Boosting Achievement through Content Area Reading Instruction

Nicole Hochholzer, Literacy Specialist, Kaukauna High School, WI

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BOOSTING ACHIEVEMENT BOOSTING ACHIEVEMENT THROUGH CONTENT AREA THROUGH CONTENT AREA

READING INSTRUCTIONREADING INSTRUCTION

Nicole HochholzerNicole HochholzerLiteracy Coordinator, Kaukauna High SchoolLiteracy Coordinator, Kaukauna High School

Consultant, International Center for Leadership in Consultant, International Center for Leadership in EducationEducation

nhochholzer@hotmail.comnhochholzer@hotmail.com

Poll #1Poll #1

Who do we have participating today?Who do we have participating today?

1.1. Literacy coachLiteracy coach

2.2. Classroom teacherClassroom teacher

3.3. AdministratorAdministrator

4.4. OtherOther

Answer the big questions:Answer the big questions:

Who?Who?

How?How?

What?What?

When and where?When and where?

But most importantly:But most importantly:

WHY???WHY???

Adolescent LiteracyAdolescent Literacy

A successful adolescent literacy initiative is A successful adolescent literacy initiative is only successful if you know WHY you are only successful if you know WHY you are implementing it! implementing it!

Answering the questions:Answering the questions:

Developing great leadership – WHO?Developing great leadership – WHO?

Using lexiles to differentiate instruction – Using lexiles to differentiate instruction – HOW?HOW?

Choosing the most effective strategies – Choosing the most effective strategies – WHAT?WHAT?

Fostering reading for pleasure – WHEN & Fostering reading for pleasure – WHEN & WHERE?WHERE?

DEVELOPING GREAT DEVELOPING GREAT LEADERSHIPLEADERSHIP

Do form a strong team of interested staffDo form a strong team of interested staff

Don’t rely on one administrator or one literacy Don’t rely on one administrator or one literacy coach coach

Do develop a plan that details WHO will do Do develop a plan that details WHO will do WHAT by WHEN with time for reflection and WHAT by WHEN with time for reflection and adjustmentadjustment

Do give yourselves time – it won’t happen in one Do give yourselves time – it won’t happen in one yearyear

Don’t expect things to go perfectly – they won’t!Don’t expect things to go perfectly – they won’t!

USING LEXILESUSING LEXILES

Using lexile data gives staff helps with the Using lexile data gives staff helps with the WHY - the argument “it’s not my job to WHY - the argument “it’s not my job to teach reading” seems rather petty when a teach reading” seems rather petty when a student with a 400L is facing a textbook of student with a 400L is facing a textbook of 1300L1300L

It’s up to the literacy leadership team to It’s up to the literacy leadership team to help staff understand HOW to use lexiles help staff understand HOW to use lexiles to differentiate instructionto differentiate instruction

Grade LevelsGrade Levels

Do I want to buy a 5Do I want to buy a 5thth

grade shoe?grade shoe?

Why would I want to buy a 5Why would I want to buy a 5thth

grade book?grade book?

Lexile LiteratureLexile Literature1500 - On Ancient Medicine1500 - On Ancient Medicine1400 - The Scarlet Letter1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1300 - Brown vs. Board of Ed.1200 - War and Peace1200 - War and Peace1100 - Pride and Prejudice1100 - Pride and Prejudice1000 - Black Beauty1000 - Black Beauty 900 - Tom Swift in the Land of Wonders900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends400 - Frog and Toad are Friends 300 - Clifford’s Manners300 - Clifford’s Manners

Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind; 1500 - The Making of Memory: From Molecules to Mind;

DoubledayDoubleday

1400 - Philosophical Essays; Hackett Publishing1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill800 - Word 97; Glencoe/McGraw-Hill 700 - 700 - World Explorer: The U.S. & Canada; Prentice HallWorld Explorer: The U.S. & Canada; Prentice Hall

600 - Science (Grade 4); Addison-Wesley600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc.400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace300 - My World; Harcourt Brace

2005-06 Lexile 2005-06 Lexile FrameworkFramework®® for Reading for Reading

StudyStudy Summary of Text Lexile MeasuresSummary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Uses at Kaukauna High Uses at Kaukauna High School:School:

Self-selection of books in English Self-selection of books in English classesclasses

Math textbook exampleMath textbook example

Helped teachers understand need for Helped teachers understand need for strategies and differentiationstrategies and differentiation

Part of textbook selection processPart of textbook selection process

““Snapshot” test for special edSnapshot” test for special ed

CHOOSE THE MOST EFFECTIVE CHOOSE THE MOST EFFECTIVE STRATEGIES:STRATEGIES:

Literacy Leadership Team can:Literacy Leadership Team can:

““Test run” strategiesTest run” strategies

Run in-servicesRun in-services

Serve as resourcesServe as resources

Act as cheerleadersAct as cheerleaders

What are the best strategies?What are the best strategies?

Strategies that work with all subject areasStrategies that work with all subject areas

Strategies that aren’t too daunting or Strategies that aren’t too daunting or complicatedcomplicated

Strategies that complement already Strategies that complement already existing curriculumexisting curriculum

Frankly, the best strategies are the ones Frankly, the best strategies are the ones you can do!!you can do!!

Vocabulary: the great equalizerVocabulary: the great equalizer

Vocabulary strategies are great to start Vocabulary strategies are great to start with because everyone has content-area with because everyone has content-area vocabularyvocabulary

It’s not just an “English issue”It’s not just an “English issue”

Concept Definition MapConcept Definition Map

LITERACY

What is it? (definition) What is it like?

What are some examples?

Concept Definition MapConcept Definition Map

Resume &Cover letter

Word problems Websites

LITERACY

Comprehend text

Communicateverbally &

Written

Read for differentpurposes

What is it? (definition) What is it like?

What are some examples?

Vocabulary Knowledge Rating SheetVocabulary Knowledge Rating SheetUnit of study:___________Unit of study:___________

WORDWORD

33

Can define Can define it, use it, it, use it, teach itteach it

22

Heard it, Heard it, seen itseen it

11

Do not know Do not know itit

Definition, Definition, example, example,

and/or and/or imageimage

1.1.

2.2.

3.3.

4.4.

5.5.

Source: Kinsella and Feldman

Vocabulary SquaresVocabulary Squares

TermTerm DefinitionDefinition

ExampleExample How I will remember thisHow I will remember this

Vocabulary SquaresVocabulary Squares

TermTerm

Latency StageLatency Stage

Definition Definition No erogenous zoneNo erogenous zone

Play with same sex peers and Play with same sex peers and avoid opposite sex peersavoid opposite sex peers

ExampleExampleGirls play dolls on playground Girls play dolls on playground while boys play footballwhile boys play football

How I will remember thisHow I will remember thisYUCK!!

EWW!

Read Around the TextRead Around the Text

This picture

shows…

Picture Cues

Captions

Maps, Charts Graphs

Big Ideas

First and LastParagraph

Questions

INSERT STRATEGYINSERT STRATEGY

Confirms what you thoughtConfirms what you thought

Contradicts what you thoughtContradicts what you thought

Raises a questionRaises a question

Confuses youConfuses you

Seems important Seems important

Is new or interestingIs new or interesting

X

?

??

!

Title of the Reading:Title of the Reading:

MY title for the reading:MY title for the reading:

Key Quote (one of the most important statements in the reading)Key Quote (one of the most important statements in the reading)

Why I Chose This Quote (reasons and evidence to support my choice)Why I Chose This Quote (reasons and evidence to support my choice)

Brief Casual Summary (the main ideas expressed in my own words)Brief Casual Summary (the main ideas expressed in my own words)

Graphic Representation (illustration or clip-art that conveys theme)Graphic Representation (illustration or clip-art that conveys theme)

The Deluxe Reading Tour

Source: Kinsella & Feldman

Two Summarizing Strategies:Two Summarizing Strategies:

Summarizing Fiction: Somebody Wanted But SoSummarizing Fiction: Somebody Wanted But SoSomebodySomebody – main character – main characterWantedWanted – problem they dealt with – problem they dealt withButBut – force that worked against the problem – force that worked against the problemSo So – outcome, but don’t give away ending– outcome, but don’t give away ending

*Then take each part and craft it into a sentence to *Then take each part and craft it into a sentence to summarize what was readsummarize what was read

Source: Laura RobbSource: Laura Robb

Summarizing Strategies…Summarizing Strategies…

Summarizing Nonfiction: TFCNSummarizing Nonfiction: TFCN

TT – Topic – Topic

FF – 2 Fascinating facts – 2 Fascinating facts

CC – connection made – connection made

NN- new understanding- new understanding

*Then write a summary*Then write a summary

Main IdeaMain Idea Key Words and MeaningsKey Words and Meanings

Important PointsImportant Points

Ah-ha’s (Insights)Ah-ha’s (Insights) Unanswered QuestionsUnanswered Questions

Source: ICLE

Rock Around the Clock

Poll #2Poll #2

Which strategy could you try this week?Which strategy could you try this week?

1.1. A vocabulary strategyA vocabulary strategy

2.2. INSERTINSERT

3.3. Deluxe Reading TourDeluxe Reading Tour

4.4. Rock Around the ClockRock Around the Clock

The LessonThe LessonResearch Suggests a New FormatResearch Suggests a New Format

Prereading ActivitiesDiscussionsPredictionsQuestioning

BrainstormingSetting Purpose

GuidedACTIVE

Silent Reading

Activities to clarify, reinforce,

extendKnowl-edge

ReadingAssignment

Given

Discussion to see ifstudents learned mainconcepts, what they

“should have” learned

Independentreading

Traditional Format New Format

Reading Reading CANCAN be fun! be fun!

Make Book Clubs attractive and rewardingMake Book Clubs attractive and rewarding

Draw attention to reading – create buzz!!Draw attention to reading – create buzz!!

Latch on to trends in Young Adult LitLatch on to trends in Young Adult Lit

Remember…Remember…

Don’t expect perfectionDon’t expect perfection

Give yourself some time!Give yourself some time!

Start small and start strongStart small and start strong

Nicole Hochholzer(920)766-5948(920)766-6113 x5430nhochholzer@hotmail.com

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