The Hidden Skills of Academic Literacy

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Silver Strong and Associates
Thoughtful Education Press
The
Thoughtful Classroom
Making Students as Important as Standards
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• What does it mean when we say Reading for
  meaning?

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focus, purpose
focus, purpose
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Four Thoughts-Four Readings

• What do good readers do when they
• read?

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Principles of Success

• Principle of Accessing Prior Knowledge
• Principle of Active Reading
• Principle of Accountability
• Principle of Communication Connection

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• How do you help your students be successful when
  they read a challenging or complex text?

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Levels of Comprehension
Textually Explicit or Literal Requires the
reader to find or recall directly stated
information.
Schema Based Judgmental Make judgment about the
reading based on prior knowledge, perceptions,
experiences, and values.
Implicit or Interpretive Requires the reader to
translate or determine what the implications of
what has been read.
Critical Reading Problem solve, explore
connections or apply the information read to
topics external to the reading or focus on the
aesthetics, symbols, or imagery .
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Reading for Meaning Lesson
Cold Mountain

• Cold Mountain

Reading for Meaning
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A word is a sign that signifies meaning

• What are some words that are synonymous with
  smart?
• What are some words that mean the opposite of
  smart?

What do these words signify?
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Think about the following statements before
reading the text

• Agree Disagree
• _____ _____ 1. Intelligent people are not
  always
• smart.
• ______ ______ 2. People can be both
  illiterate and smart.
• ______ _______ 3. Life is a rich textbook
  filled with lessons.
• ______ _______ 4. A good way to learn is to
  ask questions.

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• Reading for Meaning

Agree Disagree
Intelligent people are not always smart.
Evidence to Refute
Evidence to Support
Agree Disagree
People can be both illiterate and smart.
Evidence to Refute
Evidence to Support
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• Reading for Meaning

Agree Disagree
Life is a rich textbook filled with lessons.
Evidence to Refute
Evidence to Support
Agree Disagree
A good way to learn is to ask questions.
Evidence to Refute
Evidence to Support
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Assessment

• Open Response
• Ruby, who had little formal education, was Adas
  primary text.
• A. Give THREE examples of how Ruby served as a
  text to Ada.
• B. Explain the importance of Rubys lessons
  and how they helped Ada to survive.

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Reflective Writing

• On Demand Writing
• Think about a person in your life who, like
  Ruby, serves as a primary text to your own
  learning. What some important lessons they have
  taught you? Why are these lessons important to
  your own wellness and personal growth?
• Write a letter of thanks letting him/her
  know how much you appreciate them

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Reading for Meaning

• Text to Text Planning Inside the Text
• Text to World Planning Outside the Text

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Variation to Reading for Meaning

• Inside the Text Outside the
  Text
• Gettysburg Address
  Gettysburg Address
• The two fundamental ideals 1. Liberty is
  more important
• of U.S. government are
  than equality.
• liberty and equality.
• Lincoln believed the soldiers 2. In a
  Democracy, soldiers
• died in vain.
  never die in vain.

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Variation to Reading for Meaning

• Inside the Text Outside
  the Text
• Gettysburg Address
  Gettysburg Address
• Lincoln believes the past 3.
  The present is not
• controls the present.
  controlled by the past.
• A good slogan for the speech 4. Words
  can heal a
• Lincoln gave at Gettysburg
  a nation.
• should be We can work it out.

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What is the difference between designing
statements inside the text and outside the
text?When would you want to use statements
inside the text?When would you want to use
statements outside the text?
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Inside the Text Statements Outside the Text Statements
Focus more on teaching students how to think and read precisely. Focus on helping students connect to prior knowledge and bridge thinking between their own ideas and new ideas presented in the reading.
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Decide if you will use inside the text or outside
the text statements.
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Reading for Meaning
Agree Disagree 1. This animal
lives entirely in the water. 2.
It plays an important role in its
habitat. 3. These creatures are
powerful predators. 4. It is
uniquely designed to adapt to its
habitat.
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Open Response

• Science Standard 5B12 Explain how organisms are
  adapted to
  environmental conditions in different biomes.
  (LIB2)
• Study the picture of the imaginary animal below.
  Based on its features, make scientific inferences
  about the animals habitat and about its niche. In
  other words, tell about the kind of area it might
  live in, what it might eat, and what role it
  might play in its community. Be sure to explain
  your reasoning.

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• Read and analyze the question.
• Establish a gist answer or main idea.
• Search for evidence in the text to support your
  main idea.
• Prove your case, analyze reasons or ask why?
• Organize the details chronologically or by
  importance using transition words
• Now, write a conclusion, a personal, historical,
  or textual connection.
• Did you answer all parts.
• .. stay on the topic
• .......use appropriate writing connections
• .............write clearly and neatly?

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Science Standard 5B12 Explain how organisms
are adapted to environmental conditions in
different biomes. (LIB2)Study the picture of
the imaginary animal below. Based on its
features, make scientific inferences about the
animals habitat and about its niche. In other
words, tell about the kind of area it might live
in, what it might eat, and what role it might
play in its community. Be sure to explain your
reasoning.
Read and analyze the question. Establish a gist
answer or main idea.
What are you trying to prove? What is the gist
or main idea?
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Search for evidence to support. Prove your case,
ask why?
This creature is designed so that it can adapt
and survive living in wet, marshy environments.
Large ears helps it to hear predators
What evidence? Analyze why?
Webbed Feet Allows it to move in and out of the
water
Eyes on side of head helps it to see predators
and prey
Long sticky tongue for catching insects
Why?
Why?
Why?
Long hind legs for jumping
Why?
Why?
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• Read and analyze the question.
• Establish a gist answer or main idea.
• Search for evidence in the text to support your
  main idea.
• Prove your case, analyze reasons or ask why?
• Organize the details chronologically or by
  importance using transition words
• Now, write a conclusion, a personal, historical,
  or textual connection.
• Did you answer all parts.
• .. stay on topic
• .......use appropriate writing conventions
• .............write clearly and neatly?

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Think of a Time . when you have been
competitive. What did it feel like? List the
advantages and disadvantages of competition.
Advantages
Disadvantages
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Now, think about situations where you worked
together with other people to achieve a team
goal. List some of the advantages and
disadvantages of cooperating.
Advantages Disadvantages
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What are some characteristics a strategy would
have to possess in order to combine the assets of
both competition and cooperation while minimizing
the liabilities?
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TEAM GAME TOURNAMENTS

• How can you create a strategy that maximizes the
  benefits of competition and cooperation and
  minimizes students inabilities?

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• Goals of Team Games Tournament
• To provide immediate and positive effect on
  student academic success.
• To produce positive changes in students
  attitudes toward the class and content matter.
• To foster positive working relationships among
  students by creating an interdependency.
• To make it possible for students with different
  learning rates to have an equal opportunity to
  succeed at an academic task and/or learning goal.
• To help students learn HOW to LEARN.

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GAMES
enerate short answer objective questions and
answer sheet for practice session and Tournament
play.
rrange students into academically balanced
practice teams.
ix team members by comparable ability for
tournament play.
xplain tournament roles of doer, checker, and
challenger.
ecure score and team summary sheets to validate
results.
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Phase I Practice Session
Teammates work together to practice and help each
other get ready to participate in the weekly
tournament.
What are the learning goals? What are the
expectations? How will teams work together to
learn the content material?
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Phase II Weekly Tournament Games
Each student plays against members from other
teams, points won for first, second, third,
fourth place are given. Groups can play as long
as time permits. If they finish the first game,
they simple reshuffle cards and begin again.
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Scoring Points
Player No Ties
Tie for Top Tie for Low 3 way
Tie Top Score 6
5 6
4 Middle Score 4
5 3
4 Low Score 2
2 3 4
Three Player Game
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Group Assignment
Based on past performance, top scoring students
begin at table 1.
Based on past performance, low scoring students
begin at table 8.
Table 1 Table 2
Table 3 Table 4
Table 5 Table 6
Table 7 Table 8
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Bumping
Table 1 Table 2
Table 3 Table 4
Student compete in Team Games. After the first
tournament game, students change tables based on
their tournament performance. High performing
student at Table 2 for example would move to
Table 1. Low performing student at Table 2 would
be bumped to Table 3. The second high scorer
would remain at Table 2.
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Phase III Formative Evaluation

• Data gathering of evidence of changed students
  attitudes toward the class and subject matter.
• Data gathering of evidence in the working
  relationship of students.
• Data gathering of evidence of improved and
  positive effects upon student academic
  performance.

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100 90 80 70 60 50 30
20 Average Test Scores
Using TGT Without TGT
Closing the Achievement Gap
9th Grades Social Studies P. Dugan
Top Achievers Average
Achievers At Risk
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Type 2 Questions are posed as a riddle.
Type 1 Questions require students to construct an
answer.
Tournament Questions
Type 6 Questions are mathematical in nature and
have one correct answer.
Type 3 Questions ask if it is true or not.
Type 4 Questions have one correct answer and may
be posed as a multiple choice.
Type 5 Questions have multiple correct answers.
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Planning Team Games

1. Prepare short answer objective questions and
   answer sheets for practice session and tournament
   play.
2. Assign students to practice teams of three or
   four members, balance teams academically.
3. Assign one member from each team to participate
   at a tournament table, there should not be more
   than four per table with equal ability.
4. Explain the role of player, challenger, and
   checker. Review the rules.
5. Collect game score and team summary sheets,
   validate results and prepare a method for
   announcing and recognizing teams.