Weaving it all together: Common Core, RTI, and Content Literacy

1. Weaving it all together: Common Core, RTI, and Content Literacy Cindi Koudelka Special Education Teacher/Reading Specialist Fieldcrest High School Illinois Reading Conference March 15, 2013

2. Common Core and Literacy “Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.” • (CCSI, 2011)

3. Common Core and Literacy “In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. • “When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts.” • (CCSI, 2011)

4. Major Areas of Reading Emphasis in Common Core • Key Ideas and Details • Make logical inferences • Cite specific textual evidence • Determine central ideas or themes • Summarize the key supporting details and ideas. • Analyze how/why individuals, events, or ideas develop and interact over the course of a text • Craft and Structure • Analyze how specific word choices shape meaning or tone • Analyze the structure of texts • Assess how point of view or purpose shapes content and style

5. Major Areas of Reading Emphasis in Middle and High Schools using Common Core • Integration of Knowledge and Ideas • Integrate/evaluate content presented in diverse formats • Delineate/evaluate the argument and specific claims in a text • Analyze how two or more texts address similar themes • Range of Reading and Level of Text Complexity • Read and comprehend complex literary and informational texts independently and proficiently

6. RtITier 1: Core Instruction& Universal Screening • Evidence-based common core aligned curriculum in all classes • Periodic benchmark assessments • Teachers analyzing students’ performance data • Brief (minutes per student) and administered 3-4 times per year and/or one standardized test per year • Capable of giving useful printouts for analysis of: • Individual student performance on skills • Performance of groups in relation to benchmarks

7. RtITier 2: Strategic Intervention • Level 1 – General Education • Supplemental materials in general ed. • Differentiated instruction in general ed. • Inclusion/Co-taught • Level 2 - Supplemental Courses • Smaller classes • Concurrent with core • Progress monitoring component

8. RtITier 3: Targeted Intervention • Use of standard protocols • Supplemental instructional materials • Small intensive groups outside the general ed. classroom • Managed by targeted educators • Progress monitoring component • Interventions usually over extended periods

9. SUPPORTED CONTENT CLASSES • * Co-taught inclusion sections • *Teaching Assistant • *Aligned to Common Core CONTENT CLASSES *Enhanced Content Instruction *Embedded Strategy Instruction *Uses differentiated opportunities *Aligned to Common Core INTENSIVE STRATEGY AND SKILL INSTRUCTION * strategy and skill classes *strategic tutoring *disciplinary approach INTENSIVE INDIVIDUALIZED INSTRUCTION * Ex/Words Their Way * Ex/Study Island Therapeutic Intervention Foundational language competencies “Synergy” Improved Literacy

10. Reading diverse Texts…The Challenge • 67%-90% of classroom instruction in high school involves textbooks as the prime focus. (Woodward & Elliott, 1990) • Close to 50% of all incoming ninth graders in the U.S. can’t comprehend texts used for class assignments (Strickland & Alvermann, 2004) • Even proficient readers can struggle with content literacy because it requires different types of reading taught in previous grades (Allen, J, 2002) • Their inability to know how to approach texts negatively impacts their overall comprehension (Tovani, 2004)

11. Why Develop Strategic Readers? • Strategy development is crucial because: • It enables students to elaborate, organize and evaluate information • Acquisition of strategic reading behaviors occurs at the same time that many of the student’s cognitive strategies develop • Strategic Reading is controlled by the student • Strategic Reading reflects metacognitive awareness • Thinking, Reading and Writing strategies can be directly and deliberately taught • Strategic Reading enhances learning across the curriculum • Strategy development creates flexible and independent learners

12. Characteristics of Effective Content Area Instruction Highly effective content area instruction includes: • Integration of strategy instruction WITHIN content area • Focus on content-specific vocabulary comprehension • Pre-teaching relevant words • Building morphology knowledge • Front-loading • Exposing students to a variety of genres (narrative & expository) • Providing student choice & multiple modalities • Opportunity for collaborative work

13. Characteristics: Definition:(OR Non-Characteristics) Vocabulary Strategies Concept or Word Examples: Non-Examples: Frayer Model http://www.justreadnow.com/strategies/frayer.htm

14. Let’s do one together… Characteristics: Definition:(OR Non-Characteristics) Concept: Quadrilateral Examples: Non-Examples: http://www.justreadnow.com/strategies/frayer.htm

15. Word/Term: Word Map Synonyms Other Forms of the Word: Antonyms My Association, Sketch, and/or Example: Vocabulary Word, Part of Speech, and Definitions: Sentence or Phrase from Text: My Own Sentence:

16. Word Sorts Caribou, Bobcat, Douglas Fir, Koala, Tropical, Icebergs, Boreal Forest Climate, Bearberry, Eucalyptus Biomes Unit

17. RAP Strategy Active Reading Strategies • R – read a paragraph • A – ask yourself what the paragraph was about • P – put the main idea and two details in your own words

18. Three Level Guides This guide allows students to record their reading comprehension at three levels: Literal Level–Understanding the literal meaning of the words and ideas in a reading selection. Interpretive Level–Grasping the "message" of the selection or understanding what the author meant by the passage. Applied Level–Relating the selection's message to other experiences or contexts.

19. Universal Reading Questions 1. List two things from the reading you thought were interesting and why you think so. Things that strike you as: Interesting, Strange, Odd, Funny, Weird, Or you would like to know more about. 2. List two things from the reading that were unclear or that you want to know more about. Don’t get it? Let me know. Or Got it? Want to know more about it? 3. Can you think of a similar situation (from the past or something more current)? (Text-Self, Text-Text, Text-World Connections) -This can be from history, from other classes, Events at school, Something at home -From your experiences, Or even from popular culture such as television and movies. http://www.fieldcrest.k12.il.us/webpages/ppulley/files/Universal%20Reading%20Questions.pdf

20. Discussion Strategies QAR Can provide questions for the students to categorize and answer Or Have them develop their own questions within the framework. Raphael, T.E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27, 303-311

21. Double Entry Journal

22. Think-Pair-Share The Think-Pair-Share strategy empowers every reader to become a discussion participant. This versatile strategy can be used as a pre- or post-reading activity, as a problem-solving tool, or as a "cognitive break" during a traditional lecture. Steps to Think-Pair-Share: Begin the discussion by raising a topic or asking a specific question. Students first "think" about what they know or have learned about the topic. (Think-Pair-Share rests on constructivist learning theory that knowledge is "constructed" when prior experience confronts new ideas or situations.) Have the students write down their observations. "Pair" each student with another student or a small group. Encourage each student to "share" prior knowledge about the topic with others. Expand the "share" into a whole-class discussion. Finally, with the collective prior knowledge "shared," have students read and analyze the text selection.

23. Programming Beyond the Core

24. Strategy Courses • Reading Lab • Designed for Freshmen • Required for students 3 points or more below Reading Benchmark on EXPLORE Test • Must take concurrently with English I • Reading Strategies • Designed for Juniors • Recommended for students 2 points or more below Reading Benchmark on PLAN Test or based on teacher recommendation • Must take concurrently with English III

25. Reading Class Components • Silent Reading Workshop (10 minutes each day) • Daily Skill Builder Activity • Freshmen – analogies, vocabulary, literary elements, comprehension, general knowledge, spelling, figurative language, daily word • Juniors – ACT Prep skills, daily SAT word • Explicit Strategy Instruction aligned with Common Core Standards • Weekly Articles • Study Island and other Technology Applications • Book Clubs • Re-teaching concurrent English class concepts as needed

26. Peer Tutoring Students with grades of D or F are matched with other students during their regular study hall times. After school times available 2 days per week (We’ve had to discontinue this portion due to transportation funding issues) Helpful tips: Snacks during after school sessions Offer transportation for after school – may need to get creative for funding Train your peer tutors ; offer them professional development!

27. Targeted Tutoring Role of Tutor Organizing students to assist with homework completion Re-teaching skills Clarifying and restating directions Role of Student Bring all materials needed to complete work Demonstrate effort during each session Referrals Classroom teachers Grades Homework completion issues Structure Size – less than 10 students Students assigned during their regular study hall Progress is monitored through grade tracking

28. Credit Recovery Online Program Students can work on their programs during their study halls or at home Generally used for classes that students have failed Can be used for students wishing to work towards early graduation

29. Thinking outside the box! Match interventions to student Modified schedules Alternative school – to – work opportunities Counseling groups Specialized Book Clubs Utilize 504 plans for students with medical issues Mentoring

30. References Allen, J. (2002). I am Thorgood, king of the orgies: The reading challenge of content vocabulary. Voices From the Middle, 9 (4), 22-27. Burke, J. (2002). Tools For Thought. Graphic Organizers for Your Classroom. Portsmouth, NH: Heinemann. Burke, J. (2010). What’s the Big Idea? Question-Driven Units. Portsmouth, NH: Heinemann. Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research. Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt.

31. References Shanahan, T. (2004). Improving reading achievement in secondary schools. In D. Strickland, & D. Alvermann (Eds.), Bridging the literacy achievement gap grades 4 – 12 (pp. 43-55). New York: Teachers College Press. Strickland, D., & Alvermann, D. (2004). Learning and teaching literacy in grades 4 – 12. In D. Strickland, & D. Alvermann (Eds.), Bridging the literacy achievement gap grades 4 – 12 (pp. 43-55). New York: Teachers College Press. Tama, C., M., & McClain, A., B. (2001). Guiding reading and writing in the content areas: Practical strategies (2nd ed.). Dubuque, IA: Kendall/Hunt. Tompkins, G. E. (2004). 50 literacy strategies: Step by step (2nd ed.). Upper Saddle River, NJ: Pearson.

32. References Tracey, D.H., & Morrow, L. (2006). Lenses on reading: an intrduction to theories and models. New York: Guildord Press. Tovani, C. (2004), Do I Really Have to Teach Reading. Portland, ME: Stenhouse Publishers. Tovani, C. (2011) So What Do They Really Know: Assessment That Informs Teaching and Learning. Portland, ME: Stenhouse Publishers Vacca, R.D., Vacca J. (1995). Content area reading. (5th. Ed.). Glenview, IL: Scott, Foresman. Vacca, R.D., Vacca, J. (2008). Content area reading: Literacy and learning across the curriculum (Ninth ed.). New York: Pearson Education, Inc. Wood, K. D., & Taylor, D. B. (2006). Literacy strategies across the subject areas (2nd ed.). Boston: Pearson.

33. Website References www.englishcompanion.com www.readwritethink.org www.justread.org