Regina PropstCatawba County Schools

July 2011

Objectives/ Research Applications Learn, Practice, and Discuss New Strategies Break 10:00-10:15 AM Learn, Practice, and Discuss New Strategies Lunch 11:30-12:15 PM Learn, Practice, and Discuss New Strategies Break 1:30-1:45 PM Learn, Practice, and Discuss New Strategies Final Thoughts and Discussion 3 PM

To learn research-based strategies to help with reading comprehension, writing, content learning

To model and practice the strategies in the workshop activities

To provide time to process new learning and plan implementation of these strategies

Not new…just strategic!

Find 4 people that you will meet with during this session to share, discuss, and reflect.

Make appointments for 12, 3, 6, and 9 on your clock.

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In the new Common Core Standards, informational text is a priority.

Ratio of informational to literary texts Elementary 50/50 High School 70/30

Common Core also has a focus on writing skills in the content areas.

OLD, INCORRECT THINKING

NEW THINKING BASED ON RESEARCH

• Comprehension occurs naturally after a student learns to decode, thus comprehension just needs to be tested.

• Comprehension will improve through isolated teaching of specific comprehension skills (e.g. sequence, cause and effect, main idea).

• Students must be taught to flexibly use a repertoire of strategies for text comprehension.

Adapted from Armbruster, Lehr, & Osborn, 2001; Carlisle and Rice, 2002; Smith in Birsh, 1999

Developing Comprehension

Process-Oriented Product-Oriented

Testing Grading

EvaluatingGuided Practice

Independence

Modeling

(Adapted by Dr. Lois Huffman from Richardson & Morgan, 2000)

Determining Comprehension

vs

Make predictions based on background knowledge

Identify key ideas from text they are reading Are aware of text structures Monitor their comprehension and know how

to employ fix-up strategies Have a knowledge of and use a variety of

reading strategies effectively. Paraphrase, explain and summarize

information and construct conclusions

Directly teaching comprehension strategies leads to improvements in comprehension.

Strategies are most effective when taught in combination and used flexibly in active, naturalistic learning situations

Teachers can be taught to be effective in teaching comprehension.

There is a need for extensive teacher preparation to teach comprehension.

National Reading Panel, 2002

comprehension monitoring

cooperative learning

graphic and semantic organizers

story structure

question answering

question generation

summarization

multiple strategies

National Reading Panel, 2001

Make explicit connection between strategy and application in text

Repeatedly state and model the “secret” to doing it successfully so students “see” the mental workings involved

Provide students with multiple opportunities to perform the strategy themselves

Base assessment on both strategy use and text comprehension

(Duffy, in Comprehension Instruction ed. by Block and Pressley, 2002)

Purpose: To activate prior knowledge and focus student learning on the topic about to be addressed.

Directions: Share with your 12 o’clock partner by

brainstorming everything you already know (prior knowledge) about Veteran’s Day.

Pg. 1

Purpose: to make connections to prior knowledge and allow students to make personal connections in order to motivate them to read and comprehend new texts.

Directions: Write down your individual reactions to the

picture. Make sure that you describe any personal connections you have to the topic.

Pg. 3

Now read the selection “Veterans Day History.”

Non-fiction readingVisual Note-taking ToolCollaborativeWriting in content areas

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1. Provide a clear and concise definition of a target word

2. Use dialogue in which the words meaning is explored in context

3. Relate the word to the student’s experience

4. Provide descriptions, explanations or examples of the new word

5. Have the student restate the description or explanation in his or her own words

6. Use the word

The use of non-linguistic representations by teachers in the action research studies was associated with a gain in student academic achievement of 27 percentile points.

Robert Marzano

Drawings/ SketchesGraphic OrganizersPictures to explain vocabulary and other concepts

Purpose: To apply new vocabulary and provide students opportunities to talk about the content

Directions: Use the assigned word to create a trading

card.

Picture of the word Write the definition in

kid friendly terms

Write the word or write a description

Front Back

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Contagious: tending to spread from person to person

Orthodox: customary or conventional Caustic: capable of burning Charm: a magic spell Nodule: a small, rounded mass or lump Transference: movement or placement Reliance: confidence, trust, faith Quirk: a peculiarity of action, behavior, or

personality

Purpose: To allow students to practice new information, talk about what they have learned, and teach!

Directions: Form 2 lines of students facing one another. Each student teaches the new word/concept/

etc. Students in one line rotate to work with

another student. Repeat until all students have heard

everyone.

Write a few lines about what you know about warts.

Pg. 7

Now read the selection “Warts.”

Return to your chart and write what you learned about warts.

List any questions you still have about warts.

Give both definitional and contextual information

Involve children more actively in word learning

Provide them with opportunities to process information and make connections◦ Number of instructional encounters: between 7 and 12 are necessary for students to

have ownership of instructed words

Purpose: To promote the development of complete sentences and the identification of relationships between concepts

Directions: Write six sentences that will show the

relationships between the words in column 1 down, 2 down, 3 down and rows 1 across, 2 across, and 3 across.

Pg. 10

leaves sunlight grow

plants adaptations climates

survive roots water

The direct teaching of vocabulary by teachers in the action research studies was associated with a gain in student academic achievement of 22 percentile points.

Robert Marzano

Purpose: To engage students in conversation for the purpose of analyzing and synthesizing new information.

Directions: 1. Work with your 3 o’clock partner. One is the

interviewer, the other is the interviewee. The interviewer listens actively to the comments and thoughts of the interviewee, paraphrasing key points and significant details.

2.   Reverse roles, repeating the interview process.

3.   Join another pair to form groups of four. Introduce your partner and share what the partner had to say about the topic at hand.

Pg. 12

Topic for interview:

The worst storm I can remember

Purpose: To activate and evaluate student knowledge of a topic.

Description: Students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawings say to them about what they learned.

Pg. 16

Close your eyes and think about tornadoes.

On scratch paper, draw a tornado and include details that you were thinking.

Now read the selection “Tornadoes.”

Return to your drawing and add to it new information that you learned based on the reading.

Share with your 6 o’clock partner.

Purpose: To increase vocabulary by helping students elaborate on concepts and words.

Directions: Work with your 9 o’clock partner to expand

the following sentences. Use information from the selection on tornadoes to add details and information.

Pg. 14

1. A tornado is a wind storm.

2. Tornadoes can be destructive.

3. Unstable air causes a tornado.

4. A safety plan is important in case of a tornado.

Purpose: Guides students in organizing new information while listening, viewing new material.

Can be used with videos, guest speakers, field trips

This strategy helps students to elaborate on their note-taking.

Pg. 17

Purpose: To summarize learning using the higher order thinking skills of analysis, elaboration, and paraphrasing.

Great for lengthy and unfamiliar content Helps students identify key areas of the

reading selection and helps to chunk information

Increases students’ understanding of content and helps with elaboration of information

Pg. 20

Now read the selection “The Lifeline of the Nile.”

Complete your Window Pane Summary. Use the following headings:

Location Transportation

CropsProblems

The use of cues and questions by teachers in the action research studies was associated with a gain in student academic achievement of 22 percentile points over what was expected when teachers did not use cues and questions.

Robert Marzano

Purpose: To help student recognize question types and create quality questions

4 basic types of questions Helps students recognize the construction

of a question Helps students determine answers to

textbook and test questions

Pg. 22

Right There Questions: Answer is in the text, usually all in one sentence

Think and Search Questions: Answer is in the text, different pieces of information from different locations in the text.

Author and You Questions: Answer isn’t in the text, based on information in the selection and your prior knowledge

On My Own Questions: Answer isn’t in the text, can be answered without reading the selection.

Create one question for each type based on the selection about the Nile River.

Work with your tablemates.

Share with the group.

Purpose: to help students analyze a word, provides deep thinking about vocabulary

Post for the class to see during a unit of study.

Have partners create different word wheels.

Pg. 25

Purpose: to help students organize important information and to summarize what they learned.

Pg. 26

Similarities and differences

The brain seeks patterns, connections, and relationships between and among prior and new learning. The ability to break a concept into its similar and dissimilar characteristics allows students to understand and often solve complex problems by analyzing them in a more simple way.

Finding similarities and differences can increase student achievement by 45%

Purpose: To help students categorize and classify words and terms based on their understanding of a topic.

Students examine relationships and connections

Open Sorts Closed Sorts Cooperative Learning

Pg. 28

Purpose: to help students understand concepts and vocabulary

Divide circle into 4 or more equal sections Students discuss which concepts belong to

the group and which isn’t related Sometimes called “Odd One Out” Can include written explanation Great for test reviews

Pg. 31

Poem Novel

Short Story

Song

Create examples for your class for next year.

•Math•Reading•Science•Social Studies

Thinking Maps are important non-linguistic representations.

Pg. 33

Bubble Map

Double Bubble Map

Tree Map

Brace Map

Brace Map

Flow Map

Flow Map

Multi Flow Map

Multi Flow Map

ASHead

Body

Numerator

Relating Factor: _________________

Fraction

Is the top part of...

Bridge Map

Bridge Map

Summarizing and Note Taking increases Summarizing and Note Taking increases student achievement by 34%.student achievement by 34%.

These skills promote greater comprehension by asking students to analyze a subject to expose what’s essential and then put it into their own words.

Great for Unit Tests and EOG Review. Cooperative Learning Discussion of Content Writing about Content

www.freereading.net www.readwritethink.org Jim Burke

http://www.englishcompanion.com/classroom/notemaking.htm

www.howstuffworks.com www.refdesk.com www.readinglady.com (go to tools and resources)

Set stage to show how reading activity changes according to text and purpose

Explain and model steps in strategy Present more than one situation or text in

which strategy would be useful Provide many opportunities for practice Encourage think alouds Have student suggest times and conditions for

strategyMason and Au,

1986

One thing I liked/ loved 4 important things / concepts to

remember

3 important facts 1 global statement to summarize

Pg. 35