Strategic Reading in the Content Areas: Grades 6-12 Terri Sessoms International Center for Leadership in Education.

Strategic Reading in the Content Areas: Grades 6-12

Terri Sessoms

International Center for Leadership in Education

No Child Left Behind Provide focus upon student

progress across all groups of learners.

Not Our Purpose…

Not here to turn content teachers into full time reading teachers.

These comprehension strategies help students better understand your course content which leads to improved content achievement (EOC).

Research Shows…

Research shows that if content teachers use these strategies 15-20 minutes (a couple of times each week) students increase reading levels and significantly improve performance on content area standardized testing.

Desired Outcomes Leaders will be empowered to initiate a

vigorous instructional focus on strategic reading – the reading skills and strategies that promote information literacy across all subjects and functional areas as study skills, test taking, and literacy for the world beyond school.

Desired Outcomes Students will be empowered with the skill needed to

succeed – the ability to process information effectively.

Changes in content area instruction will be reflected in strategies that will serve the vast majority of students by incorporating reading skills instruction across the curriculum.

What’s the Big Deal About Content Area Reading?

Trading Spaces…

Multiple logistic regression was used to examine the associationbetween depression screeningand the model variables hypothesized to be predictiveof screening behavior. For thisanalysis, all significant variablesfrom the bivariate analysis were entered into the regression as

dichotomous variables.

5 Minute Glossary Term - Kid friendly

explanationTerm – Kid friendly

explanationTerm – Kid friendly

explanation

Challenges to Reading and Information Gathering in the Content Areas: Concept Density – more ideas and skills in

less time Specialized Vocabulary - unique and multiple

meanings Readability – higher than student skill levels Length – longer and more comprehensive Graphs/Charts/Maps – complex information Non-Print Sources – online information

Characteristics of Poor and Successful Readers: Poor Readers

Think understanding occurs from “getting the words right”.

Successful Readers Understand that

they must take responsibility for constructing meaning using prior knowledge.

Today’s schools DO NOT

directly teach comprehension

strategies and skills beyond the

6th Grade.

Customer Focus

U.S. Dept. of Education states there are 2 types of reading All workers must be able to do:

1. Comprehend reading materials related to daily core job responsibilities.

2. Read occupational materials related to organizations, trade journals, etc.

Workplace Expectations

*Learning to Learn *Listening and Oral Communication *Competencies in Reading, Writing, and

Computation *Adaptability thru Creative Thinking and

Problem Solving*Personal Management*Group Interpersonal Skills & Teamwork*Organizational Effectiveness & Leadership

Lexile Chart w/ Jobs (pg. 69-71 Leading with Reading) Average high school graduate is 1150L

Job Reading Requirements

Surveyor 1370L

Draftsperson 1480L

Farm Mechanic 1010L

Farmer 1210

Hotel Manager 1230

Housekeeper 910L

Earning Potential as Relates to Lexile Levels Between 1000 and 1300L, each additional 150 of

reading ability doubles the income expectations of the worker.

Do you want your children living at home with you? READ!

Students below 1000 will not succeed in the workplace.

What’s the Best Way to Improve Reading Performance? Research Says…Teach Reading through Content Areas Students read rather than teacher lecture Challenge all Readers (Even the Best)

Expose to new vocabulary Expose to difficult syntax Expose to challenging literary features Monitor constantly (Reading Logs, class

selections, etc.)

What Works Best in Schools? Why Can’t the English Teachers Do it All? Marzano says… Involve students in a program of wide reading

that emphasizes vocabulary development. Content Reading – Wide reading opportunities

each day in different subject areas exposes student to many more words than basal reader or direct vocabulary list instruction (750 – 1500 words vs. 350 words per year).

Research on Effects of Poverty on Learning… Students from Poverty enter kindergarten

with one half of the speaking and listening vocabulary that their other classmates bring to school.

Students from Poverty “don’t get out much” – background information and vocabulary.

By the time students from Poverty enter 9th grade, they have one fourth the vocabulary that their classmates have.

Content Area Terms/Vocabulary Provide direct instruction in vocabulary terms

and phrases that are important to specific subject matter content. Exposes student to content rich vocabulary which

is directly taught ahead of time to build comprehension.

Exposure to integrated and application based vocabulary (higher levels than traditional text book vocabulary) which is directly taught as needed (mini lesson, glossary, dictionary, etc.).

Most Effective Learning Strategies – McRel Identifying Similarities and Differences

Classification, Categorization Summarizing/Notetaking Cooperative Learning Graphic Organizers Providing Appropriate Practice (Guided &

Independent) Setting Objectives and Providing Meaningful

Feedback Reinforcing Effort and Providing Recognition

Amount of Transfer

Teach Others/Use Learning

Practice & Real Application

Discussion Group

Demonstration

Audio Visual

Reading

Lecture

90%

75%

50%

30%

20%

10%

5%

Learning Activity Retention

William Glasser, The Quality School

ALT – Academic Learning Time vs. Time on Task

• What is each and every student doing to indicate academic success with the learning objective?

• What is the teacher doing to cause ALT?

Framework for Lesson Planning (Reading thru Content Areas) Before Reading

During Reading

After Reading

Strategies from Kit

Anticipation Guides –pg. 117 Cloze – pg. 122 Paraphrasing – pg. 184 (Text pg. 213) Minute Paper – pg. 173 Tips on Reading Specific Text – pg. 271-327 Glossary, References, Lexile Library – pg.

331-343

Anticipation Guide

Identify concepts you want students to learn from the reading

Create 4-6 statements that support or challenge beliefs or experiences

Have students check whether they agree or disagree with each statement prior to reading the selection

Anticipation Guides

Have students explain their responses to each statement

Have students read the selection to find evidence that either supports or disconfirms each statement

Have students rewrite false statements to make them true (individually, partners, or whole group

Discuss what was learned from reading

Text: Generalization or PrincipleEvery composite number can be written as a product of prime numbersAnticipation Guide (D, A, NS)

___ 20 = 2 X 2 X 5 ____ 14 = 3 + 11

___39 = 3 X 13 ____154=2 X 7 X 11

___36 = 3 X 12

Math Text: Statistics …Anticipation Guide ___ There are several kinds of averages for a

set of data. ___ The mode is the middle # in the set of

data. ___ Range tells how far apart numbers are in

a set of data. ___Outliers are always ignored. ___Averages are always ignored.

Anticipation Guide for ScienceRead the following statements. Mark each statement as A= Agree D= Disagree NS= Not Sure.Key characteristics of the African Elephants1. _________ The trunk is an elongated nose and is used only for

breathing.2. _________ Make African Elephants are known as bulls.3. _________ Female African Elephants are known as Heifers.4. _________ Elephants repeatedly teeth grow and can be

replaced up to 6 times in a lifetime.5. _________ The average tusk weight for a sixty year old is

Elephant is 36 pounds for a male and 20 pounds for females.

Anticipation Guide for Algebra Chapter 1: Algebra1. ____ An algebraic expression contains a variable,

a number, and at least one operation symbol.2. ____ Operations that “undo” each other are called

inverse operations.3. ____ The distance a number is from zero is it’s

absolute value.4. ____ The value of the variable that makes the

equation true is called the inequality.5. ____ To find the value of an expression is to

evaluate it.

Music of the Middle Ages

Mark each: A=Agree D=Disagree NS=Not Sure________ 1. An early form of musical notation uses

symbols called neums.________ 2. Organum is an early form of harmony

with a very specific sound.________ 3. Secular Music is music written for the

Church.________ 4. Very early forms of music, such as

plainsong, were always written with a specific meter.________ 5. Music for the Church used a triple meter

because of its religious significance.

Cloze Directions

• Read the cloze passage and see how many blanks you can fill in using prior knowledge.

• Read the complete text passage silently and look for information that would fill in blanks.

• Turn over the complete passage, read the cloze, and fill in/change blanks.

• Compare the pre and post reading results.

Cloze Math Example

• The prime is a whole number with exactly two ______ ( _____).

• _____ is the only even prime number.

• Every whole number can be written as a ______ of _______.

• A factor is a whole number that ______ exactly into a given _____ number.

Cloze Complete Passage

• The prime is a whole number with exactly two divisors (factors).

• 2 is the only even prime number.

• Every whole number can be written as a product of primes.

• A factor is a whole number that divides exactly into a given whole number.

Shackelford Banks(Tale of Wild Mustangs)

Wild_______________ have been found on the barrier ______________ of Georgia, the Carolinas, and Virginia since the early _______________ first visited the continent. Some of the horses _______________ to shore as a result of shipwrecks. Others perhaps got ______________ from or were abandoned by ___________________ moving inward.

These hardy animals have withstood ____________________, and other harsh conditions. In a few cases they have ____________________ the incursion of man.

In 1998, the horses on Shackelford Banks, an uninhabited _______________ in the Outer Banks of ____________ ___________, were going to bee moved elsewhere. However, many _______________ gathered enough support for the horses to _____________ on the island and be ______________. These Mustangs proudly remain and flourish to this day.

Band Class Cloze

Language Arts Cloze

Why Banks is Robbed in Texas

Word Activities and Cooperative Learning

• Word Walls – Read My Mind

• Semantic Webs and Word Sorts (Human, Table, Walls)

• Partner Finds (Terms, Definitions, Examples)

Semantic Web Example for Word Wall – Extension of Word Sort

Concept

CategoryTermTermTerm

CategoryTermTermTerm

CategoryTermTermTerm

CategoryTermTermTerm

Semantic Web Example for Word Wall – Extension of Word Sort

Geometry

2-D Figures

Angles

3-D Figures

Measurement

SquareRectangleRhombus

CircumferenceRadiusVolume

ConePrismCube

RightAcuteObtuse

Concept Definition Map

• Write the term “virus” (concept) in the center of your concept map.

• Read the text about viruses (concept) to find information to fill in the parts of the concept map.

• Compare your map with a partner’s map, use text to defend, and adjust as needed.

• Debrief with class and then write a one paragraph definition of “virus”.

Virus

Examples:

What category isit in?

What is it different from?

What are its properties?

Concept Definition Map Percents

Percents

Examples:DiscountsTest Scores

Interest Rates

Category:Number ConceptFraction w/denominator of 100 (per 100)

Properties

Percents can be written in fraction or decimal form

Benchmark Percents:10% 50% 25%

Comparisons:RatiosFractions

Paraphrasing

• Write the subheading for the section in the first blank.

• Read the section silently.• Close the book and write what you remember

about that section.• Write your thoughts or connections about the

section (prior knowledge, ah-ha, etc.)• Reread and see if your paraphrase was

accurate. Adjust as needed.• Repeat the process until you have finished the

text selection.

Paragraph/Subheading: My Paraphrase:

My Thoughts:

Paragraph/Subheading: My Paraphrase:

My Thoughts:

Paraphrasing Math Text Example

What are Polygons?

A polygon is a simple, closed, plane figure made up of three or more line segments. There are no dangling parts.

Examples of a polygon?

*rectangle *pentagon

*triangle *hexagon

*pentagon *trapezoid

Think??? Why Can’t a Cube be a Polygon?

Minute Paper Process

• Read selection silently.

• Pass out half slips of paper.

• Ask students to respond to the 3 questions and pass in as they leave.

• Teacher reviews responses and uses responses to design tomorrow’s instruction to affirm correct points, reteach misconceived points, and to address unanswered questions.

Minute Paper

• What are the most significant points?

• What are your unanswered questions?

• What are your ah-ha’s?

Tiered Learning to Differentiate for Ability Levels

• Everyone do the Anticipation Guide to set purpose for reading content.

• Low Ability Students complete Paraphrasing strategy

• Average Ability Students Complete the Cloze

• Above Average Students complete Concept Definition Map

Resources for Close Out

• What Works in Schools: Translating Research into Action, Marzano (ASCD)

• International Center for Leadership in Education– Strategic Reading in the Content Areas,

Boosting Achievement in Grades 7-12– Terri Sessoms, 518-399-2776

[email protected]

Close Outs

• This and That– I will do more of this…– I will do less of that…

• Evaluations

• Thank you!

Cornell Graphic Organizer

• With a partner or group, survey passage. (Title, subheadings, captions, pictures, first and last sentences)

• Develop questions from the above and write in the first column.

• Read passage and highlight details that will help answer questions.

• When you finish reading, use information to answer questions (second column).

Cornell Graphic Organizer

• As a group, discuss the details/answers you recorded in the second column and determine a main idea (What do all of these details have in common?) and write the main idea in the third column.

• Use the self evaluation key and code your details and questions.

• Prepare a group presentation for the class on your section of the reading passage.

Cornell Method Graphic Organizer ________________

Questions Details Main Idea

Sample Solution:

Self Assessment Key: Check mark = I know this. ? = I have a question about this.= I need to review this more.

Cornell Math Text Example

What are Polygons?A polygon is a simple, closed, plane figure made up of

three or more line segments. There are no dangling parts. Some examples of a polygon are:

*rectangle

*triangle

*hexagon

*pentagon

*trapezoid

Fishbone – Cause and Effect

• Read the text on your own, looking for details as they relate to the bones.

• Fill in details on bones/categories as your read.• Work with a partner to compare your fishbones.

Use text to defend and adjust details in each category.

• Share your results with another set of partners.• When your foursome has agreed on the details,

be ready to share with the class.

World War II Causes

World War II

Government People

Social,Legal, Ethical

Key Events Economy

Concert Review RAFT

Role: You are a Music Magazine Columnist

Audience: Readers of your Music Magazine who may or may not have heard the Butner-Stem Middle School Band Concert

Format: Write a concert review in the form of a magazine article.

Topic: Butner-Stem Middle School Bands’ performance.

“I Just Kept on Smiling”

ROLE AUDIENCE FORMAT TOPICDom Francis Public Classified “Have you

seen these books?

Michael Byrne

Dom Francis Plea Letter Don’t punish all of us

“I” Himself Journal Why I did it all…

Anthony Ford

Freddy Oake Note What should we do to Nicky?

Ideas for Student Products

• Design a brochure• Write an action plan• Develop a proposal• Design a flyer• Write an employee handbook section• Write a letter of recommendation• Prepare a multimedia presentation• Write a speech