Rotter-Hansen/BCPS

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Reading Strategies & Instructional Strategies to

Engage Learners

AdvancED Required Actions:(1) Implement school

improvement components into professional goals

(2) Develop multiple methods to increase accountability for effectively engaging students

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Challenges Adolescents Face with Content Area Reading

•Reading ability level of the student•Limited vocabulary or background knowledge of topic•Understanding of text features and organization of the text•Students who don’t have strategies or tools when they get stuck•Low motivation or interest in the content•Difficulty of text and textbooks

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CO

GN

ITIV

E H

OLID

AY We must use textbooks MEANINGFULLY by giving

them the tools to interpret; it’s not going to get easier!

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Challenges Adolescents Face with Content Area Reading

•Varied texts throughout the day from content to content requires varied reading skills, knowledge, and reasoning that are specific to each content (vocabulary, textual formats, processing skills)•Varied texts require different levels of attention

VS

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Components That Influence Test Performance

•Reading ability – 40%•Knowledge about the content of the reading passage – 20%•Motivation – 15%•Format of the test & test-taking strategies – 10%•Unknown sources of error in the process of measurement – 15%

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Immerse Students in Knowledge About the World

•Flood classrooms & school libraries with compelling NONFICTION texts. As students read informational texts, they build background knowledge of a plethora of content and topics•Majority of reading passages in tests are nonfiction – in fact, 6 out of 8 passages on the NeSA-R are nonfiction

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How would I remember the name of the CLOSER or FINISHER pitcher for the Giants in last World Series?

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+ +

Brian Wilson+

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Students Use Writing to Think in all Content Areas

Donald Murray in Write to Learn says that writing is “the most disciplined form of thinking.”

Writing to think or learn is …..-A way of processing and remembering information-A means for learners to translate printed texts into their own language to make meaning with new information

Choose one of the following 10 reading strategies to engage students

this year

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Reading Strategy #1

Writing to Think: Exit SlipsExit Slips

•Exit slips are used as a quick review of learning, or as a formative assessment of learning occurred•Short prompt that invites students to reflect on what they understood or what they’re confused about•Index cards or scrap paper

Examples

•What was one key piece of learning you had today?•Describe your level of engagement during today’s class.•What’s one question you still have about _________•How will you use the new word _______at home tonight? handout

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Reading Strategy #2

Reciprocal Teaching Instructional activity that takes place in the form

of a dialogue between teachers and students regarding segments of text

The four components of RT:1. summarizing2. questioning3. clarifying4. predicting

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Reciprocal Teaching •Put students in groups of four.

•Distribute one notecard to each member of the group identifying each person's unique role.

(1) Summarizer (2) Questioner (3) Clarifier (4) Predictor

•Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion.

•At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading.

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Reciprocal Teaching

•The Questioner will then pose questions about the selection:

• unclear parts • puzzling information • connections to other concepts already learned • motivations of the agents or actors or characters

•The Clarifier will address confusing parts and attempt to answer the questions that were just posed.

•The Predictor can offer guesses about what the author will tell the group next

handout

•The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read.

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Reading Strategy #3

Combination NotesStudents begin with an inverted T on their paper. They record facts and notes on the left side and drawings or other nonlinguistic representations on the right. At the bottom (under the bar of the T) they write a 1-2 sentence summary of the above information. handout

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Reading Strategy #4

Questioning With Text Features•Preview the text, looking for text

features•Write a question related to each text feature•Read the text to find the answers to their questions•Have a discussion with students on whether or not they found answers to their questions, or how this strategy

increased comprehension

handout

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Reading Strategy #5Question – Answer Relationships

(QAR)In the Book

1.Right there: literally stated in the text

2.Putting It Together: answers found in more than one sentence to connect facts and draw conclusions

In My Head1.Author & Me –

constructed partly by what’s in the text, and partly by my background knowledge

2.On my own – in the reader’s background knowledge or script inside the reader’s head

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Why Question-Answer Relationships (QARs) Matter for Adolescent Readers

•Shows students that answers to questions are located in either the text OR from additional information the reader already knows•Knowing how to classify the kind of question tells the reader how to answer the question!•Teaches students how to find and confirm answers by using evidence from the text

handout

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Reading Strategy #6

Vocabulary Support Sheet•Teacher types words in alphabetical order on

one half of page (folded vertically)•Write a quick description of the word in as few a words as possible (one line only)•Students can use this as a bookmark while reading•Teacher BOLDS the words students are accountable for

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Example of Support SheetVocabulary Cheat Sheet

1. Commission – becoming an officer

2. Confederate – an unrecognized southern slave state from 1861-1865

3. Corps – group of people with a special job

4. Diplomacy – managing relations between different countries

5. Regiment – group of soldiers commanded by a colonel

6. Rendezvous – a meeting with someone (sometimes secretly)

7. Secede – to separate from a country

8. Tactic – a method to achieve something

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Reading Strategy #7

Concept CirclesAllows students to categorize words and justify the connections between and among words.Options for use:

1. Select 4 words and write one in each section of the circle. Ask students to write about the connections they see between the words or phrases. Why are these words in a Concept circle together?

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Concept Circles: More Options for Use

2. Select 3 words and have students select a 4th, explaining why they’ve chosen that word to add and how these words now form a concept

3. Ask students to select 4 words from their study of a topic or text and use those 4 words to write about what they have learned on the topic

4. Ask students to shade a word that doesn’t fit the group of 4 and explain in writing the attributes of the words and why one is included or excluded

handout

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Reading Strategy #8

Read – Talk - WriteRead – Talk – Write teaches students the mental skill to pause periodically while reading and think about what they’ve read.

•Teaches them to evaluate their level of understanding•Increases comprehension dramatically•Encourages students to construct meaning together

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YOU’RE UP!PICK A PARTNER

And DO THIS!

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What Causes Static Electricity in Your Hair?

Read silently up to the end of paragraph 5. Turn paper over when finished.

Partner A starts with describing what has been read so far.

Partner B affirms or adds more.Both partners write on what they’ve learned so far.

Could also include a question they now have.Look back at the text to clarify or add important

information to notes.Continue this process for the whole text, stopping at

designated breaks. handout

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Tips for Increased Effectiveness with

Read/Talk/Write•MODEL how this looks and sounds!•Partner students in advance; or student choice•Segment the text for students•Assign roles (i.e. Partner A – talks first, Partner B – listens first)•Teacher facilitates the process by prompting when to start reading, talking, and writing•Consider using Read/WRITE/Talk

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Reading Strategy #9

Inside – Outside Circles:A Cooperative Learning Strategy

•Arrange students in even-numbered groups with a minimum of 6 per group•Each group divides in half; one group of 3 forms an inside circle facing outward, and the other group of 3 forms an outside circle facing inwards. Students should be standing opposite another student.•Using textbook or teacher-generated questions, the inside circle participants ask the question while the outside circle participants respond•After a set time, signal the outside circle to rotate clockwise so that each student stands in front of a new student

handout

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Reading Strategy #10

Save the Last Word for Me•Students will read carefully and purposefully,

think critically about the text, and use evidence from the text to support thinking.•Engages ALL students in reading and engaging with the content and the text.•Provides a cooperative learning format, and uses small groups instead of large class discussion.•Works best with material that elicits differing opinions or multiple interpretations. handout

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YOU’RE UP AGAIN!PICK A GROUP OF 3

Now follow the directions using “Top

10 Cell Phone Etiquette Rules People

Still Break” article

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HE’S BACK…….…the one…..the only

Robert Marzano and his Art and

Science of Teaching

Instructional Strategies

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PART II…….ENGAGING STUDENTSWhen students aren’t engaged……..

When energy level in the room is low………..

Demonstrate intensity & enthusiasm for content:

• signal excitement by physical gestures, voice tone, dramatization of information

Or• employ crisp transitions from one activity to

another, alter pace appropriately

handoutChoose one of the following 10 strategies to

engage students this year

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(2) Use response rates techniques to maintain student engagement in

questions

(1) Use academic games and

inconsequential competition to main

student engagement

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(3) Use physical movement to maintain

student engagement

(4) Use friendly controversy

techniques to maintain student

engagement

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(5) Provide opportunities for

students to talk about themselves

(6) Use unusual or intriguing information about the content in a manner that enhances

student engagement

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(7) Use behaviors associated with

“withitness” to maintain adherence to rules and

procedures(8) Applies consequences for not following rules and

procedures consistently and fairly & consistently and fairly acknowledges

adherence to rules and procedures

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(9) Use students’ interests and

background to produce a climate of

acceptance and community(10) Use verbal and

nonverbal behavior that indicates caring

for students

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AdvancED Required Actions:

(1) Choose one reading strategy and make it your professional goal #1 (2) Choose one Marzano instructional strategy for effectively engaging students and make it your professional goal #2(3) Inform your principal of both goals(4) Use and be able to demonstrate both of these during the entire 2011-2012 school year to principal during walk-throughs(5) Be prepared to share results during staff development workshops

SO…….What Do We Do Now?