Secondary Teacher Institute: Reading In the Time of the

Common Core State Standards

July 31, 2012

Essential Questions

• How can I utilize reading strategies to enhance the understanding of all students within my discipline?

• How is being capable, curious and confident related to students’ abilities to use reading strategies independently?

• How does content literacy prepare students for their next educational challenges?

Outcomes

Knowledge of:• raised expectations for reading across the

curriculum• the CCSS Reading Informational Text Standards• tools to evaluate text complexity• several strategies to scaffold close reading of complex text across the disciplines.

Raised Expectations for Reading Across the Curriculum

Gap Analysis

Parkway’s Strategic Plan: All students will take the ACT and achieve a composite score above the national average, with the district average

ACT composite score rising to at least 25.

How are we doing in reading?

Parkway EXPLORE Data

2007 2008 2009 2010 201110

20

30

40

50

60

70

80

90

100

District EXPLORE - Reading

District

% M

eetin

g Be

nchm

ark 60%

scored 15 or higher

  2007 2008 2009 2010 2011

District 59 54 54 58 60

N 784 794 734 773 793

Total N 1320 1414 1350 1336 1312

Parkway EXPLORE Data

2007 2008 2009 2010 201110

20

30

40

50

60

70

80

90

100

District EXPLORE - Reading

District

% M

eetin

g Be

nchm

ark

For ALL to be ready to reach 25 or higher in Grade 11, students should aim for a 19 or higher in Grade 8 on the EXPLORE.

60% scored 15 or higher

  2007 2008 2009 2010 2011

District 59 54 54 58 60

N 784 794 734 773 793

Total N 1320 1414 1350 1336 1312

Parkway – PLAN Data

2007 2008 2009 2010 201110

20

30

40

50

60

70

80

90

100

District PLAN - Reading

District

% M

eeti

ng B

ench

mar

k

66% of students met the bench-mark of 17

Parkway – PLAN Data

2007 2008 2009 2010 201110

20

30

40

50

60

70

80

90

100

District PLAN - Reading

District

% M

eetin

g Be

nchm

ark

66% of students met the bench-mark of 17

For ALL to be ready to reach 25 or higher in Grade 11, students should aim for a 21 or higher in Grade 10 on the PLAN.

Parkway ACT Data

2007 2008 2009 2010 201110

20

30

40

50

60

70

80

90

100

District ACT - Reading

District

% M

eeti

ng B

ench

mar

k

61% met the benchmark of 21

Parkway ACT Data

2007 2008 2009 2010 201110

20

30

40

50

60

70

80

90

100

District ACT - Reading

District

% M

eeti

ng B

ench

mar

k

Our goal is 100% of our students achieving a 25 or higher on the ACT by the end of 11th grade.

61% met the benchmark of 21

Reading in the Disciplines

General strategies:• asking questions• making predictions• testing hypotheses• Summarizing• monitoring understanding & deploying

fix-it strategies.

Supporting Transaction with TextTogether

• Pre-reading• During reading• Post-reading

A – M - T

Reading asTransmission

Reading as Transaction

Pre, During, and Post-ReadingStrategies

Inside > Curriculum > Secondary Communication Arts > Diversity & Equity:

“Francis Howell RTI Comprehension Strategies” Explanations

“Francis Howell Fidelity Implementation Spreadsheet” Planning Tool

Discipline –Specific Reading DemandsA Sampling…

ELA – navigating non-linear narrative structures, recognizing how diction impacts toneHistory – recognizing the partial and value-laden perspectives in primary documents Math – the logic of stipulated definitions, how theorems and proofs are worked through examplesScience – use of embedded clauses to define technical vocabulary, conceptual relationships embedded in taxonomic reasoning

Measuring Text Complexity

• Quantitative Measures

• Qualitative Measures

• Reader/Task Considerations

To Obtain the Lexile for a piece of Text

• Go to Lexile.com/analyzer/• Create an account (free)• Follow Steps 1 – 5 on the left• TIP: Type a piece of the text into Word

then save as plain text.• Upload the text, when prompted

Quantitative Measures

Qualitative Measures - RUBRIC

• Levels of Purpose • Structure and Layout

– Compare/Contrast, Problem/Solution, Cause/Effect, Chronological, Climactic, Simple list, Subordination (Key idea, supporting details)

– Text features like font, graphics, headers, gaps…• Language Conventionality• Knowledge Demands

Reader and Task Considerations• Reader

o Readinesso Learning Profile (Preferences)o Interests

• Task – Rigor

Gradual Release of Responsibility

I Do It

We Do It

Ya’ll Do It

You Do It

Balance?

High Yield Strategies • Summarizing & Note-Taking

• Reading for Meaning

• Using the Standards to Unpack Text

Summarizing & Chunking

Large effect size (Hattie, Marzano) http://www.netc.org/focus/strategies/summ.php • Annotating

• Note-taking Gombrich piece

Reading for Meaning

Topical EQHow is knowing the break-even point critical for staying in business?

Gradual Release of Responsibility

I Do It

We Do It

Ya’ll Do It

You Do It

Which levels?

Using the Standards to Unpack Text

• Number 1 – 9• Gather in your new groups• Runner collect standards• Examine the Informational Text standard across

Grades 6 – 12 based on your group’s number• Capture the essence in an image & gesture with your colleagues. (representing-to-learn)

Using the Standards to Unpack Text

• Read “The Shoot-Out” through the lens of your standard.

• Share out your representation and observations.

Gradual Release of Responsibility

I Do It

We Do It

Ya’ll Do It

You Do It

Which level?

Options for This Afternoon…

• Examine each RIT standard through the lens of your discipline…

• Jig Saw parts of “Reading in the Disciplines”

• Create a “Reading for Meaning” Lesson using a short piece of key expository text

The Future

Can we pull together and do this thing?...

One school’s story….

Turnaround at Brockton High

BROCKTON - Brockton High School has every excuse for failure, serving a city plagued by crime, poverty, housing foreclosures, and homelessness.Almost two-thirds of the students qualify for free or reduced-price lunches, and 14 percent are learning to speak English. More than two-thirds are African-American or Latino - groups that have lagged behind their peers across the state on standardized tests.But Brockton High, by far the state’s largest public high school with 4,200 students, has found a success in recent years that has eluded many of the state’s urban schools: MCAS scores are soaring, earning the school state recognition as a symbol of urban hope.

By James Vaznis Globe Staff / October 12, 2009

Emphasis on literacy brings big MCAS improvement

3535

LITERACY CHART: READING

for content ( both literal and inferential ) to apply pre-reading, during reading and post-reading strategies to all

reading assignments, including determining purpose and pre-learning vocabulary

to research a topic to gather information to comprehend an argument to determine the main idea of a passage to understand a concept and construct meaning to expand one’s experiences c Brockton High School, 2002

READING

SOCIAL

SCIENCE

MATH

ELECTIVE

ENGLISH

SCIENCE

LITERACY CHART: WRITING

to take notes to explain one’s thinking to argue a thesis and support one’s thinking to compare and contrast to write an open response to describe an experiment, report one’s findings, and report one’s conclusion to generate a response to what one has read, viewed, or heard to convey one’s thinking in complete sentences to develop an expository essay with a formal structure

c Brockton High School, 2002

WRITING

SOCIAL

SCIENCE

MATH

ELECTIVE

ENGLISH

SCIENCE

LITERACY CHART: REASONING

to create, interpret and explain a table, chart or graph to compute, interpret and explain numbers to read, break down, and solve a word problem to interpret and present statistics that support an argument or hypothesis to identify a pattern, explain a pattern, and/or make a prediction based on a

pattern to detect the fallacy in an argument or a proof to explain the logic of an argument or solution to use analogies and/or evidence to support one’s thinking to explain and/or interpret relationships of space and time c Brockton High School, 2002

REASONING

SOCIAL

SCIENCE

MATH

ELECTIVE

ENGLISH

SCIENCE

LITERACY CHART: SPEAKING

to convey one’s thinking in complete sentences to interpret a passage orally to debate an issue to participate in class discussion or a public forum to make an oral presentation to one’s class, one’s peers, one’s community to present one’s portfolio to respond to what one has read, viewed, or heard to communicate in a manner that allows one to be both heard and

understood c Brockton High School, 2002

SPEAKING

SOCIAL

SCIENCE

ELECTIVE

ENGLISH

SCIENCE

MATH

Just Right vs Rigorous Text?

Need both …

10,000 hours to become expert at anything

Opportunities to read silently 90 minutes a day – across the curriculum ANDStudents need us to model how experts read in our content area

Reflections on Teacher Leadership

Pedro Noguera

“You don’t have to change the student population to get results, you have to change the conditions under which they learn.”

Possible Next Steps

• Commit to more summarizing…• Within BLTs and CLTs, look that the Brockton

examples as a start and make a commitment to some shared strategies for reading, writing, or reasoning that work across the curriculum in your building.

• Create and use Reading for Meaning lesson scaffolds in units of study you will teach this year …

Playing Card Discussion Questions

SPADES: What do you think are the greatest advantages and biggest challenges to increasing text-complexity for all students?

CLUBS: What will you do to scaffold text so that all students can read increasingly complex texts?

DIAMONDS: What do you want to remember about content area reading and text complexity?

HEARTS: How will the shift to increasing time to practice content reading using reading scaffolds change instruction?