miblsi.org Improving Reading Outcomes with Adolescents MIBLSI State Conference November 15 and 16 th , 2016 Terri Metcalf [email protected]2 National advisors: • Dr. Anita Archer • Dr. Nancy Marchand-Martella A special thanks to the work of the MIBLSI Promoting Adolescent Reading Success (PARS) grant: John Vail; Soraya Coccimiglio; Kim St. Martin; and participating middle schools. Acknowledgements 3 The purpose of this session is to provide an overview of the research-based foundational skills for adolescent reading. Participants will be able to: • Describe the five big ideas of adolescent reading • Use key instructional routines to improve adolescent reading outcomes • Identify additional resources for developing knowledge around improving adolescent reading outcomes Purpose and Intended Outcomes 4 • Introduction • Big Ideas of Adolescent Reading • Vocabulary and Comprehension • Word Attack • Structuring the Environment • Conclusion Agenda
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mib
lsi.o
rg
mib
lsi.o
rg
Impr
ovin
g R
eadi
ng O
utco
mes
with
A
dole
scen
ts
MIB
LSI S
tate
Con
fere
nce
Nov
embe
r 15
and
16th, 2
016
Terr
i Met
calf
tmet
calf@
mib
lsim
tss.
org
2
Nat
iona
l adv
isor
s:
• D
r. A
nita
Arc
her
• D
r. N
ancy
Mar
chan
d-M
arte
lla
A s
peci
al th
anks
to th
e w
ork
of th
e M
IBLS
I P
rom
otin
g A
dole
scen
t Rea
ding
Suc
cess
(P
AR
S) g
rant
: Joh
n Va
il; S
oray
a C
occi
mig
lio; K
im S
t. M
artin
; and
p
artic
ipat
ing
mid
dle
scho
ols.
Ack
now
ledg
emen
ts
3
The
purp
ose
of th
is s
essi
on is
to p
rovi
de a
n ov
ervi
ew o
f the
rese
arch
-bas
ed fo
unda
tiona
l ski
lls
for a
dole
scen
t rea
ding
. Par
ticip
ants
will
be
able
to:
• D
escr
ibe
the
five
big
idea
s of
ado
lesc
ent r
eadi
ng
• U
se k
ey in
stru
ctio
nal r
outin
es to
impr
ove
adol
esce
nt re
adin
g ou
tcom
es
• Id
entif
y ad
ditio
nal r
esou
rces
for d
evel
opin
g kn
owle
dge
arou
nd im
prov
ing
adol
esce
nt re
adin
g ou
tcom
es
Pur
pose
and
Inte
nded
Out
com
es
4
• In
trodu
ctio
n •
Big
Idea
s of
Ado
lesc
ent R
eadi
ng
• Vo
cabu
lary
and
Com
preh
ensi
on
• W
ord
Atta
ck
• S
truct
urin
g th
e E
nviro
nmen
t •
Con
clus
ion
Age
nda
5
Sch
ola
stic
, Kid
an
d F
am
ily
Re
ad
ing
Re
po
rt, 2
015.
w
ww
.rea
din
gro
cke
ts.o
rg
6
Big
Idea
s of
Ado
lesc
ent R
eadi
ng
7
• Id
entif
ied
as u
pper
ele
men
tary
, mid
dle
or
high
sch
ool s
tude
nt (4
th g
rade
on
up)
• Ty
pica
lly d
o no
t rec
eive
form
al in
stru
ctio
n in
re
adin
g
• E
xpec
ted
to re
ad to
lear
n
Wha
t is
an “a
dole
scen
t rea
der”
?
8
Ele
men
tary
(K-3
) – le
arn
to r
ead
S
econ
dary
(4-1
2) –
rea
d to
lear
n U
nfor
tuna
tely,
som
e se
cond
ary
stud
ents
hav
e no
t le
arne
d to
rea
d w
ell e
noug
h to
be
func
tiona
l in
thei
r cl
asse
s.
The
Idea
l Pro
gres
sion
of R
eadi
ng
Num
bers
in r
ed r
efle
ct 2
013
Nat
iona
l per
cent
ages
9
1. _
____
____
____
____
__
2. _
____
____
____
____
__
3. _
____
____
____
____
__
4. _
____
____
____
____
__
5. _
____
____
____
____
__
Big
Idea
s of
Rea
ding
K-3
rd
10
1. _
____
____
____
____
__
2. _
____
____
____
____
__
3. _
____
____
____
____
__
4. _
____
____
____
____
__
5. _
____
____
____
____
__
Big
Idea
s 4t
h gra
de a
nd b
eyon
d
11
Eve
n if
we
get a
ll st
uden
ts to
a b
asic
leve
l of
read
ing,
we
mus
t be
care
ful n
ot to
buy
in
to th
e “in
ocul
atio
n fa
llacy
” tha
t sug
gest
s st
uden
ts w
ho c
an re
ad th
e w
ords
no
long
er n
eed
read
ing
inst
ruct
ion.
Are
we
“don
e” te
achi
ng re
adin
g af
ter 3
rd
grad
e?
12
Typi
cal H
igh
Sch
ool J
unio
r:
Eco
nom
ics
• In
com
e ex
pend
iture
• D
iver
sific
atio
n
• E
quili
briu
m
• Im
plic
it lia
bilit
ies
ELA
• In
trans
igen
t
• C
onst
ruct
s
• D
enot
ativ
e m
eani
ng
• C
ircum
locu
tion
13
• N
O!
• A
LL s
tude
nts
will
con
tinue
to n
eed
expl
icit
in
stru
ctio
n in
voc
abul
ary
and
com
preh
ensi
on
• S
OM
E s
tude
nts
may
nee
d ex
plic
it in
stru
ctio
n in
wor
d at
tack
and
/or f
luen
cy
Are
we
“don
e” te
achi
ng re
adin
g af
ter 3
rd
grad
e?
14
• O
vera
ll ga
p be
twee
n re
adab
ility
of h
igh
scho
ol te
xtbo
oks
and
univ
ersi
ty te
xts
is
betw
een
265
and
350L
•
Tran
slat
ion:
75%
com
preh
ensi
on a
s a
HS
S
enio
r and
hav
ing
a 50
% c
ompr
ehen
sion
as
a C
olle
ge F
resh
man
(con
side
ring
a 25
0L g
ap)
One
mor
e th
ing
. . .
(So
urc
es:
Will
iam
son
, 200
6, 2
008)
.
15
(Sou
rce:
W
illia
mso
n,
2004
).
High School Graduation Gains Equal Economic SuccessIn many states and across the nation, high school graduation rates are rising and economies are seeing the benefits. Michigan’s graduation rate increased by 0.5 percentage points from the Class of 2011 to the Class of 2012.1 These additional 650 graduates represent gains of as much as $155 million in increased lifetime earnings and $500,000 in annual state and local tax revenues.2
If Michigan increased its overall graduation rate to 90 percent, the economic benefits from these 21,000 additional graduates would likely include as much as
• $244 million in increased annual earnings and $17 million in annual state and local tax revenues;
• 2,150 new jobs and a $328 million increase in the gross state product; and
• $632 million in increased home sales and $24 million in increased auto sales.3
Progress Has Been Made, But Graduation Gaps RemainDespite Gains, Not All Students Are Graduating from High School at the Same Rates …High School Graduation Rates by Race (Class of 2011)4
AllStudents
White Black Hispanic AsianAmerican
IndianMI 74% 80% 57% 63% 85% 62%
Nation (Avg.) 79% 85% 67% 71% 87% 64%
… and Even Fewer Are Graduating from CollegeFour-Year† College Graduation Rates5
AllStudents
White Black Hispanic AsianAmerican
IndianMI* 55% 58% 28% 51% 70% 34%
Nation* 56% 60% 38% 48% 68% 39%
†Due to data limitations for two-year institutions, particularly as they relate to students who transfer from their first institution, two-year college graduation rates have been omitted. *Graduation within six years of entrance (Cohort from 2005 to 2011)
Better Preparation Is Key for Success in College and a CareerLiteracy Is an Underlying Problem for Many Students
School Year (SY) 2010–11 National Assessment of Educational Progress (NAEP) Reading Scores for Michigan Eighth Graders6
Insufficient or no data was reported for other subgroups
... and They Also Struggle in Other Subject Areas
Percentage of ACT-Tested Graduates Ready for College-Level Course Work in 20127
English Math Reading ScienceAll FourSubjects
MI 59% 36% 45% 26% 21%
Nation 67% 46% 52% 31% 25%
Commitment Is Paying Off, But Struggling Schools RemainAbout 10% of all high schools still produce 40%+ of the nation’s dropouts. In these “dropout factories,” 60% or fewer of freshmen are promoted to senior year on time. Nationally, students of color and Native students are nearly four times more likely than their white peers to be enrolled in a dropout factory.8 Improving these schools must remain a national priority.
Michigan High Schools
Federally Reported High Schools9 633(SY 2009-10)
616(SY 2010-11)
Dropout Factories10 72(3 yr avg. 2008-10)
64(Class of 2011)
An additional 51 high schools in Michigan had a promoting power between 60 and 70 percent in SY 2010–11.11
Nationally, the number of dropout factories decreased 12% (from 1,617 to 1,424).12 The number of all high schools decreased less than 1% from SY 2009–10 to SY 2010–11.13
States Are Strengthening Standards to Improve PreparednessMichigan, along with 45 states and the District of Columbia, has adopted a common, state-created set of world-class standards for college and career readiness in English language arts and math. The four remaining states have their own college- and career-ready standards.
More Accurate Measures of Student Proficiency Are NeededMichigan’s Eighth-Grade Proficiency as Measured by State Test vs. the Nation’s Report Card (NAEP) for SY 2011–1214
Nationwide, the average gaps between state- and NAEP-reported reading and math scores are 40 percentage points and 32 percentage points, respectively.
States Are Working to Create New and Better AssessmentsForty-two states participate in one of two consortia to develop Common Core State Standards–aligned next-generation assessments, which are scheduled to be administered during SY 2014–15. Michigan participates in the Smarter Balanced Assessment Consortium.
Excellent Teacher Training Is Critical to Increased Student Achievement To promote higher levels of student achievement, 27 states have committed to educating and preparing better teachers and administrators through teacher licensing, program accreditation, and effective data use policies. Michigan has joined this coalition of states focusing on educator preparation and entry into the profession.15
Connecting Technology to Schools and StudentsHaving access to a broadband network—connectivity—is crucial to taking advantage of the world of technology and what it offers in the classroom. Michigan does have a statewide broadband network for its schools.16
The use of technology lends flexibility to schools and classrooms. Michigan does allow additional flexibility by permitting schools to use funding for instructional materials on digital resources.17
The Next Frontier: Deepen and Personalize LearningToday’s modern economy requires more than basic content knowledge. Leading states are building an engaging and personalized education process to achieve deeper learning outcomes of core content knowledge, creative and critical thinking, and problem-solving skills.
The following schools in Michigan are part of a deeper learning network and represent new approaches to prepare students, particularly those historically underserved, for college and a career: Kent Innovation High School (Grand Rapids), Niles New Tech, Pinckney New Technology High School.
To foster such learning, school districts like Colorado’s Adams County School District 50, and even entire states, like New Hampshire and Oregon, permit students to advance their grade level based on mastery of content rather than on amount of time spent in the classroom.
1) Editorial Projects in Education Research Center, Diplomas Count: 2012; 2) Unpublished data from Alliance for Excellent Education (Alliance); 3) Alliance, “The Crisis and Economic Potential in America’s Education System,” 2011; 4) U.S. Dept. of Education, “Four-Year Cohort Graduation Rates”; 5) National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System, 2012; 6) NCES, Nation’s Report Card: Reading 2011; 7) ACT, “The Condition of College and Career Readiness: 2012;” 8) Analysis of data from Everyone Graduates Center and NCES Common Core of Data; 9) NCES, Public Elementary/Secondary School Universe, 2005–2011, 2012; 10) Unpublished data from Everyone Graduates Center at Johns Hopkins University, 2013; 11) Ibid.; 12) Ibid.; 13) NCES, Public Elementary/Secondary School Universe, 2005–2011, 2012; 14) NCES, Nation’s Report Card: Reading 2011; NCES, Nation’s Report Card: Math 2011; Michigan Department of Education, 2013; 15) Council of Chief State School Officers, Our Responsibility, Our Promise, 2012; 16) State Educational Technology Directors Association State Education Policy Center, 2012; 17) Digital Learning Now!, “2012 Digital Learning Report Card,” 2012
Archer, 2016. Explicit Train the Trainer presentation.
26
• Select a limited number of words (e.g. 3 – 10 per story or chapter)
• Select words that are unknown • Select difficult words that need interpretation • Select words that are critical to passage
understanding • Briefly tell students the meaning of other words
that may be needed for comprehension
Selection of Vocabulary, cont’d
Voc
abul
ary
Rou
tine
Gra
phic
Org
aniz
er
Wri
te It
D
ecod
e It
D
efin
e it
Ext
end
It
1.
2.
3.
4.
1. Choose word.
2. Define word using student-friendly definition.
3. Introduce word: ______________ means _____________________________________________________ _________________________________________________________________________________________. What does _______________ mean? What’s the vocabulary term that means __________________________________________________________ _________________________________________________________________________________________? 4. Prompt students
to write word, decode word, and define word on log/card. Have students check each other’s work.
5. Present examples of word. Example: _______________________________________________________________ _______________________________________________________________________. This is an example of _______________. ----------------------------------------------------------------------------------------------------------- Example: _______________________________________________________________ _______________________________________________________________________. This is an example of _______________. ----------------------------------------------------------------------------------------------------------- Remember, __________ means _____________________________________________ _______________________________________________________________________. What does _______________ mean? What’s the vocabulary term that means ______________________________________ ______________________________________________________________________?
6. Present examples and nonexamples. When I say show me, use a thumbs up or thumbs down. Read examples/nonexamples. Is this an example of ________________?
Allow think time. Show me. Have students discuss why this is an example/nonexample. Call on students to discuss. 7. Have students extend learning by writing a sentence and/or drawing a picture; develop own example/nonexample; or find synonym for word.
• Circle the prefixes • Circle the suffixes • Underline the vowel sounds in the remaining
word part • Say the parts of the word • Say the whole word • Make it a real word
Word attack routine
REWARDS Secondary www.voyagersopris.com
38
reconstruction
39
39
Your
turn
! RE
WA
RDS
Sec
ond
ary
40
Mot
ivat
ion?
W
hat w
ill m
otiv
ate
stud
ents
is th
e pe
rcei
ved
oppo
rtuni
ty o
f
SU
CC
ES
S
41
Dr.
Kevi
n F
eld
ma
n
Re
sou
rce
s fr
om
201
5 M
IBLS
I Sta
te C
on
fere
nc
e
Ava
ilab
le o
nlin
e a
t
htt
ps:
//m
iblsi
.org
V
ide
o C
lip fr
om
Yo
utu
be
: D
r. K
evi
n Fe
ldm
an
Tea
chi
ng E
nglis
h a
t W
ave
rly H
igh
Scho
ol.
42
• W
hat a
re th
e fiv
e bi
g id
eas
of a
dole
scen
t re
adin
g?
• W
hat c
an e
duca
tors
do
to im
prov
e re
adin
g ou
tcom
es fo
r ou
r ad
oles
cent
s?
Rec
ap
43
• A
ttend
ance
! w
ww
.atte
ndan
cew
orks
.org
• A
llian
ce fo
r Exc
elle
nt E
duca
tion
http
://al
l4ed
.org
•
Her
rera
, S.,
Truc
kenm
iller
, A. J
., an
d Fo
orm
an, B
. R. (
2016
). S
umm
ary
of
20 y
ears
of r
esea
rch
on th
e ef
fect
iven
ess
of a
dole
scen
t lite
racy
pr
ogra
ms
and
prac
tices
(RE
L 20
16–1
78).
Was
hing
ton,
DC
: U.S
. D
epar
tmen
t of E
duca
tion,
Inst
itute
of E
duca
tion
Sci
ence
s, N
atio
nal
Cen
ter f
or E
duca
tion
Eva
luat
ion
and
Reg
iona
l Ass
ista
nce,
Reg
iona
l E
duca
tiona
l Lab
orat
ory
Sou
thea
st. R
etrie
ved
from
ht
tp://
ies.
ed.g
ov/n
cee/
edla
bs
.
Add
ition
al R
esou
rces
Kevin Feldman 2015
Structuring VISIBLE PARTICIPATION: “Tools for your engagement tool kit”
Let’s not confuse good explaining with good learning. The delivery of content does not guarantee its arrival. In the end it is perhaps no surprise that students only get good at doing it - by doing it! - Geoff Petty, 2013
1) Choral responses - all say it/do it together – when answers are short & the same – provide think time √ cue students to show you they are ready...e.g. ”thumbs up when you know...pencils down & look up” √ non-verbal choral responses too, “touch the word... put your finger under...hands up if you agree” √ provides a safe way to practice academic language together – e.g. repeating a model sentence √ self evaluation/self assessment (thumbs up/sideways/down, “fist of 5”, voting agree/disagree, etc.)
2) Partner, Small Group responses – one of the most potent strategies we have to increase academic language use (“more miles on their tongues”) , attention, higher order thinking, etc. during instruction. √ teacher initially chooses partners – alternate ranking based on literacy/social skills √ assign roles & designate speakers – A and B, one and two (“A’s tell B’s 2 things we have learned about__)
√ specific topic – “What do you predict___; Two things we’ve learned about___”) √ monitor individual students, provide feedback & scaffolding as necessary √ small groups (4 works best) IF the topic/task warrants a group – be sure to structure accountability for each student (e.g. roles, so EVERYONE is accountable for the learning) ** Structure use academic language in responses (e.g. sentence frames, “Two critial attributes of __are _ .”) 3) Written responses (brief explanatory writing); white boards, slates, response cards, etc. - “All In” structure/teach the thinking (analysis/interpretation, make a point & support it, summarize etc.) .
- structure/teach the language w/sentence frames, word banks, phrase cues (Although… , ….) - provides the teacher with formative assessment (e.g. “Do they grasp ______?”) - connects written language to oral language, provides practice w/vocabulary, syntax & grammar
4) Randomly (or faux randomly!!) - Strategically call on students – Structure Whole Group Discussion √ NO hand raising questions (e.g. “Who can tell me ____?”) – If it is worth doing ALL students need to be “doing the doing” - NOT just watching others! Including “I don’t know”… embrace wrong answers + feedback √ “Everyone, ….. “– cue ALL to think and be ready to respond – 100% responding is the goal! √ Ask for volunteers to provide “value added” AFTER 2-5 students have been strategically called upon Explicit Academic Language Teaching √ Provide students with the language tools (vocabulary, phrases, grammar & syntax) neccessary to competently discuss the topic (modeling, sentence frames, anchor phrase charts, word banks, etc.) e.g. Sentence frames: Model for students the use of a sentence starter and have them repeat the model sentence chorally BEFORE rehearsing their sentence w/a partner... and later writing it down.
How Well WE Structure = How Engaged THEY Are
We haven’t taught, until They have Learned - John Wooden