Solidify Content Knowledge Using Strategies for Summarizing and Writing to Learn

1. Solidify Content Knowledge Using Strategies for Summarizing and Writing to Learn

2. Expected Outcomes Participants can and do: • Understand how practicing reading strategies in content areas can solidify and enhance learning. • Understand how to teach students to use the summarization strategy.

3. Lexile Text Measures 1600 1100 700

4. Lexile Text Measures 1600 1100 700

5. 7th: 950L-1030 • • 8th: 1000L-1100L • • 9th: 1030L-1120L • • 10th: 1100L-1200L • • 11th: 1120L-1210L • • 12th: 1210L-1300L

6. Startling Fact The reading level of documents, technical manuals, and other materials required by entry level positions in most fields far exceed the reading level of many students. -Meeting the Challenge of Adolescent Literacy, Judith Irvin, et al

7. Startling Fact • Between 1996 and 2006, the average literacy skills/expectations required for all occupations rose by 14%. • Both dropouts and high school graduates “are demonstrating significantly worse reading skills than they did ten years ago.” -Alliance for Excellent Education

8. Startling Fact The American College of Testing found only 51% of U. S. college bound students having developed the ability to read the complex texts central to college learning and the workplace. ACT, 2006

9. 2009 NAEP“Nation’s Report Card” • 8th grade students consistently show the same pattern…a majority of students achieve the basic level of reading skills – about an average of 75%. • In Arkansas 74% of our students were at the basic level .

10. Proficient Reading Level Eighth-grade students performing at the Proficient Level should be able to: • Provide relevant information • Summarize main ideas and themes • Make and support inferences about a text • Connect parts of a text • Analyze text features • Fully substantiate judgments about content and presentation of content

11. Basic Reading Level Eighth-grade students performing at the Basic Level should be able to: • Locate information • Identify main ideas/themes • Make simple inferences • Interpret word meaning • Analyze text features • State judgments with support

12. How did this happen? Ineffective Reading Practices: • Skimming for answers • assignment that requires locating literal information rather than deeper comprehension • Surface processing • Not thinking about what the author is trying to communicate. • Reading and forgetting • the information is not internalized and rapidly forgotten Classroom Strategies for Interactive Learning, Doug Buehl

13. As you view this, ask yourself: Alli and Ms. Boomer Why should content teachers teach comprehension strategies? What is included in effective comprehension instruction?

14. What does this mean for my content?

15. Common Core State Standards

16. Looks Like LESS MORE Think a-louds, modeling, students processing information actively Short whole group time and small group time to process info Opportunities for practice, discussion in pairs/small groups before assigning seat work • Teacher lecture • Whole group • Assigned seat work with little opportunity to practice new learning

17. Explicit Instruction

18. Metacognition Debrief any new strategy by discussing how using this helped with comprehension of the text.

19. Where do I begin? • Determine what students need to know and be able to do. • What key concepts are to be learned? • What will students be expected to read, discuss, write, and present? • Determine tools to use for learning.

20. CLONING A Brief History Line

21. Summary on Summarizing • Determine importance •Delete unimportant information •Condense information •Categorize terms into specific groups •Transform condensed information into writing -Marzano cites summarizing as one of the nine most effective instructional strategies in the history of education.

22. Summarizing • Is not: • Retelling • Long • Full of a lot of interesting details • Is: • Process of identifying salient information • Concise and specific • Reinforcing and consolidating the many processes involved in learning from text

25. Summarization Model Lesson

26. Animal Clones: Double Trouble? Read Handout • While Reading: • Stop after each section • Highlight what you think is key to understanding the text • Write a few words about the most important information

27. 1. Separate sections 2. Underline notable text 3. Annotate to side 4. Condensed to 15-20 words

28. After Reading: • Share with neighbor what you highlighted/annotated. • Add to key points or delete information after discussion. • Write a summary in 15–25 words using the key points.

29. Prerequisite Skills • Determine importance • Delete unimportant information • Condense information • Categorize terms into specific groups • Transform condensed information into writing

30. GIST Gist is a strategy used to determine the main idea of a text in as few words as possible. Tools for Teaching Content Literacy, Janet Allen

31. Possible Framework • Set objective/relevance - 2-3 minutes • Hook – video clip, article, question, picture – 5 minutes • Mini – lecture (Content based) – 8-10 minutes • Focused Reading Assignment – 10 – 12 minutes • Writing Task modeled and assigned – 5 minutes • Students work on assignment – 10 - 15 minutes • Wrap-up learning – 3-5 minutes

32. Design a Lesson

33. Jaywalking

34. Writing To Learn(WTL)5-8 Science

35. “If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write.” -Vartan Gregorian President, Carnegie Corporation

37. Expected Outcomes Participants can and do: • Model and Use Writing to Learn as a tool of thinking and reflection • Use Writing to Learn to increase student engagement and learning

38. Writing To Learn Writing To Learn • Short • Spontaneous • Exploratory • Informal • Personal • One draft • Unedited • Ungraded Formal Writing • Substantial • Planned • Authoritative • Conventional • Audience centered • Drafted • Edited • Assessable Content-Area Writing, Harvey Daniels, et al

39. Writing To Learn Can: • activate thinking • help us collect and synthesize thoughts • help us to sort ideas • help us notice and hold on to our thinking • help us make connections • enhance discussions • help us set, assess, and evaluate learning goals

40. Writing To Learn is NOT: • Copying notes from the teacher • Answering questions at the end of the chapter Content-Area Writing, Harvey Daniels, et al

41. Transcription & Copying IS NOTThinking • 10% of what we read • 20% of what we hear • 30% of what we see • 50 % of what we see/hear • 60% of what we write • 70% of what we discuss • 80 % of what we experience • 95% of what we teach We learn…. Adapted, Content-Area Writing, Harvey Daniels, et al

42. Writing Break Procedure • Students stop and reflect in writing on the activities or information being presented. • Quick sharing with partners or whole class follows this writing. • Duration: 2 minutes • Writing Breaks can consist of words, phrases, questions, confusions, connections, distractions, etc. Content-Area Writing, Harvey Daniels, et al

43. Writing Break Benefits: • Allows students time to process content; • Deepens thinking • Engages students • Enhances discussions • Writing/talking moves the learning rate to 70-90% range • Aids in learning early misconceptions or

44. Gradual Release of Responsibility: Teacher Classroom Strategies for Interactive Learning, Doug Buehl

45. Gradual Release of Responsibility: Student Classroom Strategies for Interactive Learning, Doug Buehl

46. Gradual Release of Responsibility Classroom Strategies for Interactive Learning, Doug Buehl

47. Minute Paper Significant Points Unanswered Questions WOW’s for Application

48. If students are not questioning, they are NOT comprehending.

49. In 2003, nearly 8,000 straight-A, 4.0 GPA students were denied admission into UCLA. Reading Reasons, Kelly Gallagher

50. The PROCESS is more valuable than the OUTCOME. Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines, Sorcinelli, et al