Making Reading Come to Life Presented by: Laura Hasselquist & Tami Slowiak Chippewa Falls Senior High School Chippewa Falls, WI 1.

Making Reading Come to LifePresented by: Laura Hasselquist & Tami SlowiakChippewa Falls Senior High SchoolChippewa Falls, WI

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A little about us…

• Laura and Tami• Chippewa Falls Unified School District• Industry-based residential community• Leinenkugel’s, Cray computer research, Darly pumping• 5000+ students (k-12)

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Why reading is important to us

• District focus is on content reading• 6-traits writing taught at all levels• As a part of Response to Intervention (RtI)the middle school and high school teaches stems.

• What are other districts focusing on?

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What do we already know about reading in the content area?Incorporating strategies/activities while learning about reading in the content area

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Why we should all care

• 63% of projected job openings for 2018 will need at least some college education.

Chronicle of Higher Education, 2010 (http://chronicle.com/article/Number-of-Workers-With-College/65948 )

• American 15 year olds rank 14th among developing nations in reading.

• Low literacy skills often lead to low level employment, remedial course work and increased drop out rates.

Engineering Solutions to the National Crisis in Literacy: How to Make Good on the Promise of the Common Core State . Alliance for

Excellent Education. Washington D.C. 2011

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Defining disciplinary literacy

Wisconsin’s DPI definition:

The confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.

Wisconsin’s literacy link

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Three Keys to Increasing Reading Comprehension

• Frontloading• Active Reading• Summarizing

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Getting started• Frontloading• Presenting material to be read

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What is frontloading and why is it important?

• Frontloading – activating students’ thinking before reading.• Allows students to draw on previous knowledge• Provides a roadmap• Helps ID key concepts for struggling readers• ID vocabulary words

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Examples of frontloading

• K-W-L• Alphabet brainstorming – we’ll do this one• Anticipation guide – We’ll try this one too!• Anything that addresses vocabulary• Stems/breaking the words apart• Chapter “tour”• Concept definition

•

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How do you read in your classroom?Example of “frontloading” activity

• Alphabet brainstorming – complete the activity by listing:• What do you know about incorporating reading?• What techniques/strategies are you familiar with?• How do you use reading in your

classroom?3 minutes to brainstorm!

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ABC Brainstorming(D. Buehl, Classroom Strategies for Interactive Learning, 3rd ed., 2009

and www.readquest.org )

ABC brainstorming from “readingquest.org”

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Anticipation Guides

• Complete created questions then read the first page of the article “A Place for Content Literacy.”

Misulis, Katherine E.; The Science Teacher magazine, January 2011

How material is presented:what matters to the reader

• Fonts• Size and type

• Paper• Color – color or paper and font• Type of finish

• Nearly ½ of learning disabled students suffer from light sensitivity

(Johnson, L.; Teaching outside the box, how to grab your students by their brains; Jossey-Bass, 2011, 2nd ed.)

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Active ReadingOrganizing information

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Active Reading Examples

• Coding in the margins – let’s try this(using “Supporting the Development of Reading in the CTE Classroom” …‘A to

do and not to do list”)

• Venn Diagrams (include a summary at the bottom).• Two column notes• Graphic organizer “foldables”• Vocabulary word map

Anything that makes students think about what they are readingSee www.readingquest.org

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Summarizing

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Summarizing ActivitiesThe last 3 minutes before the bell rings…SUM IT UP!

• Go back to ABC frontloading activity and in a different color, add to your list using ideas you learned so far.

• “Sum it up” activity• Lesson closure • Exit cards • Pictionary activity – no words!• 3-2-1 out the door!

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Tying it all together

• Urban poaching article• Graphic organizer that does it all

Adapted from Buehl’s “different perspective’s graphic organizer”.

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Before we go…..

• Complete an exit card:• Commit to one strategy per key area

(frontloading, active reading, summarizing) you will use when you return to the classroom.• I will frontload by ______________• I will active read by _____________• I will summarize by ______________

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THANK YOU!

EMAIL US WITH ANY QUESTIONS:LAURA: [email protected]: [email protected]

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Resources• ). Buehl, D. (2009), Classroom Strategies for Interactive Learning, 3rd Ed.• Science Literacy, Get Real.

http://ohiorc.org/adlit/InPerspective/Issue/2009-02/Article/vignette2.aspx• Middle School Portal, Reading strategies.

http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Reading_Comprehension_Strategies

• Grant, M.C. and Fisher, D.; Reading and Writing in Science; Corwin Pres, Thousand Oaks, CA. 2010 ISBN: 9781412956147. (Anticipation guides and reading strategies.

• Science net links, science lessons. http://sciencenetlinks.com/lessons/• NSTA Science Lessons. . http://learningcenter.nsta.org/default.aspx• strategies for comprehension. . http://www.readingquest.org/home.html • Wisconsin Department of Public Instruction Agricultural Literacy site.

https://sites.google.com/a/dpi.wi.gov/afnr-disciplinary-literacy/home • Zike, Dinah (1992), Big Book of Books and Activities: An Illustrated Guide for Teacher, Parents,

and Anyone Who Works With Kids! , Dinah-Might Activities Inc. ISBN: 978-1882796076• How to make different foldables: http://www.mswinston.com/fold.pdf

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