Instructional Strategies That Facilitate Learning Across Content Areas :

1. Instructional Strategies That FacilitateLearning Across Content Areas: Tools that Promote Effective Reading in any Subject Matter! Ingrid Haynes, Ph.D. National Literacy Professional Development Consortium www.nlpdc.us drmays@gmail.com Office: (866) 921-5849 Cell: 713-591-8119 Fax: (888) 229-1697

2. Core Beliefs of Using Literacy Strategies • Good instructional strategies produce effective thinkers. Competent thinkers make powerful inferences from text. Students must create meaning from text quickly and efficiently to excel in content area studies.

3. Introduction 1 Present basic info on RTI at the secondary level 2 Review ongoing research efforts on instructional components of RTI l 3 5 Discuss some challenges with implementing RTI at the secondary level Present what we know about effective Instruction and intervention for adolescents 4 Today’s Objectives

4. RTI Process What is it? 4 RtI

5. RTI is… the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to inform educational decisions 5 RtI

6. RTI in Secondary Schools vs. Elementary Schools • SAME critical components: • Core Instruction • Universal Screening • Ongoing Progress Monitoring • Tiered Interventions • Data-Based Decision Making (NationalHigh School Center, National Center on Response to Intervention, & Center on Instruction, 2010)

7. RTI in Secondary Schools vs. Elementary Schools • DIFFERENT purpose(s) • Remediation of academic difficulties (vs. prevention of academic difficulties) • Prevention of high school dropout • Increased academic performance and graduation rates • Increased attendance • Note: RTI for the purpose of LD identification MAY apply at the secondary level, but high schools do not seem focused on this. (NationalHigh School Center, National Center on Response to Intervention, & Center on Instruction, 2010)

8. RTI in Secondary Schools vs. Elementary Schools • DIFFERENT implementation strategies and challenges • How do we handle course credits? • How do we schedule interventions? • Where can we find appropriate screening/progress monitoring tools • What kind of intervention strategies are most effective and where can we find materials? (NationalHigh School Center, National Center on Response to Intervention, & Center on Instruction, 2010)

9. What Does Research Say? • Research shows that teacher integration of literacy-related instructional strategies facilitates student learning across all content areas. With the use of content-specific information, it is through the literacy skills of reading, writing, listening, speaking, viewing and presenting that students acquire and retain content knowledge and content-specific abilities.

10. The Alignment

11. Six Literacy Components Standard across all 4-12 content areas

12. 4-12 Literacy Integration Standard across all 4-12 content areas

13. 4-12 Literacy Integration Standard across all 4-12 content areas

14. Fluency • Reading fluency: • is the ability to read text accurately with appropriate pacing, expression, & word choice • allows readers to rapidly decode text while maintaining high comprehension

15. Fluency Oral reading fluency: improves comprehension must take place in all disciplines due to different textual demands; students need to hear their teachers read content area texts aloud in all disciplines

16. Fluency • Partner reading—purposefully partnering students to provide ample opportunities for practice (Klinger & Vaughn, 1996) • Echo & choral reading • Choir Reading (Lets Practice This One) • Reader’s theater • Repeated reading

17. Choir Reading • Group 1) Fluent reading is reading in which words are recognized automatically.  Group 2) With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading. Group 3)   But beginning readers usually do not read fluently; reading is often a word-by-word struggle. Group 4)In general, the fluency formula is this:  Read and rereaddecodable words in connected text.  Decode unknown words rather than guessing from context. Group 5)Reread to master texts. Everyone)Use text with words children can decode using known correspondences.  Use whole, engaging texts to sustain interest.

18. Fluency Expectations Students should read with fluency unpracticed grade-level text at the following words per minute: Grade WPM 4 140 - 170 5 170 - 195 6 195 - 220 7 215 - 245 8 235 - 270 9-12+ 270 – 300 (What Really Matter for Struggling Readers, 2000, Richard Allington) • Apply rates with caution • Oral reading is slower than silent reading • www.lexile.com

19. Fluency How will you apply these fluency strategies within your classroom or school?

20. 4-12 Literacy Integration Standard across all 4-12 content areas

21. Vocabulary` Vocabulary refers to the words we must know to communicate effectively in listening, speaking, reading, & writing Vocabulary instruction raises fluency & comprehension Words must be experienced multiple times through listening, speaking, reading, & writing before “learned”

22. How big is your vocabulary? Who can read the next slide?

23. The Wimmy Wuggen and the Moggy Tor Once upon a time, a wimmy Wuggen zonked into the grabbet. Zhe was grolling for poft because zhe was very blongby. The wimmy Wuggen grolled and grolled until zhe motted a moggy Tor. Zhe glind to the moggy Tor, “lk am blongby and grolling for poft. Do yum noff mehre ik can gine some poft?”

24. “Kex,” glind the Tor, “klom with ne, wimmy Wuggen. lk have lodz of poft in ni bove.” So the Wuggen womt with thr Tor to hiz bove. Dhem the Wuggen glind to the Tor, “Vhat kimd of poft do yum habt?” And the moggy Tor glind, “YUM Wuggen zar excellent poft!”

25. Group Activity Each group will respond to the following questions. • Where did the wimmy Wuggen zonk? • Why was zhe grolling for poft? • Did the moggy Tor help the Wuggen? Why do you think so? • Would you have womt with the moggy Tor had you been the wimmy Wuggen? Why or why not?

26. Vocabulary Interventions • Most effective strategies include: • Semantic maps • Semantic feature analysis • Fostering relational connections • Word associations • Mneumonic pictures (Reed & Vaughn, 2010)

27. Vocabulary Let’s Try A Strategy Work as a group Select word from packet Look on the back of the word to determine the page number for the strategy Hang chart paper on wall Be prepared to share HandoutPg. 13, 30, 34, 97-109

28. Vocabulary Definition MapModeling Example Synonyms /“It is” Vocabulary Word Antonyms /“It is not” Icon / Illustration

29. Vocabulary Develop “specialized” vocabulary word lists within all content area classes

30. Vocabulary Develop “high frequency” word lists

31. Vocabulary Word Walls work effectively with “specialized” vocabulary words work effectively with prefixes and suffixes w/ examples from content vocabulary should be interactive for students

32. Vocabulary Develop a school-wide “high frequency” across content core vocabulary word list

33. Vocabulary How will you apply these vocabulary strategies within your classroom or school?

34. 4-12 Literacy Integration Standard across all 4-12 content areas

35. Comprehension Before During After

36. Comprehension gasinformation HandoutPages5-23,88 Graphic Thinking Organizers as as food car body knowledge

37. Comprehension How will you implement these comprehension strategieswithin your classroom or school?

38. 4-12 Literacy Integration Standard across all 4-12 content areas

39. Writing

40. Important Concepts in Developing a Plan for Writing Instruction • Writing is a cognitive task; it is developmental • Writing is a social act; it moves from egocentrism to larger audiences. • Simply writing or enjoying writing does not in itself lead to improved writing

41. Overall research finding for process approach: • All stages must be FULLY implemented if students are to build a repertoire of writing strategies. • Students do not benefit from a pick-and-choose approach to teaching writing . • Students do not benefit from a smorgasboard approach, such as using a rubric, but not involving students in understanding and/or creating the features of the rubric. • Students do not benefit from a piecemeal approach, in which writing process instruction is implemented unevenly across time or grade. • Do we teach all facets of the writing process equally at all grade levels? It is not about the TYPE of writing we teach, but about the WAY we teach it.

42. Six major conclusions from writing instruction research • Developmental Process • Write daily • Link with great literature • Model • Multiple purposes • Reading and writing are similar types of process.

43. Writing WritingPractice Your Turn

44. Writing Writing Practice You choose grouping Pick up and read the colored sheet of paper on your table. Review and discuss strategy with group members Prepare a lesson using that strategy. Be prepared to share HandoutPages 43-60

45. Writing What types of writing assignments do you/ would you use within your content area? HandoutPage … Journals Quick Writes Reports

46. Exit Slip What I would like to tell someone else about what I learned today is… What I would like to learn next is… The one aspect that helped me understand most today was…