PRESENTED BY DR. PAMELA CRAIG LAURIE KITCHIE DR. PAMELA RADER

1. IRA 55th Annual Convention April 26, 2010 Chicago, Illinois PRESENTED BY DR. PAMELA CRAIG LAURIE KITCHIE DR. PAMELA RADER

2. Introductions • Introduce yourself to your shoulder partner. • Think about a quote from the introduction. • Share your response to the quote with your shoulder partner.

3. Current Research “Reading is a means of thinking with another person's mind; it forces you to stretch your own.” ~  Charles Scribner

4. Startling statistics • 70% of all 8th grade students and 65% of all 12th grade students read below grade level. Only 70% of students earn a high school diploma. (Alliance for Excellent Education, 2008) • “One-third of all juvenile offenders read below the 4th grade level and two-thirds of prison inmates are high school dropouts” (p. 2). (Haynes, 2007)

5. Reading Words vs. Comprehending • A majority of struggling adolescent readers can read words but find it difficult to comprehend increasingly complex academic texts as they progress through school. (Biancarosa & Snow, 2004). • Struggling adolescent readers may be able to sound out the words they see on a page or to comprehend simple texts, but most have difficulty understanding substantive reading assignments, following complicated directions, drawing conclusions, or thinking critically about what they read, whatever the subject. (Alliance for Excellent Education, 2006).

6. Adolescents Read!!! Adolescents can and do read on a regular basis. They just aren’t reading academic texts at the level of proficiency required for achievement. However, they are quite comfortable reading for pleasure or to acquire information that interests them or that is linked to social considerations. (Craig, P. , 2010).

7. Does this Make Sense to You? The valves are located in the press pit. One valve controls two prefill valves. The valve solenoid is de-energized when initially closing the press. Once the pressure transducer indicates that there is approximately 1800 PSI pressure in the line, SOL P1-P4 are energized. Oil is then ported to extend the actuators which shifts the prefill valve spools. Flow from the pumps is now directed to pressurize the main rams. The pressure will initially drop and once again build. The valves remain energized until the pressure reaches the PTP11 setting in Weight Transfer. Flow from the DP pump is then ported to the rod side of the cylinders. The oil that exhaust out of the full piston side of the cylinders returns to tank through the directional valve. The prefill valves shift back to the open position when this occurs. The valves are two position, three way, single solenoid, spring return, directional control. Text excerpted from GPM Hydraulic Consulting (n.d.).

8. Turn and Talk • What pre-reading strategies would help you better understand the previous passage? • What reading skills do you currently possess that help you better understand the passage?

9. Comprehension Connection

10. Why Worry About Text Complexity 20% of college freshman required remedial reading courses (NCES, 2004b). Only 30% of students enrolled in any remedial reading course went on to receive a degree or certificate (NCES, 2004). Over 75% of surveyed students who dropped out indicated that difficulty with reading was a major contributing factor (Lyon, 2002).

11. Are we preparing our students? In sum, the texts students are provided in school to read K-12 are not of sufficient complexity to prepare them for college or career readiness. Much of the reading required in K-12 “is over scaffolded by teachers, and taught superficially (read these pages, and find the answers” Liben, D. (2010). Aspects of Text Complexity Project: Why Complex Text Matters.” Santa Monica, CA: Bill and Melinda Gates Foundation.

12. Direct, Explicit Strategy Instruction Directly teaching comprehension strategies, modeling how to use the strategies effectively, and providing students opportunities to practice applying the strategies daily over an extended period of time leads to increased reading achievement. (Pressley, 2000) Students benefit more from direct, explicit strategy instruction than they do from skill practice (Au, 2009; Biancarosa & Snow, 2004; Taylor, Pearson, Patterson, & Rodriguez, 2004)

13. Instruction vs Quizzing Direct, explicit strategy instruction is more beneficial than frequent quizzes. (Pashler, Bain, Botteg, Graesser, Koedinger, McDaniel, & Metcalf, 2007)

14. Modifying Instruction Determining how to modify instruction as a means of engaging students in academic reading becomes paramount to improving student achievement . (Moje, Overby, Tysvaer, & Morris, 2008)

15. Pragmatic Working System Lexical Working System Semantic Working System Schematic Working System GraphophonicWorking System SyntacticWorking System EXECUTING THINKING context context context context context ADJUSTING RETHINKING context

16. Technology Integration “Findings suggest that the asynchronous component of online learning does not inherently prompt students toward enhanced critical thinking, but may serve as a vehicle for online instructors to encourage increased engagement and critical thinking.” (Mandernach, Forrest, Babutzke, & Manker, 2009)

17. The Right Technology Tool “Whether or not a medium’s capabilities make a difference in learning depends on how they corresponds to the particular learning situation – the tasks and learners involved – and the way the medium’s capabilities are used in the instructional design.” (Kozma, 1991)

18. Using Data to Inform Instruction “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.” Sir Author Conan Doyle (1859-1930)

19. What is Assessment? Assessment is the comprehensive and systematic process of collecting information to make decisions.

20. Building a Winning TeamUsing Data Effectively in aWide Variety of Roles

21. Principles of Effective Literacy AssessmentAcross Academic Content Areas Assessment must reflect different purposes and changing academic demands as students progress to higher grade levels, encountering higher-levels of thinking and critical skills.

22. Continuum of Authentic Assessment Unauthentic Authentic Selecting a Response Performing a Task Contrived Real-life Recall/Recognition Construction/Application Teacher-structured Student-structured Indirect Evidence Direct Evidence ~J. Mueller, 2006 Authentic Assessment Toolbox

23. Question-Answer Relationships Text based Knowledge based ~ T. Raphael, 1986 Teaching Question Answer Relationships, Revisited The Reading Teacher, 39(6), pp.516-522

24. Instructional Purposes of Assessment Why is it important to determine whether the content area questions are measuring text comprehension or content-area literacy?

25. Show me the DATA • How does data help us to make instructional decisions? • As a district? • As a school? • As a student? • As a teacher? • As a parent? • What other information might be needed to inform these decisions?

26. Introduce The Lottery By Shirley Jackson Whole text can be accessed at: http://www.classicshorts.com/stories/lotry.html

27. Introducing Reading Strategies • Essential vocabulary • Read Aloud/Think Aloud • Reading strategies • Before • During • After • Technology support and enhancement

28. Introducing Essential Vocabulary Teacher provides a student-friendly definition Students restate definition in their own words. Students create a non-linguistic representation. Students engage in activities with the words. Students discuss the terms. Students engage in games. Marzano, R. J. (2004) Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD. p. 91-103.

29. Teacher and Student Definitions Boisterous – rough, noisy, loud Profusely – giving a lot, a large amount

30. Engaging Vocabulary Activities • Prepare note cards with the words on one side and sentences the other side. • Working in groups, students read each of the sentences on the note cards and write a definition for the highlighted word on the back of the card using context clues. • Share your definitions with the whole class. • Re-read all of the sentences and write a sentence that predicts what your group believes the story will be about.

31. Choosing Essential Vocabulary Boisterous They tended to gather quietly for a while before they broke into boisterous play. The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. Profusely

32. Read Aloud/Think Aloud The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o'clock; in some towns there were so many people that the lottery took two days and had to be started on June 25th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o'clock in the morning and still be through in time to allow the villagers to get home for noon dinner. • Dale-Chall Readability Index: 7th – 8th Grade Reading Level • http://www.lefthandlogic.com/htmdocs/tools/okapi/okapi.php

33. Pre- ReadingWord Sort + Frayer Model • Have students using the cards from the vocabulary activity, and work with their groups to sort the words into three groups. Ask them to share the guidelines they used to sort the key vocabulary terms. • Share the key findings with the whole group. • Each student then chooses one vocabulary term from the group and complete a Frayer Model worksheet for that term.

34. “Hold Your Thinking” During Reading Harvey, Stephanie & Anne Goudvis (2007). Strategies That Work, 2nd Edition. Stenhouse

35. Post Reading: Exit Cards • Choose one of the following and answer on your sticky note as the Exit Card activity with this text: 1. Write one thing you learned today.2. What area gave you the most difficulty today?3. Something that really helped me in my learning today was ....4. What connection did you make today that made you say, "AHA! I get it!"5. Describe how you solved a problem today.6. Something I still don't understand is ...7. Write a question you'd like to ask or something you'd like to know more about. * Did working with a partner make your work easier or harder. Please explain.

36. Blogging to Enhance Comprehension • Blogging can be used at home or in the classroom. • Students can blog in response to text, or use blogging to make inferences and/or predictions before reading a text. • Blogging can occur between teacher and student, or between student to student. • In order to successfully use blogging in instruction, students need parameters (rubrics, rules of the blog) to keep the blog focused and academic.

37. Blogging in Response to Text

38. Blogging to Make Predictions

39. Blogging Across the Curriculum

40. Where to Begin • Set up a rubric • Establish set rules and/or guidelines • Communicate the objectives of the lesson • Demonstrate effective writing techniques and responding techniques to students through student examples and/or modeling appropriate online etiquette. • Sites to check out: • http://www.wikispaces.com/ • http://pbworks.com/ • http://www.keytoschool.com/ • http://www.google.com/educators/index.html

41. Reinforce “The Man I Killed” O’Brien, T. (1998). “The man I killed.” The things they carried. Broadway Books.

42. Reinforcing Reading Strategies • Building word and sentence fluency • Reading strategies • Before • During • After • Technology support and enhancement

43. The Man I Killed His jaw was in his throat, his upper lip and teeth were gone, his one eye was shut, his other eye was a star-shaped hole, his eyebrows were thin and arched like a woman’s, his nose was undamaged, there was a slight tear at the lobe of one ear, his clean back hair was swept upward into a cowlick at the rear of the skull, his forehead was lightly freckled, his fingernails were clean, the skin at his left cheek was peeled back in three ragged strips, his right cheek was smooth and hairless, there was a butterfly on his chin, his neck was open to the spinal cord and the blood there was thick and shiny and it was this wound that had killed him. Dale-Chall Readability Index: 16th Grade Reading Level

44. Word Splash • Moral • Having to do with right and wrong – doing what is right • Virtue • Having a very good quality – a moral quality • Rectitude • Being correct in judgment; moral or religious correctness • Allegiance • Loyalty to a nation or a cause • Junction • Place where two things join

45. Pre-Reading: Mind Streaming Mind Streaming • Pair students – to bring out background knowledge regarding a topic. • Student A talks for one minute about the topic. Student B listens and encourages as Student A talks. • Roles reverse / Student B talks for one minute about the topic while Student A listens and encourages Student B.  • After Mind Streaming, students consult their text to determine which pieces of information they discussed are correct or incorrect. Students will write down their findings. OR

46. Pre-Reading: Problematic Situation Problematic Situation • Select a text document that states an important problem or that offers a one-sided (dare we say "controversial") solution to an important problem. • Divide students into groups and distribute copies of the selected document. • Ask the groups to produce a list of potential solutions to the problem. Suggest role-playing—assuming the role of a public official or key decision-maker—as a device for framing possible solutions. Stress that all solutions must be based on evidence within the text document or outside research. • Provide time for students to conduct research on the topic. • Encourage debate within the groups about the merits of each solution. Have each group commit to a "best solution" for the problem. • Ask the groups to share their findings with the class. Note any trends (e.g., agreement on specific solutions, any radically divergent solutions, etc.). • Allow the student groups to discuss/debate the range of solutions, defending their positions with evidence and seeking to persuade other students to agree with their conclusions.

47. During Reading: Paired Reading Paired Reading: • Sit side by side in a quiet area where there will be as few distractions as possible. Both the tutor and tutee must be able to see the book. You can use only one book or each have their own text. • The tutor will say, “We will start reading aloud together. When you feel comfortable and want to read alone, give me a signal, (i.e. tap the back of my hand or the book). I will stop reading and allow you to read by yourself. If you stop or make a mistake I will stop you and pronounce the word correctly. Then we will begin to read together again. I will read with you until you give me the signal. Anytime you stop or misread, I will start to read with you again. • Begin reading aloud with your partner. If the student reads a word incorrectly, stop him, point to the word, pronounce the word correctly. Have your student pronounce the word correctly, and after he says the word correctly, proceed to read together. • If your tutee stops or hesitates for 3-5 seconds, point to the word and pronounce it. Have the student say the word, then proceed to read together. • When the student gives the signal, the tutor stops reading and the tutee continues reading. Give quiet, un-interruptive praise as the child reads. Just quietly say, “Good” or “That’s right” every now and then. This keeps the tutor actively involved and lets the tutee know that he is performing well. • The tutor and tutee will continue with reading together and reading alone on a signal. Any time there is a 3-5 second hesitation or a misread, stop the student, point to the word, pronounce the word correctly, have the students say it correctly, then read together until the tutee signals. You will fluctuate back and forth between reading together and reading alone.

48. Post Reading: Summarization Pyramid • Summarization Pyramid: ___________ _______________ ___________________ _____________________ ________________________ ____________________________ ________________________________ _____________________________________ _________________________________________ _____________________________________________ OR

49. Post Reading: Cinquain • Cinquain: Line 1 One-word title Line 2 Two-word description of topic Line 3 Three words expressing action Line 4 Four words showing feeling for a topic Line 5 One-word synonym, restating the essence of the topic

50. Webquests • A webquest is designed to encourage readers to focus on information research through the Internet, and then use this information to enhance reading comprehension. The process of inquiry prepares the reader to approach an unfamiliar topic. • Pre-made Webquests! • http://webquest.org/index.php