Reading Next

1
Reading Next

• Reading in the Secondary Classroom
• Presented by Shelly Smede

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Tips for Teachers Presenting to Other Teachers

• If you are nervous, add some humor. These jokes
  will help ease the tension - even if you're the
  only one who thinks youre funny.
• Use the phrase "new paradigm" as often as you can
  - it will add value to whatever you are
  presenting.
• Many teachers will sit in your session just long
  enough to get the handouts and then they will
  leave. Don't play into this little game. Always
  lock the door before you distribute any handouts.

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Tips for Teachers Presenting to Other Teachers

• Some cynic will always accuse you of being too
  much of an idealist and not enough of a realist.
  Tell this person that ideally, no one would say
  such a thing during someone else's presentation,
  but that realistically you figured someone would.
• Your level of expertise is in direct relation to
  the distance you are from your school. Tell those
  attending your session that you are from The
  Mid-Antarctic Consolidated School District.

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Five Fingers I could teach this.Four Fingers I
know a lot about this.Three Fingers I have
heard of this.Two Fingers This is new to me.

• Lexiles
• LiLI
• Reading Next
• Crayola Curriculum

• New Idaho State Reading Standards
• Logographic Cues
• Graphic Organizers

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Findings in Reading

• Teaching of formal reading instruction tends to
  end after elementary school.
• 80 of elementary text is fiction.
• 80 of secondary text is nonfiction.
• Students must be trained in the literacy of each
  subject field.
• About 70 of adolescents need some type of
  remediation.

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Findings in Reading

• 50 of students read fewer than four minutes a
  day.
• 30 read two minutes or fewer per day.
• 10 do not spend any time reading.
• 83 of faculty say that the lack of analytical
  reading skills contributes to students lack of
  success in a course.

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Findings in Reading

• The current and future job market requires
  workers who are highly literate, which means they
  can read with comprehension, assess and interpret
  information, and utilize it appropriately.
• The Principals Partnership

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Findings in Reading

• Based on 2005 ACT-tested high school graduates,
  it appears that only about half of our nations
  ACT-tested high school students are ready for
  college-level reading.
• ACT College Readiness Executive Summary

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Mike Schmoker ResearchResults Now, 2006

• In lowest achieving schools, most of the class
  period was spent on activities such as drawing or
  coloring or filling in worksheets that had no
  connection to learning outcomes.
• Student work was handed in, but rarely returned.
• In all schools, poor or affluent, students were
  rarely, if ever, reading. (86)

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The Crayola Curriculum

• What was the single most predominant activity in
  the schools observed, right up through middle
  school?
• Coloring, Cutting, and Pasting

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Literature Based Arts Crafts

• Instead of reading and writing, students were
  found to spend most of their day making
• Dioramas
• Game boards
• Posters
• Mobiles
• Bookmarks
• Book jackets
• Coats of Arms

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Reading Next Recommendations (Carnegie
Foundation, 2004 NCTE, 2006)

• Direct, explicit comprehension instruction
• Effective instructional principles embedded in
  content
• Motivation and self-directed learning

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Reading Next Recommendations (Carnegie
Foundation, 2004 NCTE, 2006)

• Text-based collaborative learning
• Strategic tutoring
• Diverse texts
• Intensive writing

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Reading Next Recommendations (Carnegie
Foundation, 2004 NCTE, 2006)

• A technology component
• Ongoing formative assessment of students
• Extended time for literacy
• Professional development

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Reading Next Recommendations (Carnegie
Foundation, 2004 NCTE, 2006)

• Ongoing summative assessment of students and
  programs
• Teacher teams
• Leadership
• A comprehensive and coordinated literacy program

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Classes that spend their time (bell to bell)
reading, writing, and talking result in

• A College Prep Curriculum

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Reading Levels

• Independent Level of Reading
• 95 word recognition 90 comprehension without
  teacher assistance
• Instructional Level of Reading
• 90 word recognition 75 comprehension
• Frustration Level of Reading
• Students recognize fewer than 90 of words and
  comprehend less than 50
• At this level, students are too frustrated by the
  text to learn from it.
• (Beers, 2003, pg. 205)

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How long would you keep reading?

• Scientists use models to refer to a d____ or
  d____ of something, s____ one which can be used
  to make ____ that can be tested by ____ or ___. A
  h___ is a c___ that has been neither well
  supported nor yet ruled out by e___. A theory, in
  the context of science, is a l___ self-c___ model
  or f___ for d___ the b___ of certain n___ p___. A
  theory t___ d___ the b___ of much broader sets of
  p___ than a h___ c___, a large number of h___
  may be l___bound together by a single theory. A
  p___ law or law of nature is a s___ g___ based on
  a s___ large number of e___ o___ that it is taken
  as fully v___.

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Relationship between Time Spent Reading and
Reading Achievement
Fifth-Grade Students
from Anderson et al., 1988, Table 3, N 155.
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Reading in the Workplace
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Our Greatest Opportunity

• Literacy Instruction
• Underdeveloped literacy skills are the number
  one reason why students are retained, assigned to
  special education, given long term remedial
  services and why they fail to graduate from high
  school.
• Ferrandino and Tirozzi, Presidents of NAESP and
  NASSP

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Lexiles and Newspapers

• USA Today (1200L)
• Chicago Tribune (1310L)
• The Associated Press (1310L)
• Wall Street Journal (1320L)
• The Washington Post (1350L)
• New York Times (1380L)
• Reuters (1440L)

Source Dr. William R. Daggett, CCSSO Summer
Institute Presentation, July 2003
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Lifelong Reading

• CD-DVD Player Instructions (1080L)
• Microsoft Windows User Manual (1150L)
• GM Protection Plan (1150L)
• Installing Your Child Safety Seat (1170L)
• Federal Tax Form W-4 (1260L)
• Application for a student loan (1270L)
• Medical Insurance Benefits Pkg. (1280L)
• Aetna Health Care Discount Form (1360L)

Source Dr. William R. Daggett, CCSSO Summer
Institute Presentation, July 2003
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Three Key Concepts

• Reader Ability
• the cognitive set students use to construct
  meaning from text as measured on tests
• Text Readability
• the difficulty of reading materials based on
  dimensions or characteristics of the text
• Forecasted Comprehension Rate
• the construction of meaning from local text

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Determining text difficulty

• Syntactic Complexity
• the number of words per sentence
• longer sentences require more short-term memory
  to process
• Semantic Difficulty
• Common words create lower Lexile more obscure
  words increase Lexile score.

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Reading Levels

• When students must read certain texts that you
  know will cause word recognition problems
  (frustration level of reading), then accept that
  you wont be improving word recognition with that
  text.
• (Beers, 2003, pg. 242)

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State Standards 10th Grade
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Standard 1 Reading Process

• Analyze the structure and format of various
  informational documents.
• Identify the text characteristics of different
  genres of literature.
• Apply knowledge of roots and word parts to draw
  inferences about new words.
• Use context analysis to determine the meanings of
  unfamiliar words.

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Standard 2 Comprehension/Interpretation

• Synthesize the content from several sources on a
  single issue compare and contrast ideas to
  demonstrate comprehension.
• Apply reading strategies to self monitor for
  comprehension.
• Clarify an understanding of text by creating
  outlines, notes, annotations, charts, and/or
  diagrams.
• Critique the logic of informational texts by
  examining the sequence of information and
  procedures.

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Standard 2 Comprehension/Interpretation

• Define the purpose and audience of a variety of
  communication formats (e.g., essays, letters,
  user manuals, lab reports, websites).
• Evaluate the comprehensiveness and validity of
  evidence in an authors argument.
• Read and respond to literature from a variety of
  genres.
• Analyze characters traits by what the characters
  say about themselves in narration, dialogue, and
  soliloquy.

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Standard 2 Comprehension/Interpretation

• Explain the authors point of view and interpret
  how it influences the text.
• Compare works that express a universal theme and
  provide evidence to support the views expressed
  in each work.
• Analyze ways in which authors use imagery,
  figures of speech, and the sound of language
  for effect.
• Compare and contrast authors styles on the basis
  of such elements as word choice and sentence
  syntax.

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State Standards 8th Grade
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Standard 2 Comprehension/Interpretation

• Determine the relationships among facts, ideas,
  and events used in various texts to support a
  central purpose.
• Distinguish cause and effect relationships in
  text to gain meaning.
• Make inferences, draw conclusions, and form
  opinions based on information gathered from text
  and cite evidence to support.

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Standard 2 Comprehension/Interpretation

• Evaluate expository text structure to extend
  comprehension.
• Generate how, why, and what-if questions for
  interpreting expository texts.
• Apply central ideas (literal of inferential) and
  critical details to summarize information from
  expository text.
• Identify the main purpose and anticipate outcomes
  of procedures specified in informational text.

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US Govt Instructional CalendarSkyline
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US Govt Instructional CalendarSkyline, cont.
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• 69 of Idaho state reading objectives for tenth
  grade are those that should be utilized and
  learned across the curriculum.

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Inferences

• An inference is the ability to connect what is in
  the text with what is in the mind to make an
  educated guess.

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Read the following passage and discuss what you
think is happening.

• He put down 10 at the window. The woman behind
  the window gave 4.00. The person next to him
  gave him 3.00, but he gave it back to her. So,
  when they went inside, she bought him a large bag
  of popcorn.
• (Beers, 2003 pp. 62-63)

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Step Inside a Classroom

• Teacher What can you tell me about this passage?
• S1 This doesnt make any sense.
• S2 It sort of does, down here, with the popcorn.
  Maybe its about a movie.
• S3 It doesnt say anything about a movie.
• S1 I dont get it.
• S3 This is stupid.

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Whats Happening?

• These students dont understand that reading
  requires action on their part. They expect the
  text to provide everything. Their job, they
  believe, is at most to decode the print. After
  that, well, if the meaning isnt immediately
  apparent, they stop reading or ask us to
  explain.
• (Beers, 2003, pg. 69)

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Before Reading
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Does purpose setting matter?

• Pink Memorize the following words.
• Yellow Count the vowels in the following words.
• Blue Rate each of the following words on its
  level of pleasantness, with 1 being least
  pleasant and 5 being most pleasant.
• If asked at the end of todays workshop, only 50
  of the memorizers would remember the words

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Activating Prior Knowledge

• Laundry
• The procedure is really quite simple. First you
  arrange things into different groups depending on
  their makeup. Of course, one pile may be
  sufficient depending on how much there is to do.
  If you have to go somewhere else due to lack of
  facilities that is the next step otherwise
  youre pretty well set. Its important not to
  overdo any particular endeavor. It is better to
  do too few things than to do too many.
• Bransford Johnson (1972, JVLVB)

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Independent Readers

• Look at the
• Cover
• Art
• Title
• Genre
• Author
• Headings

• Graphs
• Charts
• Length
• Print size
• Front flaps
• Back cover

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Dependent Readers

• are told to read somethingand once the text is
  in their hands, they just begin.
• They skip titles and background information.
• They rarely look through the text for clues.
• The assignment is to read, so theyll readmaybe
  (Beers, 2003, pg. 74).

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Strategies

• Anticipation Guides
• Present students with pertinent issues that are
  worth discussing but that dont have clear-cut
  answers.
• Anticipation guides first act as a pre-reading
  strategy and encourage making predictions. They
  allow students to look for cause/effect
  relationships. They also allow students to
  generalize and explore their responses to texts.

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Anticipation Guide

• Before Reading After Reading
• 1. TV viewing is a major cause of health
  problems.
• Agree/Disagree? Agree/Disagree?
• 2. TV should supply pleasure rather than
  moralize.
• Agree/Disagree? Agree/Disagree?
• 3. Television is more beneficial than harmful.
• Agree/Disagree? Agree/Disagree?

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Probable PassageSee Next Slide for Example

• Brief summary based on key words from the text
• Arrange words in categories
• Write prediction statement that offers a gist of
  what the selection might be about.

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CollegeHomeworkAnxiety-riddenSardonic
ObsessedYoung LatinosBellwetherWal-Mart
Middle SchoolBarbieMisgivingsteens
NanniesAmerican FamilyPTA MeetingsPrejudice

• Title Barbie to Baby Einstein Get Over It

Characters
Setting
Problem
Gist Statement
Outcomes
Unknown Words
To discover
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Tea Party

• loathsome fire ants
• metamorphosis takes place inside
• eradicate
• defend their nests
• phorid fly implants one egg

• wont attack other species
• 80 reduction
• flies were released
• inside the ants head

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During Reading
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Say Something! (Beers, 2003, pg. 106)

• With a partner, decide who will say something
  first
• When you say something, do one or more of the
  following
• Make a prediction
• Ask a question
• Clarify a misunderstanding
• Make a comment
• Make a connection
• If you cant do one of these things, then you
  need to reread.

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Make a prediction

• I predict that
• I bet that
• I think that
• Since this happened (fill in detail), then I bet
  the next thing to happen is
• Reading this part makes me think that this (fill
  in detail) is about to happen.
• I wonder if

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Ask a Question

• Why did
• Whats this part about
• How is this (fill in detail) like this (fill in
  detail)
• What would happen if
• Why
• Who is
• Do you think that

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Clarify Something

• Oh, I get it
• Now I understand
• This makes sense now
• No, I think it means
• I agree with you. This means
• At first I thought (fill in detail), but now I
  think
• This part is really saying

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Make a Comment

• This is good because
• This is hard because
• This is confusing because
• I like the part where
• I dont like this part because
• My favorite part so far is
• I think that

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Make a Connection

• This reminds me of
• This part is like
• This character (fill in name) is like (fill in
  name) because
• This is similar to
• The differences are
• This setting reminds me of

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Say Something! (Beers, 2003, pg. 106)

• If you cant do one of these things, then you
  need to reread.

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Rereading

• Prove to students that rereading is valuable
• Model your thinking as you reread a text
• Give students specific tasks as they reread
• Review what happened as students reread.

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Logographic Cues

• ? A - Change in Action
• ? T - Change in Time
• ? F - Change in Focus
• ? T/M - Change in Tone or Mood

• ? S - Change in Setting
• ? POV - Change in Point of View
• ? D - Change in Direction
• ? C/S - Change in Condition or Status

Jim Burke, Tools for Thought (6)
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Logographic Cues

• Protagonist
• ?
• Antagonist
• ?
• Confusing
• ?
• Setting

• Connection
• Idea
• Description
• Conflict

Kylene Beers, (130)
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Two-Column Notes

• Big Topic (Green)
• Main Point ? Examples, Facts, Details
• Main Point ? Examples, Facts, Details
• Main Point ? Examples, Facts, Details

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Q Notes

• Turn chap. titles sub-headings into questions
  in this column

• Answer questions here using bullets and dashes to
  organize ideas

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Chapter 11 Focus on Literacy in Every Subject

• Chapter 11 Subheadings
• Dont Know Much About Biology
• Project Pain
• Adding and Subtracting Our Way to Literacy
• From Reading Doesnt Matter Anymore by David Booth

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Reporters Notes (Burke, 2002)
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Spreadsheet Notes (Burke, 2002)
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Target Notes
EVIDENCE
EVIDENCE
EVIDENCE
Kino
The Trackers
Coyotito
The Pearl
The Pearl Buyer
The Doctor
Jauna
EVIDENCE
EVIDENCE
EVIDENCE
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After Reading
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Somebody Wanted But
So (character) (motivation) (conflict)
(resolution)

• Rachel
• Rachels Teacher

To feel 11 on her birthday to return the
sweater to its rightful owner
She is humiliated when her teacher forces an old
sweater on her. she doesnt know who owns it
She feels helpless as she bursts into tears at
her desk. she mistakenly makes Rachel take
it and even put it on.
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Question It Says I Say And So

3. Think about what you know about that
information.
4. Combine what the text says with what you know
to come up with the answer.
1. Read the Question.
2. Find information from the text that will help
you answer the question.
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Question It Says I Say And So

3. Sometimes when I am really surprised or
unhappy, I cant think of anything to say to help
change the situation.
4. I think that Rachel wasnt prepared to have
her teacher treat her like this on her birthday.
So when it does, she doesnt have the words to
protest.

• Why doesnt Rachel just tell her teacher the
  sweater isnt hers?

2. In the story, she says that when she opens her
mouth to say the sweater isnt hers, that nothing
comes out.
This is an easy formula for making inferences!
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Conversational Roundtable (Burke, 2002)
Cliques
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Think in Threes (Burke, 2002)
Ancient Rome
Ancient China
Govt
Early America
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Think in Threes (Burke, 2002)
1984
Catcher in the Rye
Rebellion Conformity
Kite Runner
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Think in Threes (Burke, 2002)
Nervous System
Respiratory System
The Brain
Circulatory System
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Teaching Vocabulary
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Vocabulary Casserole (Beers, 2003)

• Ingredients Needed
• 20 words no one has ever heard of before
• 1 dictionary with confusing definitions in it
• 1 matching test to be distributed on Friday
• 1 teacher who just wants students quiet on Monday
  copying words.

• Mix 20 words onto blackboard. Have students
  copy each word and then look them up in the
  dictionary. Make students copy all the
  definitions. For a little spice, require that
  students use words in sentences. Leave along all
  week. Top with a boring Friday test. (Perishable.
  This casserole will be forgotten by Saturday
  afternoon.)
• Serves No one.

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Vocabulary Treat (Beers, 2003)

• Ingredients Needed
• 5-10 great words that you really could use
• 1 thesaurus
• 1 game like Jeopardy or Bingo
• 1 teacher who thinks learning can be fun.
• Mix 5-10 words into the classroom. Have students
  test each word for flavor. Toss with a thesaurus
  to

• find other words that mean the same thing. Let
  us draw quick graphics to help us remember what
  they mean. Stir often all week by a teacher who
  thinks learning can be fun. Top with a cool game
  on Friday like Jeopardy or bingo to see who
  remembers the most.
• Serves Many

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A Six-Step Process for Teaching Vocabulary

• Step 1 Provide a description, explanation, or
  example of the new term.
• Step 2 Ask students to restate the description,
  explanation, or example in their own words.
• Step 3 Ask students to construct a picture,
  symbol, or graphic representing the term or
  phrase.
• Step 4 Engage students periodically in
  activities that help them add to their knowledge
  of the terms in their notebooks.
• Step 5 Periodically ask students to discuss the
  terms with one another.
• Step 6 Involve students periodically in games
  that allow them to play with terms.

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Student Vocab Organizer(Marzano, Building
Background Knowledge)
Term My Understanding 1
2 3 4 Category______________________
_____________________ Describe __________________
__________________________________________________
__________________________________________________
__________________________________________________
____________________________________ Draw
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Student Vocab Organizer(Maureen Auman, Step Up
to Writing)
Vocabulary Study Guide I
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Student Vocab Organizer(Maureen Auman, Step Up
to Writing)
Vocabulary Study Guide II
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Student Vocab Organizer(Kylene Beers, 2003)

• Word Scroll

What it is NOT
Vocabulary Word Definition
What it is
What it is NOT
What it is
Example
Example
Example
Example
Practice Sentence _______________________________
________.
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Academic Vocabulary
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Stages of Literary Appreciation(Carlsen, 1954)

• Stage 1 Plot (grades 3-7)
• Students are absorbed in plot and like to tell
  you which parts they like best.
• Stage 2 Characters (grades 7-9)
• Students begin to live vicariously through
  characters lives sharing their triumphs or
  failures.
• Stage 3 Literary Conflict (grade 9)
• Students read books that mirror or reflect their
  own concerns.

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Stages of Literary Appreciation(Carlsen, 1954)

• Stage 4 Students value theme (junior year)
• Students hunt for books that allow them to ponder
  lifes bigger issues such as right wrong,
  forgiveness, love, hate, envy, selflessness.
• Stage 5 Students value literary devices (often
  not ever seen, but usually not seen before the
  college years)
• Students read to enjoy the expression of the
  words.

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Give Students the Smart Words

• Words to Describe the Plot
• Positive Negative
• Realistic unrealistic
• Good pacing plodding
• Suspenseful Predictable
• Satisfying ending Frustrating ending
• Subplots connected well Confusing subplots
• Well-developed ideas Sketchy ideas

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Give Students the Smart Words

• Words to Describe Characters
• Positive Negative
• Original Stereotyped
• Believable Unbelievable
• Well-rounded Flat
• Multi-dimensional Static/stays same
• Well-developed Flawed

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Give Students the Smart Words

• Words to Describe the Theme
• Positive Negative
• Important Message Unimportant message
• Subtle Overbearing
• Unique Overworked
• Powerful Ineffective
• Memorable Forgettable

91
Give Students the Smart Words

• Words to Describe Authors Style
• Positive Negative
• Descriptive/use of metaphors Boring, no imagery
• Original Filled with clichés
• Lively, full of action Slow-moving
• Poetic or lyrical Clodding, jumpy

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Becoming a reader shapes who we are, how we see
the world, and how we see ourselves in the world.
Tragically, failure to become a reader shapes our
perceptions as well.

• Kylene Beers, 2003