Read for LIFE

2. Read for LIFE Learning Information Fulfillment Entertainment

3. Read for LIFE GOAL #1: Strengthen students’ experience in reading courses GOAL #3: Advance reading across curricula and campuses GOAL #2: Promote BCTC Literacy

4. GOAL #1: Strengthen students’ experience in reading courses • Reading tutor and contact for Compass Reading Refresher • Professional development for reading faculty • ShareFests – over 20 meetings in the last 4 years • Reading workshops • E-community • National Conferences • Course improvements • Course offerings – RDG 20, IRW 95 • Co-requisites - RDG 30/BIO 120, HIS 109, COM 252 • RDG 20 book project – ND shows average improvement of 2.04 to 2.63 • Assessment of reading classes • Nelson Denny – average improvement of reading courses has increased from Fall 2009 (1.74) to Spring 2012 (5.66) • Developmental reading advising • Implemented RDG 20 advising • Mandatory placement compliance has increased (Fall 2006 38% - Fall 2013 80%) • Reading liaisons • communication with gen ed and technical faculty about reading expectations in the classroom • Created a “textbook” with sample chapters from various disciplines across campus to us in our RDG 185

5. GOAL #2: Promote BCTC Literacy • BCTC terms and processes • Terms like: SAP, hybrid, GPA, AA/AS, SGA, academic ombud • Processes like: how to change a major, what to do when you have a problem with an instructor • Incorporated BCTC terms in RDG 185/GEN 102/FYE 105 • Survey students every Spring Fling • Part of the developmental reading advising • Promotion of BCTC Literacy across campuses with PR/marketing – • Are you in the know? Read for LIFE Homepage

6. GOAL #3: Advance student reading across curricula and campuses. • Over 145 reading-focused professional development offerings • On-line professional development • Cross-trained reading/writing tutors • Reading Tutor – 119 hours this semester • 14 reading partnerships

7. Goal #3 Reading Partnerships • Electronics – Kevin Jenson • Math – Ruth Simms • Biology – Becky McCane • Communications – Stacy Webster-Little • Machine Tool Technology – Danny Roberts • Carpentry – Laura Lynch • Art – Chris Huestis • English 101 – Kathy Swango • Medical Information Technology – Tammie Disco-Boggs • Biotech – Tammy Liles • English 102 – Leif Rigney • History – Karen Gauthier • Financial Aid – Michael Birchett • CIT 105 – Paul Sirimongkhon • FYE 105 – Laura Williams • Nursing – Evelyn Grigsby

8. Reading in Math Lack of background knowledge Lack of vocabulary Notation heavy Content packed Unable to monitor understanding Unfamiliar text structure Unwilling to “take the time”

9. Math Comprehension • Locate key information • Organize information • Rehearse • Pre read • Note take • Annotate • Summarize

10. Gradual Release of Responsibility

11. Examples of Strategies • Anticipation Guides/Student example • Frayer Models/Student example • Annotating exercises/Student example • Reaction Review Guides • Course Notebooks

12. Unofficial Results • Student Survey • Comparison of two MA 108R sections

13. Previewing

14. Notetaking

15. Vocabulary

17. Challenging Text

18. Anticipation Guide

19. Outline

20. Mapping

21. Annotating

22. Kathi Crowe kathi.crowe@kctcs.edu • Beth Healander beth.healander@kctcs.edu • Brandon Knight brandong.knight@kctcs.edu