Secondary Teacher Institute: Reading In the Time of the Common Core State Standards

1. Secondary Teacher Institute: Reading In the Time of the Common Core State Standards July 31, 2012

2. Essential Questions • How can I utilize reading strategies to enhance the understanding of all students within my discipline? • How is being capable, curious and confident related to students’ abilities to use reading strategies independently? • How does content literacy prepare students for their next educational challenges?

3. Outcomes Knowledge of: • raised expectations for reading across the curriculum • the CCSS Reading Informational Text Standards • tools to evaluatetextcomplexity • several strategies to scaffold close reading of complex text across the disciplines.

4. Raised Expectations for Reading Across the Curriculum

7. Gap Analysis Parkway’s Strategic Plan: All students will take the ACT and achieve a composite score above the national average, with the district average ACT composite score rising to at least 25. How are we doing in reading?

8. Parkway EXPLORE Data

9. Parkway EXPLORE Data

10. Parkway – PLAN Data

11. Parkway – PLAN Data For ALL to be ready to reach 25 or higher in Grade 11, students should aim for a 21 or higher in Grade 10 on the PLAN.

12. Parkway ACT Data

13. Parkway ACT Data

14. Reading in the Disciplines General strategies: • asking questions • making predictions • testing hypotheses • Summarizing • monitoring understanding & deploying fix-it strategies.

15. Supporting Transaction with TextTogether • Pre-reading • During reading • Post-reading A – M - T Reading as Transaction Reading as Transmission

16. Pre, During, and Post-ReadingStrategies Inside > Curriculum > Secondary Communication Arts > Diversity & Equity: “Francis Howell RTI Comprehension Strategies” Explanations “Francis Howell Fidelity Implementation Spreadsheet” Planning Tool

17. Discipline –Specific Reading DemandsA Sampling… ELA – navigating non-linear narrative structures, recognizing how diction impacts tone History – recognizing the partial and value-ladenperspectives in primary documents Math – the logic of stipulated definitions, how theorems and proofs are worked through examples Science – use of embedded clauses to define technical vocabulary, conceptual relationships embedded in taxonomic reasoning

18. Measuring Text Complexity • Quantitative Measures • Qualitative Measures • Reader/Task Considerations

19. To Obtain the Lexilefor a piece of Text • Go to Lexile.com/analyzer/ • Create an account (free) • Follow Steps 1 – 5 on the left • TIP: Type a piece of the text into Word then save as plain text. • Upload the text, when prompted

20. Quantitative Measures

21. Qualitative Measures - RUBRIC • Levels of Purpose • Structure and Layout • Compare/Contrast, Problem/Solution, Cause/Effect, Chronological, Climactic, Simple list, Subordination (Key idea, supporting details) • Text features like font, graphics, headers, gaps… • Language Conventionality • Knowledge Demands

22. Reader and Task Considerations • Reader • Readiness • Learning Profile (Preferences) • Interests • Task – Rigor

24. Gradual Release of Responsibility IDo It We Do It Ya’llDo It YouDo It Balance?

25. High Yield Strategies • Summarizing & • Note-Taking • Reading for Meaning • Using the Standards to Unpack • Text

26. Summarizing & Chunking Large effect size (Hattie, Marzano) http://www.netc.org/focus/strategies/summ.php • Annotating • Note-taking Gombrich piece

27. Reading for Meaning Topical EQ How is knowing the break-even point critical for staying in business?

28. Gradual Release of Responsibility IDo It We Do It Ya’llDo It YouDo It Which levels?

29. Using the Standards to Unpack Text • Number 1 – 9 • Gather in your new groups • Runner collect standards • Examinethe Informational Text standard across Grades 6 – 12 based on your group’snumber • Capture the essence in an image & gesture with your colleagues. (representing-to-learn)

30. Using the Standards to Unpack Text • Read “The Shoot-Out” through the lens of your standard. • Share out your representation and observations.

31. Gradual Release of Responsibility IDo It We Do It Ya’llDo It YouDo It Which level?

32. Options for This Afternoon… • Examine each RIT standard through the lens of your discipline… • Jig Saw parts of “Reading in the Disciplines” • Create a “Reading for Meaning” Lesson using a short piece of key expository text

33. The Future Can we pull together and do this thing?... One school’s story….

34. Turnaround at Brockton High Emphasis on literacy brings big MCAS improvement By James Vaznis Globe Staff / October 12, 2009 BROCKTON - Brockton High School has every excuse for failure, serving a city plagued by crime, poverty, housing foreclosures, and homelessness. Almost two-thirds of the students qualify for free or reduced-price lunches, and 14 percent are learning to speak English. More than two-thirds are African-American or Latino - groups that have lagged behind their peers across the state on standardized tests. But Brockton High, by far the state’s largest public high school with 4,200 students, has found a success in recent years that has eluded many of the state’s urban schools: MCAS scores are soaring, earning the school state recognition as a symbol of urban hope.

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38. MATH

39. Just Right vs Rigorous Text? Need both … 10,000 hours to become expert at anything Opportunities to read silently 90 minutes a day – across the curriculum AND Students need us to model how experts read in our content area

40. Reflections on Teacher Leadership

41. Pedro Noguera “You don’t have to change the student population to get results, you have to change the conditions under which they learn.”

42. Possible Next Steps • Commit to more summarizing… • Within BLTs and CLTs, look that the Brockton examples as a start andmake a commitment to some shared strategies for reading, writing, or reasoning that work across the curriculum in your building. • Create and use Reading for Meaning lesson scaffolds in units of study you will teach this year …

43. Playing Card Discussion Questions SPADES: What do you think are the greatest advantages and biggest challenges to increasing text-complexity for all students? CLUBS: What will you do to scaffold text so that all students can read increasingly complex texts? DIAMONDS: What do you want to remember about content area reading and text complexity? HEARTS: How will the shift to increasing time to practice content reading using reading scaffolds change instruction?