Teaching Reading and Analyzing Data

1. Teaching Reading and Analyzing Data www.literacyteacher.wordpress.com mtippens@kippinfinity.org

2. Agenda • Welcome! • Benchmarks… Where are you? • Modeling a Mini Lesson • How to Spiral EVERYTHING • Creating Assessments

3. Benchmarks • We are aiming for: • R (or above)

4. Building the “I Can” • Do you have a story of a student who “couldn’t” “wouldn’t” or “didn’t want to”? • What did you try to motivate, build confidence or inspire? • Please share out and continue sharing stories by texting throughout the powerpoint

5. Aim: to identify when you do not understand and stop, re-read or read-on. Sample Mini Lesson Reading Mania Training

6. Mini Lesson and Read-Aloud Think-Aloud The mini lesson models to the students what you want them to do. It’s essential to model everything. I’ve found that the biggest pattern of student error results from when I did not model. Reading Mania Training

7. Reading Mania Training

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9. Reading Mania Training

10. Guided Practice Many times when I re-read, I get the information that I was looking for right away. What’s the difference when you use the read-on strategy? Reading Mania Training

11. Independent Practice Continue reading your independent reading book. As you read, stop when you get confused, write a clarifying question and mark it with a ? *. Then, either re-read to answer your clarifying question or read-on to find the answer. You may not find the answer and that’s okay. Write your thinking on your sticky notes. You need to generate at least 3 sticky notes by the time you are finished with the story. If you finish early, you get to take out your independent reading book  I’ll be around to check your progress. Don’t show me your work, I can see over your shoulder.  Reading Mania Training

12. Use Visual Models Your Criteria: Their Criteria: • Always have your model up for kids to see for the entire period • Consider also having a good model and a bad model for the kids to distinguish ?*:?* Why are people coming to visit this man? I re-read and got no information. I will read-on.

13. Share Write down what they say! Which parts of the text were confusing? Which strategy was more helpful…. Re-reading or reading-on? Why? Was there an instance when the strategy was not helpful? Why? Reading Mania Training

14. Do You Use the Previous Format? What is working? What isn’t working?

15. Independent Work Reading Mania Training Checking for understanding… the clipboard Potential pitfall: The Reading/Thinking Balance Building Stamina and 100%

16. Process Share Reading Mania Training

17. That’s okay    How many students didn’t show mastery? If it’s more than 25% of the class, re-teach the next day. Spiral the lesson in a couple of days…re-teaching is essential (I would do this even if 100% of the class showed mastery- but, in a couple of weeks) If it’s less than 25% of the class, you can either Pull them for a small group later in the day or during the next class For the next day’s lesson, have them do two different aims The previous day’s aim (1-2 examples) That day’s aim (1-2 examples) Uh Oh. They Didn’t Get It. Reading Mania Training

18. The Key to Assessment- Is the Analysis What To DO IF They Don’t Get It

19. Creating Do Nows • Go to www.greatleaps.org • Click on “passages” • Click on “3rd Grade” • Double Fudge By Judy Blume Sample Text From BookWhen my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night as I was getting out of the shower. "How much would it cost to buy New York?""The city or the state?" I asked, as if it were a serious question."The state, but all the good stuff is in the city. People who don't live in the city might disagree, but I'm a city kind of guy.""We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas."You're not doing anything, are you?" I asked as I toweled myself dry."What do you mean, Pete?""I mean you're sitting on the toilet, and you haven't pulled down your pj's."He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants." Tootsie is our little sister. She'll be two in February.Fudge watched as I combed my wet hair. "Are you going someplace?" he asked."Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head. • What a Great Short Passage!!!

20. When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night as I was getting out of the shower. "How much would it cost to buy New York?""The city or the state?" I asked, as if it were a serious question."The state, but all the good stuff is in the city. People who don't live in the city might disagree, but I'm a city kind of guy.""We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas."You're not doing anything, are you?" I asked as I toweled myself dry."What do you mean, Pete?""I mean you're sitting on the toilet, and you haven't pulled down your pj's."He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants." Tootsie is our little sister. She'll be two in February.Fudge watched as I combed my wet hair. "Are you going someplace?" he asked."Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head. • What is the purpose of the previous passage? • To inform readers about New York • To entertain readers about a story with two brothers • To persuade readers to read a story • Where does this story take place? • New York City • In a bank • In a bathroom I do up to 4 questions.

21. But, have we taught the skill? I haven’t taught author’s purpose explicitly, how are they supposed to answer it in the do now? After the students do the do now, spend a couple minutes reviewing how to get the answer. In this case, fiction = entertain. Include a chart. Then REPEAT that question for 5 days on the do now. • What is the purpose of the previous passage? • To inform readers about New York • To entertain readers about a story with two brothers • To persuade readers to read a story

22. Spiral all questions for at least one week • Until 100% of the class has gotten the skill question correct, do not remove that question type from the do now– even if there are students who habitually get many questions wrong, keep it on the do now.

23. Keep it short and sweet • Once the students have shown mastery of that type of question, move onto a different question. • Bring back that type of question in ONE MONTH. • If the students start to slip with that type of question, then start the week long process all over again. • Less is more with the do now Push to keep the teacher review to under 2-3 minutes. Daily exposure is what makes it stick--- not lengthy teacher explanation.

24. Should do nows just have skills? Less = More. Keep it under 5 minutes. Mix and match- it doesn’t all have to be on the do now. Nope.  We also include process questions such as: What is your stamina goal today? Which question was hardest on last night’s homework? Or strategy questions such as Write one text to self connection about the above passage. Or vocabulary questions such as How is ________(word) similar to ________ (word)?

25. Part 2: How to Create a Weekly Assessment Part 1: One page of a standardized test Part 2: Weekly Aims + Old Weekly Aims: Shared Text Part 3: Weekly Aims + New Weekly Aims: New Text Part 4: Survey

26. One Page of Standardized Test (Pt 1) http://literacyteacher.wordpress.com/2009/02/26/test-prep-unit/ Pencil Points In 1564, an awful storm in a town in England knocked a huge oak tree down. That was the start of the pencil! Farmers found a large amount of black stuff that had been hidden under the tree. They thought it was lead. When someone realized that this black stuff was good for writing, the farmers eagerly dug it up. It was easier to use than quill pens and ink. Those were messy and hard to use outside away from a desk. The lead stuff made nice dry, dark lines, and it was handy to carry around. The only problems were that it crumbled easily and it made people’s fingers dirty when they used chunks and splinters of the material. People searched for ways to solve those problems. First, they wrapped sticks of the lead in string. The string could be unwound as the lead wore down with writing. Next, people pushed the lead into tubes of leather or wood. Later, there were metal holders with grips at the ends to keep the lead in place. In 1683, J. Pettus split open a strip of cedar. He then hollowed out the center, put a piece of lead in the groove, and glued it all together. That was the first wooden pencil...and it was square! 1. Ballast means- a. a ship’s anchor b. a ship’s compass c. scales for cargo d. weight added to a ship to keep it stable 2. People liked using graphite because- a. it crumbled easily b. it was easy to carry and it made dry lines c. it gave off a nice scent when they wrote it d. it made them think of diamonds 3. The reason graphite was discovered in England was because- a. a storm knocked a tree down there, which uncovered a graphite deposit b. it could be ground up and mixed with clay to make pencils c. it made a good weight for empty ships d. there were more farmers digging in fields in England than in other countries • Use grade level passages • Try to spiral what they are doing in textual analysis class • Do 1 page long passage with 5 questions

27. Part 2: Assess Your Week’s Aims with Shared Text • Directions: Generate 4 sticky notes, creating each of the following: • Review from Waaaaaay Back • an open-ended question • a clarifying question • This Week’s Aims • text-to-world connection • inference about the main character • Maniac Magee By Jerry Spinelli Maniac Magee was not born in a dump. He was born in a house, a pretty ordinary house, right across the river from here, in Bridgeport. And he had regular parents, a mother and a father.But not for long.One day his parents left him with a sitter and took the P & W high-speed trolley into the city. On the way back home, they were on board when the P & K had its famous crash, when the motorman was drunk and took the high trestle over the Schuylkill River at sixty miles an hour, and the whole kaboodle took a swan dive into the river.And just like that, Maniac was an orphan. He was three years old.Of course, to be accurate, he wasn’t really Maniac then. He was Jeffrey. Jeffrey Lionel Magee.Little Jeffrey was shipped off to his nearest relatives, Aunt Dot and Uncle Dan. They lived in Holidaysburg, in the western part of Pennsylvania.Aunt Dot and Uncle Dan hated each other, but because they were strict Catholics, they wouldn’t get a divorce. Around the time Jeffrey arrived, they stopped talking to each other. Then they stopped sharing.

28. Part 3: Assess Old and New Aims Using NEW TEXT • Review from Waaaaaay Back • an open-ended question • a clarifying question • This Week’s Aims • text-to-world connection • inference about the main character • The Witch of Blackbird Pond By Elizabeth George Speare On a morning in mid-April, 1687 the brigantine Dolphin left the open sea, sailed briskly across the Sound to the wide mouth of the Connecticut River and into Saybrook Harbor. Kit Tyler had been on the forecastle deck since daybreak, standing close to the rail, staring hungrily at the first sight of land for five weeks.“There’s Connecticut Colony,” a voice spoke in her ear. “You’ve come a long way to see it.”She looked up, surprised and flattered. On the whole long voyage the captain’s son had spoken scarcely a dozen words to her. She had noticed him often, his thin wiry figure swinging easily hand over hand up the rigging, his sandy, sun-bleached head bend over a coil of rope. Nathaniel Eaton, first mate, but his mother called him Nat. Now, seeing him so close beside her, she was surprised that, for all he looked so slight, the top of her head barely reached his shoulder.“How does it look to you?” he questioned,Kit hesitated. She didn’t want to admit how disappointing she found this first glimpse of America. The bleak line of shore surrounding the gray harbor was a disheartening contrast to the shimmering green and white that fringed the turquoise bay of Barbados which was her home… If many kids are still below level, make this a 3.0 RL

29. Part 4: Survey (Kids LOOOOVE This ) • Put a few survey questions in (for extra credit if you want) assessing the parts of the class you’re not sure about: • Is your magic ratio 7:2? If not, what is it? _____ • Do you get enough time to independently read? • On a scale of 1-5, how did you feel about this week’s aims? • What book are you dying to read next?

30. How to Analyze Test Results • Part 1 Standardized Test: Main Idea : 60% Fact and Opinion : 90% Finding Details: 85% Genre Identification: 98% •  Respiral on next 5 do nows • Respiral on next 5 do nows • Respiral on next 5 do nows • Find two kids and do intervention: • http://literacyteacher.wordpress.com/2008/12/07/creating-quick-intervention-for-test-prep/

31. Test Results • Part 2 Old Aims Shared Text Open Ended Question: Most kids did well Clarifying Question: Some kids did well- they seemed to ask questions that they already knew the answer to •  Respiral into book log every five days • Create a new mini lesson: • To generate clarifying questions for things that truly befuddle us and what to do if we cannot find anything that confuses us (do following week)

32. Test Results • Part 3 Old Aims New Text Open Ended Question: Most kids did well… but not quite as good as with Maniac McGee Clarifying Question: Most kids asked questions about a word they don’t know •  Ask kids to do one on a do now the following week • Since you are already creating a mini lesson, push kids to move beyond finding a word they don’t know. Create a POSTER of things to do when they are reading a slightly confusing book. Create blog posting

33. Test Results Uh oh… kids are doing much better with the shared reading texts than new unfamiliar texts. That’s super common, btw!  After the week where you are doing character inferences with your shared text, you need to do one more week  of character inferences. Generate four lessons with FOUR DIFFERENT texts. Share with the kids how to do the same lessons with texts that they have never seen before and how that’s different from a text that they are familiar with. • Part 3 New Aims New Text Text-to-world connection: The kids across the board really struggled. Inference about a character: kids really struggled

34. Test Results • Part 2 New Aims Old Text Text-to-world connection: The kids across the board really struggled. Inference about a character: kids were generating inferences that YOU made during a mini lesson Hmmmm… they didn’t do amazingly on either. Ask yourself, which is most important as a reader to master? I say… Inference about a character. Did you? Create 4 NEW lessons on character inferences for the next week. You MUST buy this book for character inferences… Donna Santman’s Shades of Meaning

35. The Key to Using the Data Always respiral every thing from do nows until they’ve reached 100% If they are getting “pretty good” put it into the book log and/or homework If they are pretty terrible  you have two choices: Dropping it until later in the year- wait until the end of your current unit At the end of each unit, I do a Review a Few week of lessons that didn’t quite work. I spend one week teaching random missed lessons. Spending another week reteaching, but with a different text.

36. Creating Homework 1 • Using the same strategy with the www.greatleaps.com passages, create a do now type sheet that should take the students five minutes. • Then, create a short answer question that emulates your process share from the lesson. • Lastly, spiral OLD content (vocabulary + strategies). Often this part goes ignored, but it is so essential.

37. Creating Homework 2 1. Book Log • Students read at home for 25-30 minutes (or whatever you prefer) • The book log also SPIRALS strategies taught!  Some from recently, some from WAY back. Monday 12/1/08 Title: ______________________ Genre: _________ Start page: _________ End page: _______ Total pages:________ Write down two questions that you can ask yourself to deepen your thinking about your book (this works for nonfiction or fiction): __________________________________________________________

38. When and How to Cycle Back to the Aims • What do you do if … • The students did fairly well across the board on a strategy aim?  • Marginally well? • Not very well? 

39. Fairly well- asking questionsMarginally well- the reason why we should visualizepoorly- text to world

40. How to Refine an Aim (and re-teach) • Ask yourself… • What did they do well? • Where did they go off from what you wanted? • Did they throw any curve balls?

41. For example… • To ask clarifying questions What were 8 aims that didn’t quite work this year?

42. Planning Your Next Unit • Choose a new text for shared reading • Choose a few short texts to assess if they can do it with new texts • Identify about 8 aims that didn’t work with the aims from the year