It’s Not Magic: How to Improve MAP Reading Skills

1. It’s Not Magic:How to Improve MAP Reading Skills Dr. Pat Antrim Dr. Odin Jurkowski Dr. Jenny Robins Ms. Patsy Svarvari Missouri Association of School Librarians (MASL) Spring Conference 04.24.2006 Session V 3:15 – 5:15 pm http://faculty.cmsu.edu/libraryscience/MASL/2006_MAP Last updated 04.21.2006 12:30pm

2. Introduction • Inspiration • Preparation • Presenters • Patsy Svarvari • Jenny Robins • Pat Antrim • Odin Jurkowski

3. Agenda • Literature on SSR • DESE Resources • Lower Elementary Strategies • Break • Upper Elementary and Middle School Strategies • High School Strategies • Wrap Up / Discussion

4. Sustained Silent Reading • Patsy Svarvari

5. MAP Website Resources • Grade Level Expectationshttp://dese.mo.gov/divimprove/curriculum/GLEDocuments.html • Released Questionshttp://www.coe.missouri.edu/~map/mapcd/released.htm • Interpretation of the Standards(Gatekeeper: 1.6, 3.5, 3.6, 3.7)http://dese.mo.gov/divimprove/curriculum/commarts/revStandInterp04.pdf • Glossary of Termshttp://dese.mo.gov/divimprove/curriculum/GLE/10.29.04GLOSSARY.pdf • Framework Annotations http://dese.mo.gov/divimprove/assess/annotations/comart/index.htm

6. Lower Elementary • Frame the Learning • Work with the Text – Processes • Decoding Example • Blue Bird Activity • Work with the Text – Vocabulary

7. Frame the Learning • Know the standards and the sequencing • Be aware of what is being taught in the classroom • Know what is essential in the lesson Help Stamp out Bewilderment! • Tell students what they will learn • Tell students why the learning is important • Tell students how they will learn • Tell students how you will know they have learned Reinforce lessons with words Reinforce lessons with information Reinforce lessons with activities Spark Inquiry! Build Enthusiasm!

8. Work with the Text - Processes • Break learning into steps • Infer • Analyze • Describe • Decoding Example • Encourage discussion • Ask Students What they are Learning • Ask Students Why they are Learning it • Ask Students How they Know they are Right “Prove It!!” • Have a community Vocabulary at your school

9. Decoding Example • Look for the word within the word. • Does it make sense? Use your common knowledge. • Look for clues, similar words, rhyming words, words with similar letters. • Skip and read on. Let other words in the sentence help. • Reread sentences. • Look for key clues, use context and pictures. • Look at the first letter, then reread to see if the word “pops out” at you. • Sound out the word. Look at letter sounds.

10. Blue Bird Activity • Assign someone to read out loud. • Assign a group note-taker and a reporter. • Read the handout along with the reader. • Answer the questions as a group. • Write down your proof that the answer is correct. • Write down the skills a second grader needs. • How can a student learn these skills in the library? • Have the group reporter share with the larger group.

11. List • Apply • Demonstrate • Reflect • Infer • Describe • Explain • Analyze • Predict • Summarize • Paraphrase • Retell • Illustrate • Interpret • Conclude • Extend Work with the Text - Vocabulary • Key words: • Not keywords • Look for words in the question that appear in the text • Teach lexicons by accessing prior knowledge • Words that go together topically (related words) • Look for related words in the question and the text • Look for similarities and differences in concepts • Teach vocabulary related to ‘processes’ through repetition http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

12. Upper Elementary / Middle • Build Vocabulary • Encourage Curiosity • Extend Understanding • Teach Question Starters • Question for Understanding

13. Building Vocabulary Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD. MAP Test Words, GLE Glossary terms, Content area vocabulary http://www.puzzlemaker.com/ Word Wall (LM_NET discussion) Upper Elementary / Middle P P F O R E S H A D O W S R Z O R D N S M M Y N J H T A L W M O I O E L S A M D A L O E H Y P R M F N M I Y B L R I L E T A E A A E V C L I O V G L P I G T T D R A I T A F L O O U V A R O A R Y E R O R B I S N I N A P C U R S T O R E E S T T D B O R A L N O E N X D H M C A M E T D I A P U I M E E M U E T I X O J Y V F R M E J F D S O A P F H D F E E C G N O O N S C I H P A R G O M E D T R L Y T I X E L P M O C D S J P E R S O N I F I C A T I O N

14. Upper Elementary / Middle • Encourage curiosity • Koechlin, C., & Zwaan, S. (2006). Q tasks: How to empower students to ask questions and care about answers. Markham, Ontario, Canada: Pembroke. • Teach questioning starters • Who, what, when, where, why, how, I wonder if, if, could, might, should, etc. • Questioning for Understanding • On the line • Between the lines • Beyond the lines

16. Upper Elementary / Middle Puzzlemaker.com

17. High School • Vocabulary • Writing • Reading • Gatekeeper Questions and GLEs • Released Items

18. Reading Active voice Irony Sound devices Style Tone Listening and Speaking Poise Writing Active Voice Citations Reflective Paper Resume Rhetorical Devices Style Manual Stylistic Devices Information Literacy High School Vocabulary

19. High School Achievement Level Descriptors (Grade 11) • Step 1… • Progressing Reading—Students comprehend simple fiction and nonfiction; initiate research; compare source accuracy and reliability; identify author’s purpose, main idea, and basic literary elements; organize information; and recognize consequences. MAP combined score range: 687–705. • Nearing Proficiency… • Proficient… • Advanced Reading—Students evaluate fiction and nonfiction; analyze literary elements; evaluate reliability of sources; make complicated inferences; analyze and evaluate strategies and solutions from multiple perspectives; and create organizers for analysis and presentation.  MAP combined score range: 783 and above. http://dese.mo.gov/divimprove/curriculum/handouts/Comm%20Arts/cashort.htm

20. High School Gatekeeper Questions • 1.6 Discover and evaluate patterns and relationships in information, ideas and structures • 3.5 Reason inductively from a set of specific facts and deductively from general premises • 3.6 Examine problems and proposed solutions from multiple perspectives • 3.7 Evaluate the extent to which a strategy addresses the problem

21. High School Gatekeeper GLEs • R2B – Analyze and evaluate author’s use of figurative language (especially irony), imagery and sound devices • R2C – Analyze character, plot, setting; proposed solutions, development of theme across genres; style and literary techniques (tone) • R3A – Evaluate author’s use of text to clarify meaning in multiple primary and/or secondary sources • R3B – Analyze and evaluate author’s use of figurative language, imagery and sound devices in nonfiction text • R3C – Analyze and evaluate the logic or faulty reasoning of the text, and evaluate proposed solutions • W3D – Complete research papers that develop a thesis, contain information from multiple sources and conform to a style manual

22. High School Released Items • This is an actual released question: “Is Far North an appropriate title for this passage? Use details and/or examples from the passage in your explanation.” • Choose a gatekeeper question and create a graphic organizer to connect with the passage. • How else can you support students and teachers?

23. Questions Comments Discussion

24. THANKS! Library Science & Information Services Dept of Educational Leadership & Human Development Central Missouri State University Lovinger 4101 Warrensburg MO 64093 http://www.cmsu.edu/lis