, rephrase the question.
•Do not interrupt students’ answers. You may find yourself wanting to interrupt because you think you know what the student is going to say, or simply because you are passionate about the material. Resist this temptation. Hearing the students’ full responses will allow you to give them credit for their ideas and to determine when they have not yet understood the material.
•Show that you are interested in students’ answers, whether right or wrong. Encourage students when they are offering answers by nodding, looking at them, and using facial expressions that show you are listening and engaged. Do not look down at your notes while they are speaking.
•Develop responses that keep students thinking. For example, ask the rest of the class to respond to an idea that one student has just presented, or ask the student who answered to explain the thinking that led to her answer.
•If a student gives an incorrect or weak answer, point out what is incorrect or weak about the answer, but ask the student a follow-up question that will lead that student, and the class, to the correct or stronger answer.
•For example, note that the student’s answer overlooks the most important conclusion of the study you are discussing, then ask that same student to try to recall what that conclusion is. If he or she does not recall the conclusion, open this question up to the class.
McKeachie, Wilbert, et al. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.
Additional strategies:
•Engagement strategies using precision partnering, small group work
•Use of sentence stems•Practice, practice, practice•Socratic Seminars https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom
Features of Accountable Talk
Accountability to the Learning Community
•Careful listening to each other•Using and building on each other’s ideas•Paraphrasing and seeking clarification•Respectful disagreement•Using sentence stems
Accountability to Accurate Knowledge
•Being as specific and accurate as possible•Resisting the urge to say just “anything that comes to mind”
•Getting the facts straight•Challenging questions that demand evidence for claims
Accountability to Rigorous Thinking
•Building arguments•Linking claims and evidence in logical ways
•Working to make statements clear•Checking the quality of claims and arguments
Teach use of Sentence StemsSome sentence stems are valuable for encouraging students to build on what they hear from others. They can be used to:
• Ask for clarification
• Change the subject
• Affirm someone’s idea and add to it
• Present a different perspective
In addition to use in a classroom it would be beneficial for them to be able to use these phrases in social situations.
Provides opportunities for discussion-oriented instruction of text subject matter including assisting and encouraging students in: Taking a position--1. Present text that may be interpreted in more than one
way.
2. The teacher should take a position about the information in the text.
3. Put the students in groups and have them report whether they agree, disagree or need more information. The groups should find evidence from the text to support their position.
4. Use sentence stems to structure this for your students
Sentence Stems for Taking a PositionConfirmation
• I think _______.• I believe _______.
Agreement
• I agree with _____ because ______.• I like what _______ said because _______.• I agree with ______; but on the other hand ________.
Disagreement
• I disagree with ______ because ______.• I’m not sure that I agree with what _______ said because _______.
• I can see that _______; however, I disagree with (or can’t see) _______.
Adapted from Institute for Learning; 2003
Provides opportunities for discussion-oriented instruction of text subject matter including assisting and encouraging students in:
--using others questions and comments to build discussion
Sentence stemshttp://bolinas-stinson.org/sites/default/files/Socratic%20Seminar%20%28Sentence%20Starters%20handout%29.pdf
Building Discussions using Sentence Stems
Clarifications
•Could you please repeat that for me?•Could you explain that a bit more, please?•I’m not sure I understood you when you said ______. Could you say more about that?
•What’s your evidence?•How does that support our work/mission/hypothesis?
Extensions
•I was thinking about what ______ said, and I was wondering what if _______?
•This makes me think_______.•I want to know more about ________.•Now I am wondering ________.•Can you tell me more about ________.
Provides opportunities for discussion-oriented instruction of text subject matter including assisting and encouraging students in:
--expressing opinions
• I believe that _________________.
• In my opinion _________________.
• I feel that ____________________.
• I think that __________ because ___________.
• To me, it seems obvious that _____________.
Provides opportunities for discussion-oriented instruction of text subject matter including assisting and encouraging students in:
--making connections across time and subjectsStrategies:Question Answer Relationships (QAR)
What I Know, What I Want to Know, What I Learned (KWL)
List, Inquire, Note, Know (LINK) We have seen these before!
K-W-LThis K-W-L Chart, which tracks what a student knows (K), wants to know (W), and has learned (L) about a topic, can be used before, during, and after reading texts.
Using K-W-L While Reading Content Area Text1. Show students the text and encourage them to think about what
content might be included.
2. Ask students to think about what they might already know about the topic.
3. Have them brainstorm information about the text that they want to know, encouraging them to keep these questions in mind as they read the text. These can be recorded on the chart as a class or individually.
4. As students read the text, instruct them to revisit their questions in the “What I Want to Know” column every few days and answer them in the “What I Learned” column.
This website will take you to a fillable K-W-L form.
http://www.readwritethink.org/files/resources/printouts/KWL%20Chart.pdf
Using K-W-L for Research Projects1. Ask students to first think about what they know about the selected topic
(for example, Electric Circuits and Power) and write it in the first column.
2. Students should then direct their thinking toward the research questions they have about electrical circuits and how they relate to making electrical power. These questions are recorded in the second column.
3. Then, as students conduct research, they should add information gathered to the column, showing what was learned.
4. For older students, you may want make a K-W-L-S chart, with the fourth column focusing on what students may “still” want to learn even after completing research.
readwritethink, International Reading Association; 2013
Practice with K-W-L
Electric Circuits and Power
What to do1. Get the K-W-L Sheet
2. Think about everything you already know about electrical circuits and how it relates to making power. Put it in the K column
3. Think about things that you want to know about electrical circuits and how it relates to power. Put down at least three things you want to know
4. Read the handout on electrical circuits and power
5. Fill in at least three things you learned in the L column
6. Share what you learned with your partner
LINK (List, Inquire, Note, Know)
Purpose:Through brainstorming and inquiry students activate background knowledge about a topic. Through reading and discussion they will build and revise their ‘schema’.
The procedure is available in Reading For Understanding; 2012, pg. 244 and is adapted from Joseph Vaughn and Thomas Estes, in Strategic Teaching and Learning, California Department of Education, 2000.
List• Give students three minutes to individually list ideas, words, and phrases about a topic.
• Without commenting, compile a class list of ideas.
Inquire• Invite students to inquire into each other’s ideas
on the list. Encourage the person who nominated an idea to respond to questions about it.
• Compile a class list of students questions to drive the reading and learning.
Note
•Ask students to read one or more texts about the topic and make notes that shed light on the topic—what they think they know and what they wonder.
•It is helpful at this point to look over students’ notes, both for accountability and to informally assess students’ understanding (and misunderstandings) of the topic
Know
• Ask students to reflect on how their thinking has changed and why—what they now think they know and questions they still have about the topic.
• As a class, revisit the original list of phrases and questions and identify prior misinformation or misunderstandings and how students’ schema have changed as a result of reading and processing the text. Note lingering confusions and new questions or wonderings promped by the reading.
Provides opportunities for discussion-oriented instruction of text subject matter including assisting and encouraging students in:
--questioning the author
Reciprocal Teaching, Collaborative Strategic Reading, and Questioning the Author (Beck, McKeown, Hamilton & Kucan, 1997) has successfully demonstrated the value of extended discussions of text meaning in improving reading comprehension for typical as well as struggling readers.
Questioning the Author (QtA)Questioning the Author is designed to require students to pay attention and think about text as they are reading, increasing engagement. It is primarily used with nonfiction text. Students will be critiquing the author’s writing.
Steps:
1. Select a passage that is interesting and can will engage students in conversation
2. Select appropriate stopping points where students can delve deeper into the text and/or need to gain a deeper understanding
3. Create questions for the stopping points
Ex: What it the author trying to say?
Ex: Why do you think the author used the following phrase?
Ex: Does this make sense to you?
Introducing QtA1. Show your students a portion of a passage, along with
one or two questions you have designed ahead of time.
2. Model, using a Think Aloud, how you think through the questions
3. Continue through more of the text with reading and answering questions, having students work in pairs or small groups
4. Facilitate a discussion about the text and the queries
5. When students present questions that are unanswered, try to restate them and have the students continue to come up with an answer
Back to Amelia Bloomer•Sentence # 1
“Critics charged that the women were unsexing themselves, costuming themselves as men, forgetting their femininity.”
Why do you think the author used this phrase?
•Sentence #2
“Bloomer herself was no single-issue person.”
What is the author trying to say?
Wrap Up1.Take two minutes to review your notes and the materials that we talked about today.
2.Fill out the 3-2-1 Strategy Chart3.Share your ideas with your partner
Thanks for all you do!
It’s been great working with you! If you have any questions please feel free to contact me.
Melanie Kahler
Literacy Consultant K-12
Ingham ISD
(517)244-1244
