aari adolescent accelerated reading initiative presentation by: cyndi settecerri
TRANSCRIPT
AARI ADOLESCENT ACCELERATED READING
INITIATIVE
Presentation by:Cyndi Settecerri
What it is and
what it isn’tAARI is NOT a new “trick” to add to your instructional toolbox
AARI is a PARADIGM shift in reading instruction and metacognition for teachers as well as students
EXPOSITORY TEXT STRUCTURES
working through a text
Identifying READER’S AIDS
Help kids concentrate on the content in the book
Teachers plan questions that focus on pre-reading and help kids work through the text for answers (unlike our previous prior knowledge instruction)
BEFORE READING
REAder’s aids
Look at Table of Contents
What vocabulary is highlighted/italicized/bold?
What are the clues for global structure?
Look at pictures (captions?)
Look at maps/graphs
WORKING THROUGH TEXT
Responsive teaching - scaffolding with one student until comprehension makes sense
Inferential questioning - follow student’s response with another question
QUESTIONING - QAR (question answer response) and QtA (question the author)
Textual analysis through text structures
Building a reading community
DIRECT GUIDED READING
(:(:((
EXAMPLES(from “All kinds of wheels” text)
Does the picture prove the text?
Does the author give us a clue about which of these are wheels?
Why would a train need many wheels?
Do all wheels roll on the ground?
Why does an airplane need wheels?
text mappingafter reading - text structure analysis
Animal Animal HomesHomes
Some Some animals animals
live in the live in the waterwater
Some Some animals animals
live live undergroundergro
undund
Some Some animals animals
live in the live in the tops of tops of treestrees
FROGSFROGS
BEAVERSBEAVERS RABBITSRABBITSMOLESMOLES
KOALASKOALAS
EAGLESEAGLES
ConclusiConclusionon
IntroduIntroductionction
What does research tell us?
MOST IMPORTANTLY - Authors and readers communicate through text (focus is ON THE TEXT)
Curriculum theory tells us that more learnable text: presents important domain content, takes developmental level of learners into account, presents lots of examples of the important content
Research suggests these features for comprehensible text: well organized, pattern is signaled, content connects the new to the known, text is interesting to readers
AARI - TEACHING APPROACH
Variety and range of QUESTIONS
Scaffolding with a student until they GET IT!
Rephrasing and plenty of wait time
Questions BUILT ON each other
Cognitive TENSION is good!
Distinguish between EXTENSION and INFERENCE QUESTIONS
Bringing the STRATEGY to the surface - making concrete the THINKING PROCESS
Text structures - graphs
Line
Topical Net
Matrix
Topical Net for Lions book
LIONSLIONS
habitathabitat
baby baby lionslions
activityactivity
reprodureproductionction
protectiprotectionon groupsgroups
huntershunters
Matrix for SPIDERS Book
Color TarantulasJumping Spiders
Trap-door Spiders
Size Biggest of all NIT NIT
Hunt / PreyKills with sharp fangs
Shed long hairs to poison their prey
Jumps to sneak up on insects
Legs used for jumping
Make silk in tunnelRaises trap door at
night
Looks Like Hairy Short legs NIT
TEXt structure - graphs
MainMainIdeaIdea
Linear String
Falling Dominoes
Text structure - graphs
ArgumentMain Main IdeaIdea
Supporting DetailsSupporting Details
Hierarchy
HIerarchy for Animals in Danger book
Animals in Danger
Mammals Birds Reptiles Insects Spiders
Mountain
Gorillas
Beluga Whales
AfricanElephants
Giant Pandas
SnowLeopards
HyacinthMacaws
Bald Eagles
Spotted Owls American
Alligators
Turtles
KomodoDragons Copper
Butterflies
KarnerBlue
Butterflies
Tarantulas
text structure - graphs
Branching Tree
Any structural pattern can be global (the overall structure of a text) or a local sub-structure
(an internal rhetorical within the global structure)
RTI - Tier 3intensive intervention
focused on closing the gap4-5 days a week (45 minute sessions)
Assessment through QRI @ beginning, middle and end of 20 weeks
3-5 students in a group
Students are grouped by reading level not grade level
Classroom teacher support is CRUCIAL for transition back to textbooks
Inferential questions (teacher “talks” with these types of questions)
Gradual release of responsibility
Teach text structures - aim for high level of thinking
Walk through the textbook
Look at textbook for the clues to global structure of the chapters as well as the entire textbook
Look for places in the text where you need to fill in background knowledge
Identify 2 or 3 major concepts that you would like your students to study
WHAT PARTS OF THE TEXT WILL I USE TO ACCOMPLISH THIS??
Questions?????