Collected resources for new teachers Sharon Orr Duncan http://www.austincc.edu/teacher/public.php

1. Increasing Interdisciplinary Reading and Writing SkillsPresentation & Brain Storming & Audience Participation Collected resources for new teachers Sharon Orr Duncan http://www.austincc.edu/teacher/public.php

2. Objectives • To provide new teachers with the basics of reading and writing skills to immediately apply to their content pedagogy. • To provide a resource for veteran teachers and mentors to use for new teacher review and study. • To collect successful teacher strategies, activities, tips for new teachers. Share as we go! Use index cards or PPT notes

3. Teaching Reading & Writing Skills • Elementary teachers are well-trained to teach reading in Texas, using specific models and resources. One of the best models comes from the Higher Education Collaborative, the University of Texas at Austin. Listed are key points: • Essential Components of Reading Instruction: • Phonological Awareness • Phonics • Fluency • Vocabulary • Comprehension • Features of Effective Instruction • Instructional Strategies for reading and writing • Response to Intervention • English Language Learners Hougen, Marty, PhD. "Essential Components of Reading Instruction and Supporting Research." The Meadows Center for Preventing Educational Risk, UT, Austin, 2010.

4. Basic Strategies • Make connections to prior learning and to real-world knowledge. • Introduce vocabulary words before starting text reading. • Ensure that students understand the parts of a text (heading, title, subsection, glossary, table of contents, graphics, summary statements, quick self-assessment of activities and practice questions. Students then grasp how the text works in their favor toward managing their reading. • ENGAGEMENT: The words and concepts must come alive for students to LEARN. Research shows that writing together builds skills by using engagement and multiple viewpoints. Consider these ideas from the National Writing Project: http://www.nwp.org/cs/public/print/doc/resources/write_together.csp· • Others that work: ___________________________________________________ • __________________________________________________________________ • __________________________________________________________________ • __________________________________________________________________ • __________________________________________________________________ • __________________________________________________________________

5. Reading and Writing Activities What works best for you? • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • QSP trains students to internalize information and make it more relevant.

6. Letters Bring words to life using letters: Teachers have access to sources, supplementary texts, out-of-adoption or not-adopted textbooks, and primary sources widely available on the internet. Writing letters becomes motivational and engaging when students can make applications to famous or personal family letters. Bring personal letters or ask friends for samples of important letters so students can study the format, cursive handwriting, a little writing analysis, and analysis of voice. My own family letters provided insight for students when combining history, geography, educational levels, economic status, and simply the centuries-old language used in former generations. Collect letters from your own family that will "show and tell" the past. • A Civil War letter from a farmer to his wife instructs: "...plant best ground in corn and make all the corn you can & see to the stock well and fail not. Shore get 2 par of cotton cards from the Yankys if you can atall & buy one spinning wheel. Be suhre to make cloth a plenty. I think you & the little girls can make plenty manage for the berry est. I dont want you and the children to suffur..." • A letter acknowledging a marriage offer states:  "You asked me a decided question and also for a decided answer which I dont feel competent to answer now. It is a very delicate and solemn question, which should be well-considered, will give you a decided answer one way or the other when I get home and as for your jesting on the subject I believe you too much of a gentleman to do such a thing. Will be home on the first Oct." • A letter informing children of family death: "I address you a few lines in much love but in a disconsolate state of mind. The Lords doings is right. Behold, he taketh away, who can hinder him? Who will say unto him, what doest thou? Mr. Orr died on the 5th and was buried at the McKnight buring ground at 4 o clock the 6th..." • A letter to my Uncle Johnny Stovall from the Chicago Bears Football Club in 1937, written by George Halas: "We would like to have you play with the Bears and for the first year will give you a contract calling for $115.00 per game. You must take into consideration not only the regular League schedule of about twelve games, but also the fact that the Bears play more exhibition games than any other team in the League. This, of course, affords you extra salary."  • Other letters to use_____________________________________________________________________

7. Reading Basic Skills & Strategies Content area teachers must provide scaffolding activities for students. Specific areas include: • Decoding • Morphology • Fluency • Vocabulary • Text comprehension • Reading and writing • Motivation & relevance

8. Oral Reading Activities • Jump-in reading: • Guided oral reading: • Choral reading: • Partner reading: • Speeches: • Other: • ______________________________________ • ______________________________________

9. Comprehension & Questioning Strategies Train students to ask and answer questions! Inner-Outer circle is a strategy that focuses students on asking questions. • Generate: • Answer: • Higher Critical Thinking Skills:

10. I. Explicit Instruction • The name of the strategy, • How to use the strategy, • Explicit modeling of the strategy, • Examples of when to use the strategy,   • Possible adjustments to the strategy for different tasks, and • The usefulness of the strategy.

11. II. Guided Practice During this phase, students practice the strategies that they learn with support from the teacher and other students. As the guided practice phase proceeds, the teacher assumes a less active role in student strategy use. Supporting students in collaborative work to learn new strategies is a critical part of guided practice. Teachers can support strategy use during this phase by: • Breaking the strategy into simplified steps, • Giving cue cards or checklists for strategy steps, • Reverting to explicit instruction and modeling as necessary, and • Allowing students to work in small groups to practice a strategy together.

12. III. Independent Practice & Debriefing Best practices for interdisciplinary reading and writing: • ____________________________________ • ____________________________________ • ____________________________________ • ____________________________________ • ____________________________________ • ____________________________________

13. Teaching Vocabulary • Word identification and word analysis • Pragmatic awareness • Multi-syllable words • Various meanings of words • Text structure (cause and effect) • Pronunciation • Visual aids - computer-generated • Other __________________________

14. Interventions using Data • Assess • Analyze • Plan • Group, Team and Pair • Deliver with Effective Instruction • Progress Monitor Study table: How many students need help with 4 or more math objectives? How could you pair students to peer tutor? Which students need small grouping with the teacher? How many students need reading assistance?

15. Participant Tips: Engaging ESL Students • _______________________________________ • _______________________________________ • _______________________________________ • _______________________________________ • _______________________________________ • _______________________________________

16. Participant Tips – Interdisciplinary Reading • ___________________________________ • ___________________________________ • ___________________________________ • ___________________________________ • ___________________________________ • ___________________________________ • ___________________________________

17. Participant Tips – Interdisciplinary Writing • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________

18. Participant Tips: Content area Teacher Miracles • _______________________________ • _______________________________ • _______________________________ • _______________________________ • _______________________________ • _______________________________ • _______________________________

19. What Parents Can Do • Read to children;  • Tell stories;  • Ask questions about reading material;  • Talk about the text, words and sounds, and new words;  • Encourage children to scribble and make pictures as they pretend to write;  • Make connections between books, pictures, and stories and the real world and school;  • Create positive interactions for children;  • Join school activities and groups;  • Stay in touch with teachers about student progress and needs.  • Select a school with an intentional reading and writing program. • Other: ______________________________________ • ____________________________________________

20. Presentation Evaluation • Identified new information for my own classroom. • Identified new information and a resource for other teachers at my campus. • Practiced everything presented but can use it as a resource for others. • Judged everything presented and cannot use the information provided.

21. Thanks! Feel free to contact me! Sharon Duncan Austin Community College 5930 Middle Fiskville Rd. Austin, TX 78752 512.223.7650 sduncan@austincc.edu http://www.austincc.edu/teacher • This training is a draft. Will go live December 1 with interactive material and certificate for 7 hours professional development.