Making Reading Come to Life

1. Making Reading Come to Life Presented by: Laura Hasselquist & Tami Slowiak Chippewa Falls Senior High School Chippewa Falls, WI

2. A little about us… • Laura and Tami • Chippewa Falls Unified School District • Industry-based residential community • Leinenkugel’s, Cray computer research, Darly pumping • 5000+ students (k-12)

3. Why reading is important to us • District focus is on content reading • 6-traits writing taught at all levels • As a part of Response to Intervention (RtI) the middle school and high school teaches stems. • What are other districts focusing on?

4. What do we already know about reading in the content area? Incorporating strategies/activities while learning about reading in the content area

5. Why we should all care • 63% of projected job openings for 2018 will need at least some college education. Chronicle of Higher Education, 2010 (http://chronicle.com/article/Number-of-Workers-With-College/65948 ) • American 15 year olds rank 14th among developing nations in reading. • Low literacy skills often lead to low level employment, remedial course work and increased drop out rates. Engineering Solutions to the National Crisis in Literacy: How to Make Good on the Promise of the Common Core State . Alliance for Excellent Education. Washington D.C. 2011

6. Defining disciplinary literacy Wisconsin’s DPI definition: The confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field. Wisconsin’s literacy link

7. Three Keys to Increasing Reading Comprehension • Frontloading • Active Reading • Summarizing

8. Getting started Frontloading Presenting material to be read

9. What is frontloading and why is it important? • Frontloading – activating students’ thinking before reading. • Allows students to draw on previous knowledge • Provides a roadmap • Helps ID key concepts for struggling readers • ID vocabulary words

10. Examples of frontloading • K-W-L • Alphabet brainstorming – we’ll do this one • Anticipation guide – We’ll try this one too! • Anything that addresses vocabulary • Stems/breaking the words apart • Chapter “tour” • Concept definition

11. How do you read in your classroom?Example of “frontloading” activity • Alphabet brainstorming – complete the activity by listing: • What do you know about incorporating reading? • What techniques/strategies are you familiar with? • How do you use reading in your classroom? 3 minutes to brainstorm!

12. ABC Brainstorming(D. Buehl, Classroom Strategies for Interactive Learning, 3rd ed., 2009 and www.readquest.org ) ABC brainstorming from “readingquest.org”

13. Anticipation Guides • Complete created questions then read the first page of the article “A Place for Content Literacy.” Misulis, Katherine E.; The Science Teacher magazine, January 2011

14. How material is presented:what matters to the reader • Fonts • Size and type • Paper • Color – color or paper and font • Type of finish • Nearly ½ of learning disabled students suffer from light sensitivity (Johnson, L.; Teaching outside the box, how to grab your students by their brains; Jossey-Bass, 2011, 2nd ed.)

15. Active Reading Organizing information

16. Active Reading Examples • Coding in the margins – let’s try this (using “Supporting the Development of Reading in the CTE Classroom” …‘A to do and not to do list”) • Venn Diagrams (include a summary at the bottom). • Two column notes • Graphic organizer “foldables” • Vocabulary word map Anything that makes students think about what they are reading See www.readingquest.org

17. Summarizing

18. Summarizing ActivitiesThe last 3 minutes before the bell rings…SUM IT UP! • Go back to ABC frontloading activity and in a different color, add to your list using ideas you learned so far. • “Sum it up” activity • Lesson closure • Exit cards • Pictionary activity – no words! • 3-2-1 out the door!

19. Tying it all together • Urban poaching article • Graphic organizer that does it all Adapted from Buehl’s “different perspective’s graphic organizer”.

20. Before we go….. • Complete an exit card: • Commit to one strategy per key area (frontloading, active reading, summarizing) you will use when you return to the classroom. • I will frontload by ______________ • I will active read by _____________ • I will summarize by ______________

21. THANK YOU!Email us with any questions:Laura: hassellL@chipfalls.k12.wi.ustami: slowiatj@chipfalls.k12.wi.us

22. Resources • ). Buehl, D. (2009), Classroom Strategies for Interactive Learning, 3rd Ed. • Science Literacy, Get Real. http://ohiorc.org/adlit/InPerspective/Issue/2009-02/Article/vignette2.aspx • Middle School Portal, Reading strategies. http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Reading_Comprehension_Strategies • Grant, M.C. and Fisher, D.; Reading and Writing in Science; Corwin Pres, Thousand Oaks, CA. 2010 ISBN: 9781412956147. (Anticipation guides and reading strategies. • Science net links, science lessons. http://sciencenetlinks.com/lessons/ • NSTA Science Lessons. . http://learningcenter.nsta.org/default.aspx • strategies for comprehension. . http://www.readingquest.org/home.html • Wisconsin Department of Public Instruction Agricultural Literacy site. https://sites.google.com/a/dpi.wi.gov/afnr-disciplinary-literacy/home • Zike, Dinah (1992),Big Book of Books and Activities: An Illustrated Guide for Teacher, Parents, and Anyone Who Works With Kids! , Dinah-Might Activities Inc. ISBN: 978-1882796076 • How to make different foldables: http://www.mswinston.com/fold.pdf