Improving Adolescent Literacy Through Quality Instruction Nancy Frey, Ph.D. PPT at Click Resources.

Improving Adolescent Literacy Through Quality Instruction

Improving Adolescent Literacy Through Quality Instruction

Nancy Frey, Ph.D.PPT at www.fisherandfrey.com Click “Resources”

PPT at www.fisherandfrey.com

Click “Resources”

Videos on YouTube’s FisherandFrey Channel

http://www.youtube.com/user/fisherandfrey

Health Sciences High and Middle College

Best School in the Universe

Essential QuestionsEssential Questions

Quarterly schoolwide questions foster interdisciplinary connections

Early Predictors for Passing (or Failing) the CAHSEE • Grade Point Average

• Absences• Classroom Behavior

These are present as early as fourth grade

Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.

There are some myths in education…

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Retention: d = - 0.16

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Homework: d = .29

… and some truths as well.

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Small group learning: d = 0.49

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Meta-cognitive Strategies: d = 0.69

Skill is the ability to applyconcepts when not prompted to do so.

Skill is the ability to applyconcepts when not prompted to do so.

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Reciprocal Teaching: d = 0.74

The Case for Disciplinary Literacy

Common Core State Standards

“Fewer, Clearer, Higher”“Fewer, Clearer, Higher”

CCSS calls for 6 shiftsCCSS calls for 6 shifts

• More informational texts• Shared responsibility for Literacy with

Science, History/Social Studies, and Technical Subjects

• Increased text complexity• Text-dependent questions• Argumentation with text-based evidence• Focus on academic vocabulary

• More informational texts• Shared responsibility for Literacy with

Science, History/Social Studies, and Technical Subjects

• Increased text complexity• Text-dependent questions• Argumentation with text-based evidence• Focus on academic vocabulary

“Read like a detective, write like a reporter.”

Life and Career Skills

Learning and Innovation Skills

Information, Media, and Technology Skills

Core Subject Knowledge

Learning in a New Century requires all of these

Partnership for 21st Century Learning @ www.p21.org

Expository

Persuasive

Narrative

Argumentation and

Discussion

Argumentation and

Discussion

Extended Writing

Close Reading

Why Can’t the English Teachers Teach This Stuff?

Reading, writing, speaking, listening, and viewing

• Literacy is utilized in all content areas

• Language is specialized in each area

• All learning occurs through language

Literacy=LanguageLanguage=Learning

Standards 6-12: Disciplines Dominate

25

Science History Math English

ReadingScience articles

Primary source

documents

Extended word

problems

Novels, speeches,

essays

WritingLab

reportsEssays Explaining

one’s thinking

Research papers

Language

Disciplinary vocabulary

Differing points of

view

Public defense

and rationale

s

Author’s word

choice for mood,

tone, motif

DisciplinaryLiteracy

Intermediate Literacy

Basic Literacy

Increasing Specialization of Literacy

Shanahan & Shanahan, 2008

What makes literacy hard in the disciplines?

• The goals of reading and writing and the approaches to reading and writing are different depending on the content area.

• The texts are written differently.– Mathematics– Science– History/Social Studies

Math Reading• Goal: arrive at “truth”• Importance of “close reading” an intensive

consideration of every word in the text • Rereading a major strategy• Heavy emphasis on error detection• Precision of understanding essential • Conclusions subject to public argument

Mathematics Text1.1 Introduction to Linear Equations

A linear equation in n unknowns x1, xx…, xn is an equation of the form

a1x1 + a2x2 +…+ anxn = b,

where a1, a2,…,an, b are given real numbers

For example, with x and y instead of x1 and x2, the linear equation 2x + 3y = 6 describes the line passing through the points (3, 0) and (0, 2).

Similarly, with x, y and z instead of x1, x2 and x3 the linear equation 2x + 3y + 4z = 12 describes the plan passing through the points (6, 0, 0), (0, 4, 0), (0, 0, 3).

A system of m linear equations in n unknowns x1, x2, …, xn is a family of linear equations

Look inside the science text…

• Value on linking findings to other scientific principles

• Transformation of text information to another visual representation

• Marshaling background knowledge

The Antarctic krill is (Euphausia superba) is a species of krill found in the Antarctic waters of the Southern Ocean. Antarctic krill are shrimp-like invertebrates that live in large schools, called swarms, sometimes reaching densities of 10,000-30,000 individual animals per cubic meter. They feed directly on minute phytoplankton, thereby using the primary production energy that the phytoplankton originally derived from the sun in order to sustain their pelagic (open ocean) life cycle. They grow to a length of 6 cm, weigh up to 2 grams, and can live for up to six years. They are a key species in the Antarctic ecosystem and are, in terms of biomass, likely the most successful animal species on the planet.

College Intro to Science TextCollege Intro to Science Text

Chart Accompanying the Passage

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

Site 1 Site 2 Site 3 Site 4

krillphytopl.

History Reading

• History is interpretative• Importance of authors and sourcing in

interpretation• Consideration of bias and perspective

(including one’s own) are essential• Helpful to recognize history as an argument

based on partial evidence (narratives are more than facts)

Multiple Gist Text Set

•Chart of slaves owned by Jackson•Text of Jackson’s inauguration•Bank Veto Speech

Tools for Transforming Texts

• In the mind and on paper

• Language frames

• Visual displays

• Notetaking guides

Multiple Text Discussion Web in History

Should explorersrisk lives to

achieve goals?

YESText 1 Evidence

Text 2 Evidence

Text 3 Evidence

NOText 1 Evidence

Text 2 Evidence

Text 3 Evidence

Our View

Elements:Arctic Krill

Properties:invertebrate

Lays eggs

4 Stages to developmentlarvae, juveniles, gravid females, and other adults

Eat phytoplankton

Lay eggs

ProcessesEggs are laid at surface of water and drop

Hatched eggs rise to surface

Larvae are at surface

Krill reach adulthood (2-3 years)

Key Details6,000-10,000 eggs laid

Eggs hatch at about 2,000-3,000 meters

Larvae develop, nourished by yolk

Develop more legs, eyes, grow by molting, Eat algae under ice

Juveniles move inland of adults

Different stages kept separate!

AnalogiesLike a snake sheds its skin as it grows, so does the krill.

Krill eat algae the same way a lawnmower takes in grass

Illustrations:(Chart of different seasons and changes in the krill as it goes through the life cycle.)

Guided Notetaking in Science

Disciplinary Literacy

Requires Quality Instruction

Disciplinary Literacy

Requires Quality Instruction

Let’s Make a Foldable™

Envelope fold• Focus Lesson• Guided Instruction• Collaborative Learning• Independent Learning

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The sudden release of responsibilityTEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

DIY School

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The “Good Enough” Classroom

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Time for a Story

January 2006

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

What are the qualities necessary for a good chocolate chip cookie?

Should it be …

Chewy?Warm?

Does it have nuts? Are the chips white,

semi-sweet, or dark?

Feedback is not enough

Think about a time when you got feedback, but no

direction….

Frustrated?

Confused?Gave up altogether?

Teachers do the same thing with anchorless feedback

Unless there is an agreement on quality …

… we are immune to feedback.

Quality indicators

anchor feedback

Establishing Purpose:

Why are we doing this anyway?

Two Components:

Content Purpose

Language Purpose

The established purpose focuses on student learning, rather than an

activity, task, or assignment.

The established purpose focuses on student learning, rather than an

activity, task, or assignment.

Students can explain the established

purpose in their own words.

Modeling Your Thinking

Thinking Aloud in Math

Background knowledge (e.g., When I see a triangle, I remember that the angles have to add to 180°.)

Relevant versus irrelevant information (e.g., I’ve read this problem twice and I know that there is information included that I don’t need.)

Selecting a function (e.g., The problem says ‘increased by’ so I know that I’ll have to add.)

Setting up the problem (e.g., The first thing that I will do is … because …)

Estimating answers (e.g., I predict that the product will be about 150 because I see that there are 10 times the number.)

Determining reasonableness of an answer (e.g., I’m not done yet as I have to check to see if my answer is makes sense.)

Fisher, D., Frey, N., & Anderson, H. (2010). Thinking and comprehending in the mathematics classroom (pp. 146-159). In K. Ganske

& D. Fisher (Eds.), Comprehension across the curriculum: Perspectives and practices, K-12. New York: Guilford.

Table Talk•In what ways does Dina connect mathematical thinking to thinking aloud?•How does she establish an environment where learners explain their thinking?

Virtual Frog Dissection Lab

Thinking Aloud with a Calculator

Livescribe Pulse Smartpen

Teacher thinks aloud doing a math problem, then uploads notes to classroom wiki

Let’s make a

FoldablefoldThinking aloud with text

ComprehensionComprehension Vocabulary Text Structure Text Features

What do expert teachers model during shared

readings of informational texts?

Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings, modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher. 61(7), 548-556.

Available at www.fisherandfrey.comClick on “Journal Publications”

Modeling Comprehension

• Inference

• Summarize

• Predict

• Clarify

• Question

• Visualize• Monitor • Synthesize• Evaluate• Connect

Word Solving: Looking Inside and Outside of Words

• Inside: Word parts (prefix, suffix, root, base, cognates)

• Outside: Context clues

• Outside: Resources (others, Internet, dictionary)

Using Text Structure

• Informational Texts– Problem/Solution, Compare/Contrast,

Sequence, Cause/Effect, Description

• Narrative Texts– Story grammar (plot, setting, character) – Dialogue– Literary devices

Using Text Features

• Table of contents• Glossary• Index• Tables• Margin notes• Italicized words

• Headings

• Captions

• Illustrations

• Charts

• Graphs

• Bold words

Discover Magazine

What Happened to Phineas?Attend the tale of Phineas Gage. Honest, well liked by friends and fellow workers on the Rutland and Burlington Railroads, Gage was a young man of exemplary character and promise until one day in September 1848. While tamping down the blasting powder for a dynamite charge, Gage inadvertently sparked an explosion. The inch thick tamping rod rocketed through his cheek, obliterating his left eye, on its way through his brain and out the top of his skull.

Discover Magazine

The rod landed several yards away, and Gage fell back in a convulsive heap. Yet a moment later he stood up and spoke. His fellow workers watched, aghast, then drove him by oxcart to a local hotel where a doctor, one John Harlow, dressed his wounds. As Harlow stuck his index fingers in the holes in Gage’s face and head until their tips met, the young man inquired when he would be able to return to work.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

“Here is business enough for you.”

--What Phineas said to Dr. Harlow

upon arriving at the hotel.

Discover Magazine

Within two months the physical organism that was Phineas Gage had completely recovered - he could walk, speak, and demonstrate normal awareness of his surroundings. But the character of the man did not survive the tamping rod’s journey through his brain. In place of the diligent, dependable worker stood a foul-mouthed and ill-mannered liar given to extravagant schemes that were never followed through. “Gage,” said his friends, “was no longer Gage.”

Questions

• How did Phineas survive this penetrating brain injury?

• For how much longer did he live?

• Annotating a piece of text in English

• Reading and interpreting an editorial cartoon in History

• Interpreting a piece of sheet music in Band class

• Annotating a piece of text in English

• Reading and interpreting an editorial cartoon in History

• Interpreting a piece of sheet music in Band class

Other Examples