Chicago Striving ReadersInternational Reading Association Annual

Convention, 2010Elizabeth Cardenas-Lopez, Manager

Oreitha Benion, Brenda Howell, Renee Mackin, Juliana Perisin, Rob Residori

Coordinators

Purpose/Overview of Today’s Session

Importance of accountable talk in the adolescent classroom

The need for increasing the volume of reading in the classroom

Teaching and learning techniques to enhance comprehension and vocabulary development

Overview of CPS-SR Project

Tiered intervention model

Addressing the needs of struggling readers in the middle grades 6-8

Transformation of literacy practices in the middle grades

CPS-SR Tiered Intervention Model

Whole School Targeted Intensive

All students in grades 6-7-8

In class for Tier 2 & Tier 3 students

Extended Day for Tier 3 students

Ke Findings from Research

Adolescent students need to engage in wide reading activities

Literacy needs to be connected to students’ lives.

Students need to read at their instructional level Students need to learn and practice a set of

strategies they can use flexibly before, during and after reading.

Reading is a social activity; engaging students together in literacy activities is important.

Ogle, D. (2007) Coming Together as Readers

SR Core Teaching Techniques

The Exclusion Brainstorming

List, Group, LabelPLAN: Predict, Locate, Add, Note

K-W-L+

Anticipation Guide

INSERT Notes

ReQuest

ABC Graffiti

RAFT: Role, Audience, Format, Topic

Reciprocal Teaching

GRASP: Guided Reading and Summarizing Procedure

Before Reading During Reading After Reading

Everybody Read To (ERT)

Predict-Locate-Add-Note (PLAN)

Guided Reading Summarizing Procedure (GRASP)

KWL Think-Pair-Share Reciprocal Teaching

Exclusion Brainstorming ReQuest ABC Graffiti

List, Group, Label PRC2 – Partner Reading Content Too

RAFT

Anticipation guide INSERT Notes Cornell Notes

Wide Reading

Kids not only need to read a lot but they also need lots of books they can read right at their fingertips. They also need

access to books that entice them, attract them to reading. Richard L. Allington

What Really Matters for Struggling Readers: Designing Research Based Programs

During the course of the presentation today you will encounter the following types of text all related to one central theme: Poetry Fiction Nonfiction text sets Internet/Online Articles

Anticipation Guide

Activates prior knowledge Sets a purpose for reading

Agree or Disagree

1. The Golden Rule hasn’t created safe school environments.

2. The memories of being teased or bullied are often difficult to erase.

Truth, Barrie Wade

Say Something…Allows students the opportunity to discuss their thinking with a partner in a safe and structured setting, thus highlighting the social nature of language.

I wonder . . . I believe . . . I’m confused . . . I feel that . . .

Vocabulary Development Through Word & Concept Sorts

Word Sorts

Promotes focused, purposeful conversation Activates prior knowledge Allows for negotiation Provides the opportunity for social discourse

Let’s Sort!

Why do you read aloud to your students? Turn to your partner and share some of the

reasons that you read aloud to your students. Sharing out…

The Role of the Read Aloud

Modeling Fluency Sharing Metacognitive Strategies Introducing New Concepts Building Background Knowledge Enjoyment

Inventing Elliot, by Graham Gardner

What is a bully? Turn to your partner and share your thoughts.

Think – Pair – Share

Structuring Think-Pair-Share Accountability Moving toward independence

Prompt #1: Did Elliot do the right thing by not fighting back? How might you have reacted in this situation?

Prompt #2: Discuss the relationship that Elliot has with his mother.

Accountable Talk…

Is purposeful Uses evidence appropriate to the discipline Demands knowledge that is accurate and

relevant to the issue under discussion Is respectful, involves listening, and

occasionally promotes respectful disagreement

Agreeing to Disagree

$50,000 grant awarded to Blaine Middle School Principal James has reviewed many proposals and

narrowed them down to two possible programs The first program is geared at preventing teen

pregnancy—a problem that is becoming increasingly prevalent in the local high school

The second program focuses on bullying Principal James has called a focus group to find out

how they feel about the two possible programs

RAFT (Santa, 1988)

RAFTs are written from a viewpoint that might be different from the student’s, to an audience other than the teacher. The acronym RAFT stands for:

Role (the writer’s role—observer, eyewitness, reporter) Audience (the reader—parent, editor, community member) Format (the best way to present the writing—essay, letter, poem) Topic (the subject of the writing)

Based on your role, prepare a short (30 seconds) presentation for the focus group discussion.

The Roles…

1 Elliot’s Mother 2 Kevin Cunningham’s Mother (the bully) 3 Jillian Spivey—a teen mother 4 Josephine Callas—school guidance

counselor 5 Mr. James—principal of Blaine Middle School Principal James should take notes and be

prepared to share details from the discussion

List-Group-Label (Taba, 1967)

Bullying

List all words that relate to this concept Sharing out With partner take these words and group

them into categories Label your categories

Exclusion Brainstorming(Blachowicz, 1986).

Helps students activate prior knowledge Allows students the opportunity to talk about

words as they relate to a specific topic and identify words that might not belong

Let’s give it a try!

What words might not be included in an article about bullying?

School

Threats

Cyber Stalking

Diseases

Angry

Ignore

Mechanical

Teasing

Illegal

Harassment

Hurtful

Relational

Coding Text—Using INSERT Notes INSERT (Interactive Notation System for Effective

Reading and Thinking) Vaughn and Estes (1986)

Take a few minutes to read the article “Breaking the Silence Around Bullying” (X) I thought differently (+) New & important information (!) WOW (?) I don’t get it

Think-Group-Share

Text Sets

A variety of nonfiction books and articles at varying reading levels

All centered around one theme—in this case “Bullying”

Allows students the opportunity to read with a partner at a level that is instructionally appropriate

Builds vocabulary and background knowledge on a content related topic

PRC2

ABC Graffiti (Massy & Heafner, 2004)

A process that combines two reading comprehension techniques, ABC Brainstorming (Jones, 2000) and Graffiti (Gunter et.al., 2003)

Students brainstorm information related to a topic and then work collaboratively to synthesize the information

Bullying

Working in partners, brainstorm as many key terms or phrases that relate to bullying. Use the graphic organizer to record your words alphabetically (you have 2 minutes).

Rotate your papers clockwise and continue the process.

When you and your partner receive your paper back, it’s time to share out!

Revisiting our Anticipation Guide

Agree or Disagree

1. The Golden Rule hasn’t created safe school environments.

2. The memories of being teased or bullied are often difficult to erase.

Chicago Striving Readers

Debrief

Chicago Striving Readers

CPS-SR Information

www.chicagostrivingreaders.wikispaces.com

For more information or the presentation materials please visit our website.