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Session 4 Reading in the Content Areas (Academic Literacy)

Session 4 Reading in the Content Areas (Academic Literacy). Quiz #3 (10 Points) II. Analysis of Your Student Assessments III. Improving Reading Comprehension (Brain video; presentation/discussion) IV. Poster Session : “ Gallery Walk ” & Evaluations (10 points ) V. Part V: CAP #4

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Session 4 Reading in the Content Areas (Academic Literacy)

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  1. Session 4Reading in the Content Areas (Academic Literacy) • Quiz #3 (10 Points) • II. Analysis of Your Student Assessments • III. Improving Reading Comprehension (Brain video; presentation/discussion) • IV. Poster Session: “Gallery Walk” & Evaluations (10 points) • V. Part V: CAP #4 • Course Evaluation Improving Reading Comprehension in Core Subject Texts R. Cooter, Session 4: February 2013

  2. Part I: Quiz R. Cooter, Session 4: February 2013

  3. Part II: Your Assignment was…Finding out how much students already know about important new concepts in a selected unit of study using Bloom’s Question Stems R. Cooter, Session 4: February 2013

  4. Small Group Discussion • Each person take a few minutes to share the results of your pretest. • Talk about your overall view of how your students did on the pretest. This is your ‘holistic assessment’ of your class’s prior knowledge. • Now talk about groups of students who seem to have about the same needs and abilities. This is your ‘analytic assessment’of the class. • Be prepared to share with everyone what you learned 1) about your own pretest results, and • 2) any trends that seem to exist across all of the classroom(s) in your group. R. Cooter, Session 4: February 2013

  5. Whole Group Discussion • What did you learn about… • student background knowledge? • the kinds of questions that will give you needed information? • the ways you asked questions? • challenges in asking pretest questions? R. Cooter, Session 4: February 2013

  6. Improving Reading Comprehension “Reading is comprehension.” – Roger Farr TEACHER BACKGROUND KNOWLEDGE ASSESSMENT EVIDENCE-BASED TEACHING R. Cooter, Session 4: February 2013

  7. It’s Show Time!A Video & Discussion About the Brain

  8. Text Structures: Expository vs. Narrative Texts R. Cooter, Session 4: February 2013

  9. Reasons for Poor Comprehension* • Lack of automaticitywith word recognition • Limited vocabulary • Poor syntactic knowledge • Lack of understanding of text organization • Lack of internalized reading strategies • Insufficient reading experiences • Source: CORE Teaching Reading Sourcebook R. Cooter, Session 4: February 2013

  10. Teaching Comprehension Strategies

  11. Comprehension Assessment(see handout) “Within the reader” • Bloom’s Question Stems (background knowledge) • Interest Inventories • Self-Perception Questionnaires • Strategies used BEFORE, DURING, & AFTER reading R. Cooter, Session 4: February 2013

  12. Comprehension Assessment – contd.(see handout) “Within the text”: Explicit & Implicit Features Physical & observable or “surface features” such as headings and subheadings (including tables of contents), typographic cues, line/word spacing • Retelling (oral, graphic, written) • Questioning (Bloom, Marzano, others) • Cloze or Maze Passages R. Cooter, Session 4: February 2013

  13. “What I hear, I forget. What I see, I remember. What I do, I know.” ~ Chinese Proverb • Retention Stats. • 10% Read • 50% Read & Hear • 90% Read, Hear, & Do !! R. Cooter, Session 4: February 2013

  14. EFFECTIVE TEACHING Direct Instruction Model for Teaching Comprehension Gradual Release of Responsibility • Teacher • modeling • and • explanation • Read Aloud • Short Text • Whole Class • Class Discussion • Guided practice and release to students • Read Aloud • Short Text • Whole Class or • Small Reading • Group • Class Discussion • Independent • practice with feedback • IndependenReading • Short Text • Small Reading Group or • Reading Partners • Class Discussion • Application of the strategy in real reading situations • Independent Reading • Monitor Progress R. Cooter, Session 4: February 2013

  15. Tier 1 Teaching Strategies: • BEFORE Students Read an Assignment • THIEVES • SEARCHES R. Cooter, Session 4: February 2013

  16. Tier 1 Teaching Strategies: • DURING the Reading of • an Assignment… • Higher Order Questions (Bloom) • “Fix-Up” Strategies • Oral Retelling • Graphic Organizers (retelling) R. Cooter, Session 4: February 2013

  17. Tier 1 Teaching • Strategies: • AFTER Reading of • an Assignment… • Higher Order Questions (Bloom) • Oral Retelling • Graphic Organizers (retelling) • Written Summaries R. Cooter, Session 4: February 2013

  18. Bridging WORDS to concept maps

  19. CONCEPT MAPS… THERE ARE FOUR BASIC KINDS

  20. A concept map is a diagram showing the relationships between concepts. (Source: Wikipedia, 2009)

  21. “Spider” Concept Maps

  22. “Hierarchy” Concept Maps

  23. “Flowchart” Concept Maps

  24. and “Systems” Concept Maps

  25. STEPS IN CREATING CONCEPT MAPS… • Brainstorming Phase • Organizing Phase • Layout Phase • Linking Phase • Finalizing & Sharing Your Concept Map

  26. HERE’S A GREAT GAME THAT GETS STUDENTS WORKING TOGETHER IN TEAMS TO CREATE POWERFUL CONCEPT MAPS CALLED“6 DEGREES OF SEPARATION”

  27. Chinese Student In Hyaying City The “6 Degrees” Concept Six degrees of separation (also referred to as the "Human Web") refers to the idea that, if a person is one step away from each person they know and two steps away from each person who is known by one of the people they know, then everyone is at most six steps away from any other person on Earth. … Michael Gurevich did the original work. Six degrees was popularized in a play written by John Guare. Kevin Bacon

  28. SIX DEGREES OF SEPARATION:AN ACADEMIC VOCABULARY GAME(K. COOTER & COOTER, 2009) A team of students create a concept web connecting one new term/concept to another in the fewest possible steps. Complex (not simple) terms must be used. The team who makes a connection between the two terms in the fewest steps wins!

  29. Example: Connecting “Texas” & “Sharks” in 6 or Less Steps Brainstorming

  30. Organizing, Layout, & Linking Phases are completed, then we look for that connections (Texas – Sharks) in 6 steps or less

  31. Finally, reconstruct your concept map showing onlythe connections of the two target terms in 6 steps or less. The team with the fewest steps using complex terms wins!

  32. A Poor Example (uses non-complex terms)

  33. Frayer Modelhttp://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html Char Characteristics glassy clear colored brightly colored evenly shaped patterened glimmer, sparkle Definition A solid made of atoms arranged in an ordered pattern. Crystals Examples metals rocks snowflakes salt sugar Non Examples coal pepper lava obsidian Frayer, D., Frederick, W. C. & Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.

  34. Semantic Feature Analysis (SFA) Purpose To assist students in learning to think critically about words and concepts possessing similar relationships and characteristics. To deepen knowledge of how academic words in your subject area are related to each other. To acquire knowledge of new academic words.

  35. SFA Steps: • For modeling purposes, a class of words is selected by the teachers (i.e., cars). • Examples of the word class are provided by students and listed on the rows of SFA grid (Suburban, Prius, Escort, Escalade, etc.) • Features of the word class are provided by students and listed across the top of each column (2-doors, high gas mileage, gas guzzler, SUV, compact, etc.) • Using either a “+” or a “-“ students determine which class examples possess which features. • Throughout strategy teacher should employ instructional conversations or “IC” to clarify and extend student knowledge.

  36. OPTIONAL STRATEGYClassroom Blogging

  37. OKAY… SO WHAT IS ‘CLASSROOM BLOGGING?’ First of all, blogsare websites that offer people opportunities to “create personal web pages of text, pictures, graphics, videos, and other multimedia with the same ease as creating a word processing document” (Boling, et al., 2008, p. 408).

  38. What if I don’t have enough high-tech equipment for classroom blogs? No problem. Remember, the main thing here is to allow students to post comments and have “chats” with the blog host (the teacher) about what they are learning in your classroom. For classroom blogging without technology, you will need: • Tablet or butcher paper • Colored markers • Large stick ‘em notes OR large slips of paper [5” x 7”] and tape or thumb tacks ( these will do just as well—and they are cheap!) • Ribbon or string • A section of your classroom wall for posting your Classroom Blog

  39. HERE’S WHAT A CLASSROOM BLOGGING WALL MIGHT LOOK LIKE…

  40. Three Levels of Retelling: Oral, Graphic Organizer, & Written Summaries Benson, V., & Cummins, C. (2000). The power of retelling. Wright Group McGraw Hill. R. Cooter, Session 4: February 2013

  41. PRE-TELLING (Line-up) Showing what it looks and sounds like Modeled Retelling R. Cooter, Session 4: February 2013

  42. Level 1: Oral Retelling • Use pictures from the book • Draw pictures • Copy the illustrations • Use Props R. Cooter, Session 4: February 2013

  43. Level 2: Retelling using Graphic Organizers (Using Pictures and words) R. Cooter, Session 4: February 2013

  44. Level 3: Written Retelling • Shared Writing • Writing in Small Groups • Writing BY Individuals R. Cooter, Session 4: February 2013

  45. Written Academic Learning Summaries (WALS) In Your Classroom R. Cooter, Session 4: February 2013

  46. Academic Word Wall (AW2) GRAPHIC ORGANIZER (GO) “Structure for Written Retelling” (K.S. Cooter) Developing Written Paragraphs Completed Summary The WALS Process Source: Reutzel, D.R., & Cooter, R.B. (2008). Teaching children to read: The teacher makes the difference. Columbus, OH: Pearson Merill Prentice Hall. R. Cooter, Session 4: February 2013

  47. R. Cooter, Session 4: February 2013

  48. Two Brief Examples of WALS* *Note: In these quick examples you will NOT see the Drafting Stage (also called “Sloppy Copies”). Instead we simply show you the process of moving from the Academic Word Wall (AW2) to the revised version for the Structure for Written Retelling (SWR) graphic organizer, then a completed Written Summary. R. Cooter, Session 4: February 2013

  49. Example 1: Social Studies* (Durban, South Africa) Durban, South Africa Indian Ocean good climate resources Tourism Golden Mile sandy beaches surf sailboard water slide flowers animal game reserve elephants rhinoceros hippopotamus Sea World crocodiles Zulus natives hunters animal skins ivory Europeans safe harbor trade Sugar cane Climate India labor Indians shipping lanes 5,000 ships/year *Source: National Geographic Reading Expeditions: Communities Around the World. R. Cooter, Session 4: February 2013

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