6-12 Reading AcademyDay 1

Melanie KahlerAmy Kilbridge

Based on MiBLSi materials.

For information go to http://miblsi.cenmi.org

To make this day the best possible, we need your assistance and participation

• Be Responsible

– Attend to the “Come back together” signal

– Active participation…Please ask questions

• Be Respectful

– Please allow others to listen

• Please turn off cell phones and pagers

• Please limit sidebar conversations

– Share “air time”

– Please refrain from email and Internet browsing

• Be Safe

– Take care of your own needs

Group ExpectationsGroup Expectations

AcknowledgementsAcknowledgements

• Cathy Claes• Melissa Nantais• Soraya Coccimiglio

• Courtney Huff• Sonia Lewis• Melanie Kahler• Amy Kilbridge

The material for this training day was developed with the efforts of…

Content was based on the work of…– Dr. Anita Archer– Dr. Louisa Moats– John Hattie and Gregory Yates

Intended Outcomes Intended Outcomes

Participants will leave this training with:

An understanding of the benefits of using Explicit Instructional strategies

Knowledge of the Elements of Explicit Instruction

Engagement strategies and content area reading strategies

Strategies for helping students comprehend complex text

AgendaAgenda• Welcome, purpose, & intended

outcomes

• Explicit Instruction

• Introduction to the Elements

• Content Elements

• Focus Instruction on Critical Content – Advanced Word Study & Fluency

• Sequence Content Logically• Break Complex Skills into Smaller Components

• Delivery Elements

• Eliciting Frequent Responses

• Assignment

For responses that are longer or have

many correct responses, you will be asked to share

thoughts and ideas with a partner.

Decide which person sitting next to you will be your

partner today.

How and Why to Use Explicit Instruction in a

Secondary Setting

What is Explicit Instruction? What is Explicit Instruction?

Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work

…unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011

Why Explicit Instruction?Why Explicit Instruction?

ALL students benefit from Explicit Instruction

It is essential for struggling learners

These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used.

When Does Instruction Need to When Does Instruction Need to be Explicit?be Explicit?

Explicit Implicit

Very low background knowledge

Very high background knowledge

Experienced failure in the past

Previous success

Elements of Explicit InstructionElements of Explicit InstructionContentContent

1. Instruction focuses on critical content

Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught

2. Skills, strategies, and concepts are sequenced logically

• Easier skills before harder skills. • High frequency skills before low frequency

skills.• Prerequisites first.• Similar skills separated

Elements of Explicit InstructionElements of Explicit InstructionContentContent

3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units

Be aware of cognitive overloading, processing demands, and capacity of working memory

Research suggests that students at all levels are frequently exposed to instructional explanations they are unable to comprehend.

Think-Pair-ShareThink-Pair-Share

Think about---How do I know what is critical content in my classroom materials?Is the material sequenced logically? What techniques do I use when the materials seem to be too difficult for more than 20% of my students?

Share with your partnerShare with the table

Elements of Explicit Elements of Explicit InstructionInstruction

Design of InstructionDesign of Instruction

Well designed lessons

Are organized and focused

Begin with a statement of goals in student friendly terms

Provide review of prior skills and knowledge

Elements of Explicit InstructionElements of Explicit InstructionDesign of InstructionDesign of Instruction

Provide step-by-step demonstrations

Use clear and concise language

Provide a range of examples and non-examples

Provide guided and supported practice

Design to DeliveryDesign to Delivery

Elements of Explicit InstructionElements of Explicit InstructionDelivery of InstructionDelivery of Instruction

Teachers:

1. Require frequent responses

2. Monitor student performance closely

3. Provide immediate affirmation and corrective feedback

4. Deliver instruction at a brisk pace

5. Help students organize knowledge

Step 1-Require frequent Step 1-Require frequent responses responses

Partner Work• Think, Pair, Share• Review• Partners – First• Partners – Teach

Whip Around or Pass

Choral Responses

Written Responses•Response Slates or White Boards•All write and teacher monitors

Action Responses•Hand Signals

Step 2 – Monitor Student Step 2 – Monitor Student Responses CloselyResponses Closely

Pay attention to all responses during group response times. Move around the room on a consistent basis while students are writing or working with peers.Keep track of ratio of correct to incorrect responses.If correct responses are less than 80%--reteach!

Step 3 – Provide immediate Step 3 – Provide immediate affirmation and corrective feedbackaffirmation and corrective feedback

Points from John Hattie’s Visible Learning:Feedback is more effective when it provides information on correct rather than incorrect responsesFeedback is more effective when there are perceived low rather than high levels of threat to self-esteem. When this occurs low threat conditions allow attention to be paid to the feedback.With inefficient learners or learners at the acquisition (not proficiency) phase, it is better for a teacher to provide elaborations through instruction than to provide feedback on poorly understood concepts.

“We need classes that develop the courage to err.”

Step 4 – Deliver instruction at a Step 4 – Deliver instruction at a brisk pacebrisk pace

Keys to being able to keep up the pace (and keep their attention)!Be preparedProvide just enough thinking timeProvide just enough response timeAfter providing feedback, move onAvoid digressionsUtilize instructional routines

Step 5 – Help students organize Step 5 – Help students organize knowledgeknowledge

It will be beneficial for the teacher to be clear about:Lesson goals and expected outcomesReview prior knowledge and how it relates to what is being taughtHow the students will be using the information in the future

This will make it easier for students to retrieve information and facilitate its integration with new material.

Let’s see it in action! Video Let’s see it in action! Video ActivityActivity

1. At your table, divide up the items from the Video Activity handout.

2. Keep track of the number of times you observe your assigned element.

3. Note what Anita did to include the design and delivery elements into her lesson.

4. Share with your table after watching the video.

Video of Eighth Grade Vocabulary Video of Eighth Grade Vocabulary Review-GeometryReview-Geometry

Was the lesson well designed?Organized and focused

Begins with a statement of goalsReviewed prior skills and knowledgeProvide step-by-step demonstration

Use clear and concise languageProvide a range of examples and non-

examplesInclude guided and supported practice

How was the delivery?How was the delivery?

Did the teacher—Require frequent responses

Monitor student performanceProvide affirmation and feedback

Go at a brisk paceHelp the students organize information

Anita Archerexplicitinstruction.org

Elements of Explicit InstructionElements of Explicit InstructionPractice Practice

Teachers provide judicious practice including:

Initial practice: practice immediately after learning a new skill. It should occur under the watchful eye of a teacher with immediate feedback.

Example: The math curriculum includes 10-25 practice items on new skills to be done right after initial instruction.

Distributed practice: practicing a skill in sessions that are of relatively short duration and occur over time.

Example: The teacher will begin class with a warm-up activity containing two items from each of the past three lessons and three items from previous units. This is teacher-directed, guided practice.

Cumulative review: adding related skills to skills

that were previously acquired and practiced, in such a way

that all of the skills are practiced together.

Example: A social studies teacher has set up a numbered

maps around her room. The class is divided into small

groups and each group has a list of studied countries. They

must place their stickers on each named country on maps

1 – 10.

Content:Focus Instruction on Critical

Content

“Teach the Stuff and

Forget the Fluff”

Anita Archer

How Do We Determine What is How Do We Determine What is Critical In Secondary Schools?Critical In Secondary Schools?

What the research says:•Students struggle with the complex demands of reading middle and high school text•About two-thirds of 4th- and 8th grade students read at less than a “proficient” level (able to “handle grade-level text”)•Approximately 8 million 4th-12th graders struggle to read at grade level.•About 70% require some type of remediation.

(Sources: Brozo, 2009; National Assessment of Educational Progress, 2007, 2009, 2010; Biancarosa and Snow, 2006)

All of this affects student performance in content area classes and high stakes tests.

Reading at the secondary Reading at the secondary level:level:

•Requires students to construct the meaning of content area text and more complex literature (fiction/nonfiction) encountered in school.•Requires students to tackle the kinds of reading required on state-level accountability measures.•Requires students to make inferences and draw conclusions.

(Source: Torgesen et al., 2007)

15 Key Elements of Creating Effective Adolescent Literacy Programs and Systems

Direct, Explicit Instruction Technology Component

Effective Instructional Principles Embedded in Content

Ongoing Formative Assessment

Motivation and Self-Directed Learning

Ongoing Summative Assessment

Text-based Collaborative Learning

Professional Development

Strategic Tutoring Extended Time For Literacy

Diverse Texts Teacher Teams

Intensive Writing Leadership

Comprehensive & Coordinated Literacy ProgramsSource: Reading Next—A Vision For Action and Research In Middle and High School

Literacy: A Report to Carnegie Corporation of New York, 2004

Review the “Fifteen Elements of Effective Adolescent Literacy Programs”. •Which instructional element is a high priority for the students you are working with? Is it in place now, and what does it look like?

•Which improvement in infrastructure is a high priority in terms of having the greatest impact on literacy instruction in your building? Is it in place now, and what does it look like?

•Share with your table and write the most common responses on chart paper. Be sure to include the Elements that are in place and any suggestions for others to follow. Post it on the wall. •Museum Walk

ActivityActivity

Adolescent Literacy: Adolescent Literacy: The Five Big IdeasThe Five Big Ideas

What is a What is a ““Big Big IdeaIdea??””

A Big Idea is:

Predictive of reading acquisition and later reading achievement.

Something we can do something about; something we can teach.

If we teach it, student outcomes will be improved.

The “Five Big Ideas” of The “Five Big Ideas” of Secondary Literacy (4-12)Secondary Literacy (4-12)

1. Advanced Word Study2. Fluency3. Vocabulary 4. Comprehension5. Motivation

(Sources: Boardman et al. , 2008; Kamil et al., 2008; Torgesen et al., 2007)

Mastery of these skills will help to ensure success of college and career readiness skills.

The Common Core State The Common Core State StandardsStandards

The Common Core State Standards are the next generation of K-12 standards that have been designed to help ensure that all students are college and career ready. New research has shown that the skills necessary for both college, and career readiness at a level necessary to earn a living wage, are virtually the same.

How do these two fit How do these two fit together?together?

Idea CCSS Strands

Advanced Word Study Language - Vocabulary Acquisition and UseL.6-8.4

Fluency RL/RI.6-8.10RH/RST.6-8.10

Vocabulary Language – Vocabulary Acquisition and Use L.6-8.6

Comprehension Reading- Literature and InformationalRL.6-8.1-10, RI.6-8.1-10,RH.6-8.1-10 & RST.6-8.1-10

Motivation & Engagement All aspects of the CCSS

Reading in the Reading in the Secondary Schools – Secondary Schools – How can I help my How can I help my

students?students?

Big Idea #1: Advanced Big Idea #1: Advanced Word StudyWord Study

Instructional practices that focus on reading at the word level:

•Explicit instruction on decoding (sounds/sound combinations, blending)

Explicit instruction on decoding multisyllabic words.

How Can Word Study Be How Can Word Study Be Taught In Secondary Schools?Taught In Secondary Schools?

• Research Based Programs• Corrective Reading Decoding• Read To Achieve• REWARDS

• Evidence Based Strategies• Strategy for reading multisyllabic words

Decoding Multisyllabic WordsDecoding Multisyllabic Words

REWARDS Strategy

1. Circle the prefixes. 2. Circle the suffixes.3. Underline the vowel sounds.4. Say the parts of the words.5. Say the whole word.6. Make it a real word.

44

Source: REWARDS Intermediate Level (2006) Sopris West

Explicit instruction

Explicit instruction

on decoding

on decoding multisyllabic

multisyllabic wordswords

Loop, Loop Strategy Loop, Loop Strategy (adapted for secondary)(adapted for secondary)

1. Use your finger to segment the multisyllabic word into decodable chunks. Be sure that the prefixes and suffixes are separate parts. un con troll ed

2. Put your finger under the first part.3. Repeat for the remaining parts.4. Loop your finger under each part again in quick

succession. What part? What part?5. Loop the whole word. What word?6. Practice the pronunciation of the whole word.

The word is uncontrolled. Say it with me.

Video of Sixth Grade Decoding and Pronunciation of Multi-syllabic Passage Words in Language Arts

Initial Practice on Advanced Phonics Initial Practice on Advanced Phonics InstructionInstruction

exilesyearningsomberdefianceperiltransfigured

accountcarelessnessspinelesstimidlyindignanthumiliated

As seen in the video, advanced phonics instruction and vocabulary instruction can easily be done at the same time.

Ones be the teacher first. Twos are the Ones be the teacher first. Twos are the studentsstudentsChange roles and have twos be the teacher. Change roles and have twos be the teacher. Ones will be the student.Ones will be the student.

After practicing do a Think-Pair-Share with After practicing do a Think-Pair-Share with your partner. your partner. •Can you think of a time that these Can you think of a time that these strategies would be helpful for your strategies would be helpful for your students? students? •How do these strategies relate to the How do these strategies relate to the content and delivery of explicit instruction?content and delivery of explicit instruction?

You do it!You do it!

Big Idea #2: FluencyBig Idea #2: Fluency

“Fluency provides a bridge between word

recognition and comprehension.”(National Institute for Literacy (NIFL), 2001, p. 22)

Big Idea #2: FluencyBig Idea #2: Fluency

Instructional practices that focus on reading text:

•At a reasonable rate •Accurately (90-95%)•With expression

With With AutomaticityAutomaticity

Adapted from UT System/TEA, 2002

WhyWhy Teach Fluency? Teach Fluency?

•Fluent readers are able to focus their attention on understanding text.

•Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension.

•Source: 2002 UT System/TEA: Effective Fluency Instruction and Progress Monitoring, Effective Fluency Instruction and Progress Monitoring p.5

John Hattie is even more John Hattie is even more specific--specific--

The assumption that reading for meaning hinged upon contextual cues, to the relative disregard of individual word recognition was undermined by a substantial number of scientific studies in the 1970s and 1980s.

As research on reading piled up, it became apparent that one of the major causes of reading failure lay in the fact many children were stuck on mental processing at the level of word access.

If you cannot process whole words rapidly, at two words a second, then understanding sentences becomes impossible, even though you fully know what each words means.

Visible Learning and the Science of How We Learn; Hattie and Yates (2014)

What can I do in the What can I do in the classroom?classroom?

Model Fluent Reading with Model Fluent Reading with your Classyour ClassIf you have students that will struggle with the level of the reading material in you classroom consider reading out loud.Read material out loud at an appropriate rate with expression. Walk around the room to monitor attention of students.

Use Cloze Reading to keep students engaged and to keep them focused on the most meaningful information. (This will take pre-planning to decide on the words that should be omitted.)

1. Say, “I’m going to read the selection out loud and pause when I want you to read a word aloud together.”2. Read the text out loud and pause on the words you want the students to focus on.

Partner Reading RoutinePartner Reading Routine

1. Teacher models fluent reading of a passage.

2. All students follow along in a copy of the passage and underline words to review.

3. Teacher and students repeat any of the words that the students underlined.

4. Teacher asks students the main idea of the passage.

5. Partner One reads while Partner Two:◦ Follows along◦ Underlines errors◦ Circles last word◦ Conducts error correction◦ Partners switch duties.

Partner Reading Routine Script Partner Reading Routine Script for Studentsfor Students

Partner: Here are the words I underlined. Let’s read them together.

Read the underlined words together.

Partner:Would you like to review any other words?

If YES, review the words.If NO, move on to the next step.

Adapted from RTI for Reading at the Secondary Level by Deborah Reed, Jade Wexler and Sharon Vaughn (2012)

Partner Reading Routine NotesPartner Reading Routine Notes

Pairing Students

1st HS (Pair A)2nd HS (Pair B)3rd HS (Pair C)

________Middle of class__________

1st LS (Pair A)2nd LS (Pair B)3rd LS (Pair C)

Augmented Silent ReadingAugmented Silent Reading

1. Assign part of text for reading with clear directions on what information in the text the students are expected to be focused on.

2. Please read ___________silently to yourself. If you finish early, please reread the pages. If I tap on your shoulder as you’re reading, please whisper read to me as I listen. (Listen to students read and provide unknown words as needed. Another option could be to help the students use a specific strategy to decode any multisyllabic words they don’t know.)

3. Discuss the reading with the class, specifically focusing on the expected learning targets.

Delivery of Delivery of Instruction: Instruction:

Active EngagementActive Engagement

Active Engagement - Why?Active Engagement - Why?

Benefits of active participation◦Increased academic achievement◦Increased on-task behavior◦Decreased behavioral challenges◦Provides teacher with important

feedback

Active Engagement - What?Active Engagement - What?

Opportunities to Respond:Verbal ResponsesWritten ResponsesAction ResponsesI do it, We do it, Y’all You do itAll Students Respond. As Kevin Feldman says: Everyone Does Everything

Engagement StrategiesEngagement Strategies

Take a couple of minutes to list active engagement strategies you use in your classroom.

Get up and find someone you haven’t talked to today and give that person one of your strategies and get one from that person.

Repeat process with a couple of people.

Engagement StrategiesEngagement Strategies

Go back to your seatsYou have just used the Give One-Get

One Engagement StrategyWas this on your list? Take a look at the brightly colored

cards on your table. These are engagement strategies from Kevin Feldman and your door prize for today!

Engagement Strategies from Engagement Strategies from Dr. Kevin FeldmanDr. Kevin Feldman

Structured PartneringGive One, Get One/Think-Ink-LinkThink-Pair-ShareBell Ringer/Warm UpYes-No-Why?Sentence FramesChoral Response

Engagement Strategies Engagement Strategies ContinuedContinued

Fist of 5/Hand of KnowledgeExplicit Teaching of VocabularyList-Group-LabelQuick Write/Power Sentence(s)Concept Attainment

Verbal Responses - Verbal Responses - Individual Individual TurnsTurns

Less desirable practices

#1 Calling on volunteers

Guidelines: Call on volunteers only when answer

relates to personal experience

Don’t call on volunteers when answer is product of instruction or readingRandomly call on students

Structured ReviewStructured Review

Study◦ Give the students a minute or two to study notes,

text material, graphic organizer, or handout Tell

◦ Ask partners (#1 or #2) to retell what they remember about topic

Help◦ Have the second partner assist by:

Asking questions Giving hints Telling additional information

Check◦ When both partners have exhausted recall, they

check with their notes, text material, graphic organizer, or handout

Action ResponsesAction Responses

Hand signals◦Thumbs up/thumbs down to indicate

yes/no or agree/disagree

◦Level of understanding Students place hand to indicate level of

understanding (high-forehead, OK-neck, low-abdomen)

Students display one (no understanding) to five (clear understanding) fingers

Action ResponsesAction Responses

Hand signalsDisplay numbered items on the screen

Example: 1=concentrate 2=absurd 3=enemy 4=disgusting

Carefully introduce and model hand signalsAsk a question Have students form answer (e.g., 3 fingers to

indicate item #3) on their deskWhen adequate thinking time has been given,

students hold up hand

Clickers are the electronic version of hand signals

Video of Kevin Feldman using Video of Kevin Feldman using Active Engagement Active Engagement

StrategiesStrategies

http://www.inghamisd.org/academic-services/mtss/tlt-video-library/kevin-feldman/

As you watch the video, list

engagement strategies used by Kevin Feldman in his teaching.

Think-Pair-ShareThink-Pair-Share

Share your list with your partner.

What types of engagement strategies did Kevin Feldman use with the Mason students?

Did they appear to be effective?Were students engaged?

Text ComplexityText Complexity

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

Rationale for Text ComplexityRationale for Text Complexity

Reported decline in high-school level text: More 8th

& 10th graders are on track for college-level reading than

late juniors/early seniors (ACT, 2006, Reading between the lines)

•Increase in text difficulty of college/career texts:College professors assign more periodical reading than

highschool teachers (Milewski, Johnson, Glazer, & Kubota,

2005). Difficulty ofscientific journals and magazines increased from 1930

to

Rationale for Text ComplexityRationale for Text Complexity

1990 (Hayes & Ward, 1992).• Claimed decline in school texts overall:

“K–12 reading texts have actually trended downward

in difficulty in the last half century.” (CCSS/ELA, Appendix

A, p. 2)•Decrease from 1963 to 1975 in difficulty of Gr.

1, 6, & 11 texts (Chall,Conard & Harris,1977).•Decline in sentence length and vocabulary in

reading textbooks (Hayes, Wolfer, & Wolfe (1996)

Text ComprehensionText Comprehension

Participants will learn how to use Guided Highlighted Reading

Texts and activities taken from:

Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text by:

Elaine M. Weber

Barbara Nelson

Cynthia Lynn Schofield

Your turnYour turn

At your table talk about strategies, activities, and protocols you use to help your students comprehend text.

Share

What is Reading Text Comprehension?

Reading is the process of constructing meaning through the dynamic interaction among the

reader'sexisting knowledge, the informationsuggested by the written language,

and thecontext of the reading situation.

Definition ExplanationDefinition Explanation

The reader’s background knowledge

The text and how it is constructed

The purpose for reading

Common Core Common Core Anchor Standards for Reading Anchor Standards for Reading

Key Ideas and Details1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Common Core Common Core Anchor Standards for ReadingAnchor Standards for ReadingCraft and Structure4. Interpret words and phrases as they are

used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Teaching words in Teaching words in context context with synonyms or with synonyms or

definitions.definitions.Guided Highlighted Reading for Vocabulary is a way to help students navigate a text that has many unknown words that need to be defined before they can read and comprehend the text.

Example of Guided Highlighted Example of Guided Highlighted Reading Reading

for Vocabularyfor Vocabulary THE HISTORY OF JAZZ THE HISTORY OF JAZZ

Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues.

Hands-On!

Guided Highlighted Reading for Question #1: What

does the text say?

Words We Live By – Linda Monk

Summary WritingSummary Writing

Write a summary of Words We Live By.

Use the Scoring Rubric to write your summary.

Summary Writing Think-Pair-Summary Writing Think-Pair-ShareShare

How did the Guided Highlighted Reading help you write your summary?

Discuss other ways we can help students understand what the text says.

Guided Highlighted ReadingGuided Highlighted Reading

Purpose:

Engage students in print Develop fluent scanning Highlight most important information Prepare text for substantive conversation

Planning:Planning:

Select an article or piece of text that is accessible to all the students. Identify the vocabulary that needs to be taught in advance. Determine a context for the information that could frame it for the students’ prior knowledge. Consider what kind of discussion you want to come out of the reading of the text. Select the appropriate information to be highlighted based on the goal for the discussion.

Procedure:Procedure:

Map out the text paragraph by paragraph with prompts to highlight the information.

Build the context for the reading by activating prior knowledge. Have students find the vocabulary in the text and highlight it as you give the definition. Move the students to scan the text by telling them which paragraph and what to highlight. (Like finding Waldo)

Diminishing the GHR ScaffoldDiminishing the GHR Scaffold

1. Read students the prompts, have them highlight the response, show them the correct responses on an ELMO or overhead projector, or have them check with peers.

2. Tell the students how many prompted responses there will be in the first paragraph and let them underline what they think will be prompted, and then read the prompts. Go through the passage paragraph by paragraph.

3. Tell the students how many prompted responses in the entire passage and they determine what would be prompted. When they are finished, read the prompts and have them check their responses. Discuss differences.

4. Have students work in partners to determine what is important to the particular task: vocabulary, multiple-choice questions, summary or craft.

5. Students work alone to determine the correct information.

Resources for Guided Resources for Guided Highlighted ReadingHighlighted Reading

Go to Missionliteracy.com and click on ACT resources

Texts and activities taken from Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text by:

Elaine M. WeberBarbara NelsonCynthia Lynn Schofield

VocabularyVocabulary

“It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement but that vocabulary instruction has been neither frequent nor systematic in most schools.”

Common Core Standards Appendix A, pg. 32

VocabularyVocabulary

“…Research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words.”

Common Core Standards Appendix A, pg. 32

Common Core Vocabulary Common Core Vocabulary Anchor Standards Anchor Standards

Reading - Craft and StructureR4. Interpret words and phrases as they are

used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Language – Knowledge of LanguageL3. Apply knowledge of language to understand

how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Common Core Vocabulary Common Core Vocabulary Anchor Standards Anchor Standards

Language – Vocabulary Acquisition and Use

L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L5. Demonstrate understanding of word relationships and nuances in word meanings.

L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teaching Individual WordsTeaching Individual Words

To assist teachers in making word-choice decisions, researchers have proposed several criteria. In general terms, these criteria focus on two major considerations:

Words that are important to understand a specific reading selection or concept.

Words that are generally useful for students to know and that they are likely to encounter with some frequency in their reading.

From The Vocabulary Book by Michael GravesFrom Vocabulary at the Center by Amy Benjamin

See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; Hiebert, in press; Nation, 2001).

Why Not Teach All Unknown Why Not Teach All Unknown Words in a Text?Words in a Text?

Armbruster, Lehr, and Osborn, 2001

• The text may have a great many words that are unknown to students – too many for direct instruction.

• Direct vocabulary instruction can take a lot of class time; time that teachers might better spend having students read.

• Students might be able to understand a text without knowing the meaning of every word in the text.

• Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words.

Word Selection for Explicit Word Selection for Explicit InstructionInstruction

Strategically select a relatively small number (3-10 per reading selection) of words for explicit instruction.

Select words that•are unknown•are critical to the meaning•will likely be encountered in the future

(Archer, 2008)

Tiers of WordsTiers of Words

Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present.

Tiers of WordsTiers of WordsTier OneTier One

Words of everyday speech usually learned in the early grades albeit not at the same rate by all children.

Tiers of WordsTiers of WordsTier Two Tier Two

General academic words, which are far more likely to appear in written texts than in speech. Subtle or precise ways to say relatively

simple things. (Saunter instead of walk)

Examples of Tier Two Words: relative, vary, formulate, specificity,

accumulate calibrate, itemize, periphery misfortune, dignified, faltered, unabashedly

Tiers of WordsTiers of WordsTier Two Tier Two

Are not unique to a particular discipline and are not the clear responsibility of a particular content area teacher.

Are frequently encountered in complex written texts and are powerful because of their wide applicability to many sorts of reading.

Tiers of WordsTiers of WordsTier ThreeTier Three

Domain-specific words that are specific to a field of study and key to understanding a new concept within a text. Examples: lava, carburetor,

legislature, circumference, aorta More common in informational texts Often explicitly defined by the author,

repeatedly used, and heavily scaffold.

Try it – Try it – Underline Underline Tier 2 words and circle Tier 2 words and circle

Tier 3 wordsTier 3 wordsIn early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Simon, Seymour. Volcanoes. New York: Harper Collins, (2006)

Vocabulary – Identifying Vocabulary – Identifying TiersTiers

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

Vocabulary – Identifying TiersVocabulary – Identifying Tiers

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Grade 4-5 Text Complexity Band

Simon, Seymour. Volcanoes. New York: Harper Collins,(2006))

This is a strategy that focuses on meaning and develops deepdiscussion with students.

•Choose 12 – 16 words from the content that you are studying or about to study.•Write words on a 3 X 4 grid or 4X4 grid. Cut out.•Hand out sets of vocabulary cards to pairs or groups of students.•Ask students to sort (or categorize) into any kind of grouping.•Groups share results.

1) Which words did you group together? 2) Why did you group them that way?

•Discuss relevance to the chapter.•Go over definitions or explanations of concepts. Does this change the way you sorted?

Engage students in activitiesWord Sort Strategy

derivativeszestauditors sociologicalenigmaphenomenon

Try it: Word Sort: Look over the list and

with your group write down all the ways you can categorize the

following words.

introvertedintellectualismneuroticismatonalitiescontemporary bulges

Close Reading

“Read like a detective, write like a reporter.”

““Every book Every book has a skeleton has a skeleton

hidden hidden between its between its covers. Your covers. Your

job as an job as an analytic reader analytic reader

is to find it.is to find it.””

““Every book Every book has a skeleton has a skeleton

hidden hidden between its between its covers. Your covers. Your

job as an job as an analytic reader analytic reader

is to find it.is to find it.””Adler and Van Doren, 1940/1972

““X-ray the bookX-ray the book””““X-ray the bookX-ray the book””

Creating a Close ReadingCreating a Close Reading

Use a short passage

“Read with a pencil”

Note what’s confusing

Pay attention to patterns

Give your students the chance to struggle a bit

Argumentation and Discussion

Text-dependent Text-dependent QuestioningQuestioning

Text-dependent Text-dependent QuestioningQuestioning

Requires students to return to the text to formulate responses

Moves from literal to interpretive

Which of the following Which of the following questions require students to questions require students to

read the text closely?read the text closely?

1. If you were present at the signing of the Declaration of Independence, what would you do?

2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

1. If you were present at the signing of the Declaration of Independence, what would you do?

2. What are the reasons listed in the preamble for supporting their

argument to separate from Great Britain?

Four Essential Questions Four Essential Questions In Close & Critical ReadingIn Close & Critical Reading

What does the text say? How does the author say it? What does it mean? So what? What’s the

connection to me?

CloseClose and Critical Reading and Critical Reading

Read Close and Critical Reading Strategy Bookmarks in groups

Report on the bookmark you readRead Cobwebs to Crosshairs! Answer the Close and Critical

Reading Questions: What does the text say? How does the text say it? What does the text mean? What does the text mean to me?

BEFORE WE BEFORE WE GET GET

TOGETHER TOGETHER AGAIN---AGAIN---

Invitation – Expectation: Invitation – Expectation: “Walking Our Talk” Between “Walking Our Talk” Between

Now and Next TimeNow and Next TimeFrom our “MOU”

• Create lesson plans that incorporate the engagement strategies shared at the trainings

• Implement one or more of the engagement strategies and techniques learned at the TLT session and/or in the academy trainings in their classrooms

• Invite your TLT partner to observe you in your classroom (1 per mo)•Collect student engagement data using the observation tool provided at the •TLT training or the academy trainings to inform instruction. (save ALL)•Meet with your TLT partner to discuss what you are learning (bring obs forms)•Consider videotaping your teaching (view alone using same tool – 1 time min)

Providing Effective Feedback

as An Instructional Colleague

Respect – respect – respect : Think Aretha !! ** Should is banned! No “shoulding” on

anyone! Specific – actionable – detailed –

unambiguous... “it appeared effective when you _____” Begin with affirmations – build on what is

positive/productive – what’s working and why? Frame suggestions as actions to be checked

out: “In my experience it is even more effective

to____ give this a go and see how your students

respond...” Tie the feedback directly to our shared “lens” – how is the teaching structuring or causing

student engagement/academic language/critical thinkingetc.

As you work with your partner keep track of your responses—

How did you feel about being observed?How did you feel about observing a

colleague?What was positive about the

experience?What was most difficult?

Another part of the Another part of the AssignmentAssignment

How did we do today ?How did we do today ?

Outcomes met?

Or not?

Participants will leave this training with:

An understanding of the benefits of using Explicit Instructional strategies

Knowledge of the Elements of Explicit Instruction

A common understanding of the critical content for fourth and fifth grade reading instruction

An understanding of and plan for requiring frequent responses during reading instruction

Intended Outcomes Intended Outcomes

Scope and Sequence of the Scope and Sequence of the Reading Academy SeriesReading Academy SeriesDay 1

◦ Explicit Instruction Introduction to all elements Content Elements

Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

Delivery Element Require frequent responses

Day 2 ◦ Content and Assignment Review◦ Explicit Instruction

Content Elements Focus on Critical Content - Alphabetic Principle/Phonics and Fluency

Scaffolding

◦ Design of Instruction (Instructional Routines)Day 3

◦ Content and Assignment Review◦ Explicit Instruction

Content Elements Critical Content – Vocabulary and Comprehension

◦ Delivery of Instruction and Judicious Review Elements

The work you are doing is so important. Thank you for being

a part of our learning community and for all that you

do for students! Safe travels!