secondary literacy - boulder valley school district · ♦ balanced literacy instruction across the...

SecondarySecondary Literacy Literacy

The Journey ContinuesThe Journey Continues

A Guidebook For TeachersA Guidebook For Teachers

May 2008

Literacy Literacy JourneyJourney

A Guidebook For TeachersA Guidebook For Teachers

Boulder Valley School District

Sincere thanks to the BVSD literacy coaches and teachers who created the Literacy Journey: A Guidebook for Teachers, 2nd Edition, August 2007. This secondary version stands upon your shoulders. Thank you for the vision and passion you have shared with us through your work.

Thank you to all BVSD curriculum directors and coordinators for their ideas and inspiration. Special thanks to Dr. Mary Pittman (math), Dr. Samantha Messier (science),

and Dr. Judy Slinger (literacy).

Expert teachers know the structure of their disciplines, and this knowledge provides them with cognitive roadmaps that guide the assignments

that they give students, the assessments they use to gauge students’ progress and the questions they ask in the give and take of classroom life.

—J.D. Bransford

Mindless reading is the literacy equivalent of driving for miles

without remembering how you got there. —B. Feller

Once you learn to read, you will be forever free. —Fredrick Douglas

Contributing Authors: Beth Bogner, Connie Carlson, Stephanie Spencer, Jen Taylor

BVSD Superintendent: Dr. Chris King BVSD Deputy Superintendent: Dr. Ellen Miller-Brown BVSD Assistant Superintendents: Dr. Sheri Williams, Sandy Ripplinger, Dr. Judy Skupa, and Dr. Deirdre Pilch Director of Curriculum for Reading and Literacy: Dr. Judy Slinger BVSD Board of Education: Dr. Helayne Jones, Dr. Laurie Albright, Dr. Lesley Smith, Ken Roberge, Jean Paxton, Jim Reed and Patti Smith

IntroductionIntroduction

Welcome to The Secondary Literacy Guidebook

The Journey Continues

This resource guides content area teachers in understanding issues of literacy for all students accessing content material. Additionally, this guidebook helps teachers make informed decisions about effective

instructional approaches concerning literacy practices.

In this guidebook the reader will find a framework for effectively bridging the gaps that exist between the reading levels of students and the written

material utilized to access content area information. Included is an appendix containing practical professional resources, content-specific

graphic organizers, and strategies for scaffolding instruction.

Table of Contents INTRODUCTION………………………………………………………………………………..1-8 ILP INFORMATION...…………………………………………………………………………..9-18 LANGUAGE ARTS: READING/WRITING……....……………………………………………19-66 SCIENCE……………………………...……………………………………………………...67-76 SOCIAL STUDIES……………...…………………………………………………………….77-90 MATHEMATICS…………...…………...…………………………………………………….91-102 WORLD LANGUAGES………..……………...……………………………………………103-108 PERFORMANCE BASED CLASSES……………….………………………………………..109-114 VISUAL ARTS/MUSIC/PHYSICAL EDUCATION APPENDIX………………………………………………………………………………..115-170

May your journey be successful!

In the Boulder Valley School District, standards guide our curriculum, instruction, and assessments. Standards focus on student learning, articulating what students must know, do, and understand to be effective language users. Standards shift the question of when to why a skill, strategy, or literature unit should be taught. Effective teaching in a standards-based system is dependent upon the ability to make informed decisions about the most appropriate learning opportunities for each individual student at the most appropriate time. Instruction is purposeful and precise. Professional development provides the opportunity to expand our knowledge base so we can make informed decisions about instructional approaches, organization, and materials.

Our Program Essentials

The Colorado Basic Literacy Act

The Colorado Legislature passed the Colorado Basic Literacy Act (CBLA) in 1996 to ensure that all children are reading on grade level by the end of third grade. The act says that:

♦ Teachers and parents will work together to teach all children to read

♦ Each child’s progress in learning to read will

be carefully and routinely assessed ♦ Teachers will use a variety of methods to assess progress ♦ Teachers will provide intensive reading instruction for children who need additional support in learning to read

In the Boulder Valley School District, we provide assessments to determine reading proficiency in accordance with the CBLA guidelines. Reading intervention is provided for all students as needed.

Standards Benchmarks

Curriculum Essential Learning Results

(ELRs)

Assessment

Instructional Approaches

Instructional Organization

Materials

Personnel

Professional Learning

Colorado Content Standards

Introduction 3

In the Boulder Valley School District, the profile of the New Century Graduate guides our curriculum and instruction. New Century Graduates should exhibit not only academic proficiency, but also practical knowledge and life skills. They should communicate effectively and understand the contributions of different cultures to our society. Curriculum and instruction design and decisions are made with this in mind. The profile is overviewed below.

The New Century Graduate

Introduction 4

In the Boulder Valley School District, we implement a model of inquiry called Tools of Inquiry for Equitable Schools (TIES). This model, illustrated below, is used throughout our learning organization (district, school, department, grade, and classroom levels) to analyze data, ask questions, theorize and plan actions, and set goals and assess results. The ultimate outcome is the transformation of our practices to achieve better results.

Tools of Inquiry for Equitable Schools (TIES)

Introduction 5

Instructional Framework

Reporting How will we report progress to students

and parents? How will we ensure all parents

and students have access to information

about progress?

Vision We will create and sustain a

network of high achieving schools where patterns of

achievement are not predicted by race, ethnicity, gender,

poverty, ability, language or sexual orientation.

Guaranteed Viable Curriculum What do we expect all students to know, do, and understand? Do all students have access to the general education curriculum?

High Quality Classroom Instruction

What instructional experiences will we

provide? What accommodations are in place to support all

learners?

Assessment How will we know if all students have learned?

Are there multiple ways students can

demonstrate learning?

Intervention & Extension How will we respond when a student has not learned? How

will we extend learning experiences for students

who have learned?

Introduction 6

Circles of Literacy

♦ Instructional accommodation

♦ Instructional accommodation; scaffolding to meet standards; materials match level of learners

♦ Designed to accelerate or enrich learning

♦ Ongoing diagnostic information used to guide instruction ♦ Focus on specific strategies or skills

♦ Standards-based instruction and assessments that are ongoing, guide instruction and monitor progress ♦ Balanced Literacy instruction across the curriculum

♦ Direct instruction in strategies and skills, including advanced

word study, comprehension, cueing systems, writing process, writing forms, spelling and oral language

♦ 100% of kids receive appropriate instruction 100% of the day

♦ Variety of reading materials (narrative and expository) at a variety of levels ♦ Writing, speaking and listening for a variety of audiences and purposes using a variety of forms with materials that match the level of the learner

♦ Quality, job- embedded staff development

♦ Collaboration between school and home

Level 4 Specialized Intervention

Level 1 High

Quality Classroom

Level 2 Targeted

Intervention

Level 3 Intensive

Intervention

♦ Ongoing connection to classroom instruction ♦ Small group instruction, pull aside during literacy

♦ Instructional accommodation ♦ Daily opportunity for additional explicit instruction ♦ Research-based, specific sequence of instruction

♦ Supplemental ♦ SOAR ♦ Provided by interventionists;

materials match level of learner

♦ Target ILP students

♦ One-on-one; daily ♦ Modified curriculum ♦ Structured program ♦ Appropriately-

leveled materials

The Circles of Literacy guide literacy instruction. They capture the many strategies described in this resource and demonstrate how our efforts become more focused as we work with students who have greater needs. The dotted lines of circles 2, 3 and 4 represent the seamless nature of support of this model for all students.

Classroom Small Group Smaller Group/Individual

♦ Guided Reading and Guided Reading Plus (GR+) instruction;

with interventionists

Introduction 7

In the Boulder Valley School District, we stress the use of multiple data sources to inform instruction. We find it essential that all teachers regularly monitor data to teach every student well. Our focus is on improving our entire learning organization and to that end, the monitoring of individual student progress through multiple measures is vital. Data collection is an ongoing process; it is a critical and con-tributing step as we move forward with our cycles of inquiry. BVSD Reading Standard #1 informs the ILP process.

It seems to me that the most useful way to think about assessment to support instruction is by asking, from the outset, two important questions:

What is it I want my students to know and be able to do? and What would serve as evidence that students know and can do those things? —-Devon Brenner

Assessment is always a means to an end, never an end unto itself. It’s the quality of the decision we make,

not the test score, that counts. —-David Pearson

ILP InformationILP Information

A successful literacy journey uses ongoing assessment to inform instruction!

ILP Information 9

Linking Assessment to Instruction

What Do I Need to Know?

I need to know… ⇒ what knowledge and under-

standings students have about reading

⇒ what strategies they are using

to read and write ⇒ what attitudes they have about

reading and writing

How Can I Find Out?

I can find out with the “Body of Evidence”… ⇒ talking to students ⇒ using student self-assessments ⇒ using QRI, DRA, GRADE screening to analyze miscues, to provide reading levels instructional and independent), to measure student’s use of word identification strategies and comprehension levels ⇒ analyzing readers’ written responses ⇒ analyzing oral and written retells ⇒ using 6-Trait based writing rubrics to analyze student writing

How Will I Implement the Program?

My program will include… ⇒ read aloud ⇒ modeled reading and writing ⇒ shared reading/shared, interactive writing ⇒ guided reading/writing; ⇒ independent reading/writing ⇒ accommodation for learners ⇒ appropriately-leveled learning

materials

What Will I Do With the Information?

I will plan a teaching program that includes… ⇒ strategies for reading and writing ⇒ organization of a class routines and procedures ⇒ appropriately-leveled resources ⇒ active learning ⇒ reports to students, parents and

teachers

Planning for Literacy Instruction

ILP Information 11

Determining Need for an ILP

Step 1 Analyze Formal Assessment Data:

EDL, DRA2

QRI GRADE

GRADE screening tool Did the student meet the performance target?

Step 2 Analyze the Body of Evidence

Does the student meet Reading Standard 1?

Step 3 Do the formal assessments and the body of evidence indicate that the

student is meeting Reading Standard 1?

Classroom teacher begins to develop the ILP. Consult with teammates and appropriate interventionists (e.g., reading specialists, ESL teacher, special education teacher). Follow the steps for writing an ILP

♦ Identify literacy goals

♦ Review the body of evidence & document

♦ Schedule the ILP conference with parents. Include other support as needed. Complete the ILP with the parent.

♦ Distribute copies of the ILP to the parents, the student literacy profile, the administrator, and Planning and Assessment

NO Student needs an ILP.

YES Student does not need an ILP.

BODY OF EVIDENCE

Decoding Text ♦ Meets grade level ELRs and performance indicators ♦ Strong sight vocabulary ♦ Vocabulary ♦ Word meanings ♦ Writing vocabulary

Comprehension of Text ♦ Narrative and expository text ♦ Written/oral retell ♦ Meets grade level ELRs and

performance indicators ♦ Reading response journal ♦ Prediction ♦ Inferences

Monitoring Text ♦ Self-corrections ♦ Fluency ♦ Concepts about print ♦ Integration of cueing systems

Daily Work

ESL Language Development Profile

Student Self-assessment

♦ Awareness of own reading strengths Anecdotal Records

Book Log ♦ Are these appropriate levels? ♦ Independent reading

Other Reading Assessments

Ongoing progress is assessed (formal and informal) and documented in the Literacy Profile body of evidence.

Implementation: Reading intervention (“double dose”); Accommodated/modified instruction; Interventions and instructional strategies are documented and results recorded

ALL STUDENTS Document growth and proficiency.

ILP Information 12

Colorado Basic Literacy Act Secondary Timeline

August-September Review Secondary Literacy Profiles/Spring

data Review CSAP data from previous spring Administer the district mandated reading

assessment to all new-to-the-district students, ILP students, or students who are partially proficient or unsatisfactory on the CSAP the previous Spring. Review assessment data for student strengths

and weaknesses Begin building body of evidence Design instructional support based on student

reading strengths and needs Ongoing progress of all students is assessed to

monitor those who may be at-risk of not meeting standards

November – February On-going progress is assessed and

documented using a body of evidence Prepare students for CSAP Review assessment data for student

strengths and weaknesses Modify instructional support based on

student reading strengths and needs

October - November Continue building the body of

evidence Identify Literacy Goals for the ILP Schedule the ILP conference with

parents. Submit a copy of the ILP to Planning

and Assessment by date required

March CSAP Reading and Writing Review progress toward literacy goals Select new literacy goals or continue with past

goals Schedule review ILP conference with parents

and Continue or discontinue ILP based on body of

Evidence

May Administer District-mandated reading

assessments for all students on ILPs Update body of evidence and Literacy

Profile for next year’s teacher Forward copy of ILP to Planning and

Assessment Attend folder trade-off day to give folders to

middle or high school teachers

July BVSD receives CSAP

scores

April On-going progress is assessed and

documented using a body of evidence

ILP Information 13

What is a Body of Evidence? A Body of Evidence is a collection of information about student progress toward reading proficiency. The collection incorporates data from multiple assessments and assessment methods, such as running records, observations, student self-assessments, and reading inventories. The purpose of the Body of Evidence is to provide data that will enable educators to justify a decision about a student’s reading performance.

A Body of Evidence, by definition, contains more than one kind of assessment. It must

include multiple assessments and assessment methods. No single assessment can provide sufficient evidence to judge a student’s progress. In addition, given that different assessment methods are better suited to assessing particular kinds of learning, a variety of assessments are needed to give a comprehensive picture of a student’s progress in relation to the standards. One needs as many assessments as it takes to give a complete picture of a student’s reading achievement. Successful reading means different things at different grade levels. Successful reading in only one genre or reading with the teacher’s guidance does not demonstrate that a student is proficient. Grade level performance indicators, essential learning results, and curriculum alignment help us further define successful reading at each grade level. How do I compile a Body of Evidence? Begin with those artifacts of reading and writing that are already being collected. Examples include QRIs, periodic writing samples, written responses to reading, and anecdotal records. The ILP will determine the learning goals (performance indicators) a teacher’s instruction needs to address for each student. It is the teacher’s role to think about what evidence will demonstrate the student is making progress in relation to the targeted performance indicators. Consider asking for parent input to make the Body of Evidence even richer. Use these artifacts as part of the Body of Evidence and house them in the Literacy Profile folder. It is important to date all documents. Share the Body of Evidence with parents at fall and spring conferences. What happens to the body of evidence at the end of the school year? The Body of Evidence moves with the student from grade to grade. The Literacy Profile (folder) houses this information. At the end of the year it is the teacher’s role to review the Body of Evidence, ensuring it provides an accurate and current picture of the student as a reader. This may mean updating or removing some items.

The Colorado Basic Literacy Act

(CBLA) requires that a Body of

Evidence be used to determine

reading proficiency. Ongoing

classroom assessments are a

part of this Body of Evidence.

Building a Body of Evidence

ILP Information 14

Who is responsible for completing the ILP? The ILP should be completed by the classroom teacher in collaboration with interventionists who instruct that student in reading. Initiation of an ILP An ILP is initiated as soon as the teacher determines that a student is at risk of not meeting the end of the year performance target for Language Arts Standard 1. The ILPs are only for reading progress. The initiation of an ILP is based on the information and documentation contained in the Body of Evidence. Special Education students on ILPs The Individual Education Plan (IEP) serves as the ILP for students who have reading as part of their IEP goals. Only the student information and boxes in the top left and right corners of the ILP form need to be completed by the teacher. Parents, students, teacher, and principal signatures are not required on the ILP form. English Language Learners on ILPs English language learners who are making expected progress in their English language acquisition, but have not yet met Standard 1, are placed on an ILP. ILPs written in Spanish are used in bilingual schools when the students are being instructed in reading in Spanish. In non bilingual schools, the Spanish ILPs are only used to inform parents of their student’s English reading progress. In non bilingual schools only English ILPs are sent to the BVSD Planning and Assessment department.

Individual Literacy Plans are written

for students who are not meeting

reading standards. The need for an

Individual Literacy Plan is based on

a body of evidence since no single

assessment can provide sufficient

evidence to judge a student’s

progress. A body of evidence, by

definition, contains information

from multiple sources using multiple

methods. Before placing a student

on an ILP, teachers should consider

the evidence from at least two

categories: (a) daily performance

and (b) district/classroom

assessments.

Factors to consider in making the decision

to place a student on an ILP are:

♦ a student is not meeting grade level performance targets on district reading assessments

♦ a student is not proficient on the reading section of CSAP

♦ classroom observations and anecdotal records indicate that the student struggles with reading activities/assignments when reading and/or comprehending grade level text.

Individual Literacy Plans (ILPs)

ILP Information 15

The Individual Literacy Plan (ILP) provides documentation to our parents and students, district, and the state of Colorado about students who are not meeting grade level Language Arts Reading Standard 1. (Grade level ILPs are available on Staffnet and Infinite Campus.) Please see Appendix for sample.

It is the teacher’s role to work in collaboration with interventionists to ensure that additional literacy instruction informed by assessments, daily work, and ILP documentation is in place for students on ILPs.

Removing a student from an ILP

The student remains on an ILP until the Body of Evidence provides substantial evidence that the student is meeting Reading Standard 1 and is no longer in need of additional reading support beyond the classroom reading instruction. A student should be removed from an ILP when: ♦ a student is meeting grade level performance targets on district reading assessments ♦ a student is meeting grade level performance targets on weekly running records ♦ a student is proficient or above on the reading section of CSAP ♦ classroom observations and anecdotal records indicate that the student is successful on reading activities/

assignments without additional instructional support

Preparation for parent ILP meeting √ Analyze the student’s Body of Evidence √ Fill in student name, ID, school and grade level on the grade level appropriate ILP form √ Check the appropriate box on the upper left corner to indicate if this is an initial, continuing, discontinuing or

IEP serves as ILP √ Select and check the primary reading intervention the student is receiving √ Indicate the goals the student has met At the ILP parent meeting √ Share evidence of the student’s reading progress contained in the Body of Evidence √ Ask parents to share their observations/insights about their student’s reading √ If this is an initial ILP meeting, discuss the purpose of the ILP, the goals the student has met and how the student

will be supported in reaching the additional goals noted on the ILP ♦ Check the appropriate box on the lower portion of the ILP form

√ If this is a continuing ILP, discuss how the student will be supported in reaching the ILP goal ♦ Check the appropriate box on the lower portion of the ILP form

√ If the Body of Evidence provides substantial evidence that the student is meeting Reading Standard 1 and is no longer in need of additional reading support, then the ILP can be discontinued;

♦ Check the appropriate box on the lower portion of the ILP form √ For initial or a continuing ILPs…:

♦ Ask parents to check 1-3 “parent strategies” that they will support at home ♦ Ask student to check 1-2 “student strategies” that they will do at home

√ Teachers, parents, students, and administrators sign and date the ILP √ Copies of the ILPs are distributed to parents, the principal, Planning & Assessment and the student’s Literacy

Profile (folder) √ If, after the parents are informed of their student’s progress, the purpose of an ILP, and the supplemental instruction an ILP student would receive, they decide that they do not want their student on an ILP, then:

♦ The appropriate box on the lower portion of the ILP form should be checked ♦ Parents, teacher, and the administrator sign in the appropriate box; copies are distributed to the parents, the administrator, the BVSD Planning & Assessment department, and the student’s literacy profile.

Under the guidelines of the

Colorado Basic Literacy Act

(CBLA), a student’s ILP must be

reviewed and updated twice

yearly with parents. These

reviews frequently occur during

parent teacher conferences

and can also happen at other

times during the school year. At

this review, the Body of

Evidence indicates if a student

should remain on an ILP or be

removed from an ILP.

Reviewing Literacy Plans (ILPs)

ILP Information 16

Assessments Used to Build a Body of Evidence

DRA2 Developmental Reading Assessment

♦ For grades 4-8

♦ A classroom-based reading

assessment designed for

on-level and struggling 4-8

grade students

♦ Purpose: to identify students’

skills and plan for timely

instruction in reading

engagement, fluency and

comprehension

♦ Monitor student growth on a

variety of crucial skills and

strategies that successful

readers utilize

QRI (Qualitative Reading Inventory)

The QRI is an individual reading inventory that is used for coding, scoring, and analyzing a student’s reading behavior in both narrative and expository text. QRI passages provide an authentic means of assessing reading growth on increasingly difficult text.

Note: Ongoing progress monitoring is essential to guide instruction and to inform status of achievement goals in relation to literacy targets.

GRADE (Group Reading Assessment and Diagnostic Evaluation) The GRADE is a norm-referenced, research-based reading assessment, which can be group administered. The GRADE is meant to be used as a diagnostic tool to see what reading skills students already possess in addition to skills they need to be acquire. The GRADE can be used to track growth of an individual

READING-LEVEL INDICATOR (RLI) (A quick group reading placement test)

The primary use of the RLI is to identify the independent and Instructional reading levels of students. It measures: (a) vocabulary and (b) basic comprehension skills. This test takes approximately 30 minutes to admin-ister and can be hand-scored. Results could be used in the following ways: ♦ Identify students who need further diagnostic testing ♦ Identify students who may need instructional materials with a lower

readability than that of the grade placement ♦ Determine what level of materials a student can handle

Colorado Student Achievement Program (CSAP) When students receive an Unsatisfactory or Partially Proficient score on the Reading por-tion of CSAP, a test of Standard 1, teachers should look to a body of evidence to determine if there is a need for an ILP. This body of evidence can include, along with the CSAP measure, district assessments, student work, grades, and anecdotal records from teachers and parents. If the body of evidence suggests the need for an ILP, the designated ILP support teacher for that student completes the ILP form and communicates suggested avenues of support with parents and all teachers of each student.

ILP Information 17

Our general education classrooms filled with students who come with a wide range of reading proficiencies, with English as their

second language, with cognitive processing challenges, and with emotional and behavioral challenges.

The diversity of learners and the spectrum of their learning needs call for constant and continuous

scaffolding of our content. Set forth in this section of the Secondary Literacy Guidebook are tips, strategy suggestions, and graphic organizers to be used in

classrooms to support every student in accessing the secondary Language Arts curriculum.

BVSD Language Arts Standards that Support Reading Standard #1 Students read and understand a variety of materials. Standard #4 Students read, write, speak, observe, and listen to synthesize information, analyze and evaluate arguments, and develop and defend argumentative positions. Standard #5 Students apply research skills to locate, select and make use of relevant information. Standard #6 Students read, understand and integrate literature as a record of human experience.

BVSD Language Arts Standards that Support Writing Standard #2 Students listen, observe, speak, and writing for a variety of purposes and audiences. Standard #3 Students use grammatical and mechanical conventions of language in speaking and writing.

Language ArtsLanguage Arts Reading/WritingReading/Writing

Language Arts 19

Our StudentsOur Students Just as our paths to understanding literacy may differ, students’ paths may also vary as they grow as readers and writers. Customizing literacy instruction to meet the strengths and needs of every student is a daily instructional practice in BVSD classrooms. As teachers strive to provide instruction that supports every stu-dent in becoming a proficient reader and writer, it is recognized that every student comes to us from different cultures and communities with differing background ex-periences. By focusing on the literacy strengths and needs of every student, trained professional educators provide instruction that challenges each student to take the next step on their literacy journey. Our mutual goal is to develop motivated and successful readers and writers.

When planning for reading, consult the BVSD Language Arts Curriculum Guides and the Performance Indicators. Teachers of grades three and above should also refer to the Colorado Student Assessment Program (CSAP) writing frameworks.

Literacy for English LanguageLiteracy for English Language Learners (ELL)Learners (ELL)

In the Boulder Valley School District, alternative language arts instruction is provided through English as a Second Language (ESL) instruction using the BVSD English Language Development Standards in content based curriculum. The goal is to provide students who are in the process of acquiring English with instruction designed to meet their needs in listening, speaking, reading, writing and comprehension enabling them to meet or exceed grade level standard in all content areas. For ELL, consult the BVSD K-12 English Language Development (ELD) curriculum and the BVSD ELD profile.

Language Arts 21

REA

ResearchResearch--Supported Supported Literacy Strategies for AdolescentsLiteracy Strategies for Adolescents

Reading Next Research http://www.all4ed.org/files/archive/publications/ReadingNext/ReadingNext.pdf

The following 15 elements have been identified as key to effective adolescent literacy programs: 1. Direct, explicit comprehension instruction 2. Effective instructional principles embedded in content 3. Motivation and self-directed learning 4. Text-based collaborative learning 5. Strategic tutoring 6. Diverse texts 7. Intensive writing 8. A technology component 9. Ongoing assessments of students used in a formative way 10. Extended time for literacy 11. Professional development 12. Ongoing assessments of students and programs used in a summative way 13. Teacher teams 14. Leadership 15. A comprehensive and coordinated literacy program

Writing Next Research

http://www.all4ed.org/publication_material/reports/writing_next

The following 10 elements have been identified as key to effective adolescent writing programs: 1. Writing strategies 2. Summarization 3. Collaborative writing 4. Specific product goals 5. Word processing 6. Sentence-combining 7. Prewriting 8. Inquiry activities 9. Process writing approach

Powerful research was conducted in 2004 and 2007 that offers guidance to our professional field in the area of literacy. Detailed information regarding the research-proven components listed below can be accessed from the websites below.

Language Arts 22

Balanced literacy is the integration of reading, writing, research, speaking, listening, viewing and representing in a way that supports the learning needs of every individual student. Many times we separate these elements because it is easier to examine their processes in isolation. In reality they all develop together and have a huge effect upon one another. One can't write without reading and one certainly can't write without spelling. Oral language underpins all literacy development.

SPEAKING vocabulary building conversation, discussion, and directions presentation

LISTENING

active stance for task purpose of task nonverbal cues direction following

VIEWING visual language of film, television,

pictures, signs, internet, mime, plays, tableaux, etc.

REPRESENTING message/meaning communicated through

a variety of media (e.g., drawings, pictures, sounds, movements, created objects)

READING fluency vocabulary comprehension genre study: fiction, poetry, nonfiction,

and printed resource materials

WRITING language structure/grammar vocabulary building spelling writing forms/genre writing process: prewriting, drafting,

revising proofreading, publishing writing features: ideas/content, style/

fluency, organization, language usage

RESEARCH sources note-taking presentation

The use of explicit teaching is critical for effective balanced literacy instruction. By modeling and identifying the strategies and skills used in reading and writing, teachers help students develop a clear understanding of how to use those strategies and skills independently. Explicit instruction plays an important role in modeled, shared, and guided literacy lessons. As teachers observe student behaviors during independent work time, they gather data to inform their explicit teaching during modeled, shared, and guided literacy lessons.

Teachers deliver the “what” of balanced literacy. Teachers: support 100% of learners 100% of the

school day with appropriate instruction and materials

map the curriculum essential learnings/performance indicators into units of study

form a shared and consistent set of

knowledge: • shared language across content areas • common set of tools/strategies across

content areas

include the to/with/by levels of instruction for teacher/student interaction to scaffold students to independence:

• modeled instruction • shared • guided practice • independent application

design instruction in an appropriate setting based on student need: • large-group shared experience • small-group shared or guided experience • individual coaching

analyze ongoing assessments to plan instruction for students: individual, small

group, and whole class

collaborate with a team of teachers to support all learners

access coaching when available partner with parents

Language Arts 23

Balanced Literacy

√ Print rich environment √ Original student work is posted √ Classroom library exhibits a variety

of reading materials and levels for independent reading

√ Appropriate leveled text for group √ Student progress is regularly monitored using a body of evidence including:

♦ Checklists ♦ Charts ♦ Continua ♦ Portfolios ♦ Informal observations ♦ Anecdotal records ♦ Running records ♦ Individual reading inventories ♦ Student Work Samples

√ Balance is evident in instruction and includes:

♦ Read aloud ♦ Modeled Reading ♦ Shared reading ♦ Guided reading ♦ Independent reading ♦ Modeled writing ♦ Shared writing ♦ Guided writing ♦ Independent writing ♦ Spelling/word study

Looks Like...

√ Groupings are flexible, fluid, and responsive to student needs √ Direct instruction in strategies and

skills (text level, context level, and word level) √ Students are meaningfully engaged

in writing and reading activities √ Writing is a tool for learning √ Students are writing often √ Reading and writing strategies are

emphasized during direct instruction √ Assessment is ongoing and embedded in instruction √ Focus is on the student not the lesson √ Skills practice is embedded in shared and guided reading

A Balanced Literacy Classroom

Language Arts 24

The teacher selects and reads a book or other text aloud to the class, with a focus lesson in mind. Level of Support: ♦ Teacher provides full support for students

to access the text ♦ Students respond to pictures, meaning

and language Materials: ♦ Individual books for the teacher ♦ Picture books ♦ Short stories ♦ Magazines ♦ Newspapers ♦ Poetry ♦ Student-authored writing

The teacher selects a focus and talks, thinks, and questions the way through the writing process and writing strategies. Students may join in, but the teacher does majority of the writing. Level of Support: ♦ Teacher provides full support ♦ Teacher models and demonstrates the

process of putting ideas into written language Materials: ♦ Overhead and markers ♦ Individual writing notebooks/journals ♦ Access to computer lab in order to save

written work

Benefits: ♦ Reinforces a love of reading ♦ Models fluency ♦ Exposes students to different

language and conventions ♦ Exposes students to different

genres of literature and writing

Modeled Reading and Modeled Writing are

strategies used by the teacher to demonstrate literacy skills.

♦ Teacher-directed ♦ Teacher chooses topic, content and reading organization ♦ Teacher uses think aloud to demonstrate

decision making about purpose, form, topic, audience and concepts about print in writing

♦ Teacher models fluent and expressive

reading and explicit writing strategies and skills

Modeled Reading Modeled Writing

Language Arts 25

Balanced Literacy Instruction

Shared Reading Shared Writing

The teacher determines a focus and introduces and reads an enlarged text or a small text of which each student has a copy. All students follow along. Level of Support: ♦ Teachers provide high level of support ♦ There is some group problem solving and a

lot of conversation about the meaning of the story

♦ Readers support each other Materials: ♦ Individual copies of books ♦ Student-authored books ♦ Poetry ♦ Multiple copies of books ♦ Articles e.g. magazine, newspaper, internet

The teacher determines a focus and guides group writing of a large-scale piece, which can be a list, a chart, pages of a book, or another form of writing. All students participate in composing and constructing various aspects of the writing. Level of Support: ♦ Teachers provide high level of support ♦ Teachers model and demonstrate written processes but also involve individual students ♦ The teacher selects letters, words or other writing actions for individual students to do; the pen or marker is shared ♦ The message or story is composed verbally by the group and then is written down by the teacher

Benefits: ♦ Reinforces a love of reading ♦ Models fluency ♦ Exposes students with different

types of language and conventions ♦ Exposes students to different types of literature and writing

Shared reading and writing allow students to participate in the activity while still observing

how it is done.

♦ Teacher-directed with students’ input ♦ Students are encouraged to engage in discussions about the story ♦ Story focus may be on a reading strategy, theme,

genre, literary device or connections with writing ♦ Teacher and students compose jointly ♦ Explicit language is used ♦ Authorship is shared ♦ Teacher demonstrates effective writing

Language Arts 26


The teacher guides the students to use reading strategies appropriately. The teacher helps small groups of students to talk, think, and question their way through the reading process. Books are at the instructional level, are selected by the teacher, and read by the students. Level of Support: ♦ Some teacher support is needed ♦ Reader problem solves a new text with

some teacher guidance and feedback Materials: ♦ Individual books ♦ Easel and chart paper

The teacher has individual conferences with writers, giving selected feedback. The teacher may work with the whole class or a small group to provide general guidance and mini-lessons on any aspect of writing. Level of Support: ♦ Some teacher support is needed ♦ Students generally select their own topics

and pieces but the teacher gives specific guidance and/or feedback as needed

♦ Students solve their own problems in writing with teacher assistance and/or feedback

♦ The teacher provides specific instructions in mini-lessons and conferences

Materials: ♦ Word wall, dictionaries or other resources ♦ Paper, pencils, markers, staples, and art materials ♦ Print-rich environment as a resource

Benefits:

♦ Provides instruction in reading and writing strategies and skills

♦ Allows for explicit instruction in reading and writing as

difficulty arises ♦ Demonstrates modeling of

reading strategies and writing process

The teacher introduces activities in guided reading and writers’ workshop and then

students work in small groups. ♦ Links prior knowledge to reading activity ♦ Regular (daily for struggling and intensive

readers) ♦ Teacher selects passages based on instructional needs of the group ♦ Before-during-after strategies modeled ♦ Strategies and skills are demonstrated and

explicitly taughtusing their own ideas ♦ Students develop ideas on self-selected or identified

topics

Guided Reading Guided Writing/Writers’ Workshop

Language Arts 27


Independent Reading Independent Writing

The students read to themselves or with partners. Level of Support: ♦ Little or no teacher support is needed ♦ The reader independently solves problems

while reading for meaning

The teacher has individual conferences with writers, giving selected feedback. The teacher may work with the whole class or a small group to provide general guidance and mini-lessons on any aspect of writing. Level of Support: ♦ Little or no teacher support is needed ♦ The writer independently composes and

writes ♦ Students know how to use the resources in

the room to get to words they cannot write independently

Materials: ♦ Resources children use on their own, such as

the word wall or dictionaries ♦ Paper, pencils, markers, staples, pre-made

plain books and art materials ♦ Print-rich environment as a resource

Benefits: ♦ Real-world reading and

writing, where books and writing are selected

according to purpose ♦ Students process information at own pace ♦ Opportunity to practice

new strategies ♦ Interest matched with

ability ♦ Opportunity for individual problem solving

The teacher provides opportunities for students to

read and write a wide range of forms, purposes and topics

♦ Student choices fosters self-confidence ♦ Use of familiar or unfamiliar texts or forms ♦ Application of a range of comprehension strategies ♦ Reading for enjoyment and information ♦ Supports rereading of familiar text for practice, cue

integration and reading strategy application ♦ Focus lessons ♦ Students are familiar with and able to apply the 6

+ 1 Traits of Writing, text forms and purpose ♦ Students write to communicate

Language Arts 28


Teaching Reading to English Language Learners

Modeled Reading

Purpose ♦ Expose students to language structures, book language, vocabulary ♦ Model how language works ♦ Reinforce concepts already introduced ♦ Support and develop listening and comprehension strategies *Not to introduce a new topic or concept that is unfamiliar to them

Teacher

♦ Text selection o Identify purpose and objective

⇒ If purpose is content related, simplify the language length and vocabulary

⇒ If purpose is language related, simplify the content, i.e. something students are familiar with

o Highly visual o Accessible, i.e. picture books, wordless books o Know the text well

♦ Build background knowledge o Activate or link to prior learning ♦ Globalize the concept – connect larger concepts to what the ♦ student already knows o Make connections o Engage students in an activity that will provide or connect students to the text

♦ Introduction of the text o Pre-select key vocabulary to introduce o Scaffold the language by embedding grammar structures that will be found in the text in your introduction o If possible or appropriate, provide a summary introduction in the student’s native language. (strategic use of language)

♦ Reading the text o Stop and check for comprehension o Model think aloud when appropriate

⇒ Comprehension strategies ⇒ What to do when you come to an unknown word: re-

read, read on, chunk the word, check cognates, match picture with text, say beginning sound of unknown word and read on, use context clues

Student Process ♦ Use picture clues

to comprehend text

♦ Use background knowledge to

connect and comprehend text

♦ Use knowledge of comprehension skills to make meaning of text

♦ Demonstrate active listening by engaging in the text via questions, comments, emotional responses

Reflective Questions to Consider Know your purpose:

♦ Have I considered my students’ culture, background knowledge, language proficiency, and gender differences? ♦ Have I done repeated readings or revisited books for different purposes? ♦ Have I considered that picture books make better read alouds for English language learners

than chapter books? ♦ Have I used thematic text to allow students to make connections and build vocabulary?

Language Arts 29


Shared Reading Purpose

♦ To make text more accessible to all students through modeling ♦ big books, multiple copies, overheads, charts, language experience approach (LEA) materials

♦ To model language patterns, fluency, and strategies ♦ To introduce new vocabulary in a supportive context ♦ To provide supportive context for students to take risks ♦ To provide opportunities for students to practice reading fluency

Reflective Questions to Consider ♦ Am I using themes that allow students to make connections and build vocabulary? ♦ Have I chosen books that support curriculum in all content areas when possible? ♦ Do I accept, encourage, and extend student approximations of language? ♦ Do I allow enough wait time for ELL? Do I tend to call on native English speakers more?

Teacher Process ♦ Book/Text Selection

o Themes ⇒ genres, science, social studies, language structures, series

books o Consider texts for language structures you want to introduce or

clarify o Preview text for unfamiliar or difficult language structures o Consider cultural relevance of text

♦ Activate prior knowledge and make connections o Concept and vocabulary development o Pictures, realia, gestures, actions, models o Facilitate connections o Link to prior learnings from classroom instruction o Culturally relevant/appropriate o Provide common experiences O Read the text! Read it again!

⇒ Preview text with students to highlight and clarify specific language structure ⇒ explicitly define, review, and repeat the language structures

o Stop and check for comprehension o Model think aloud when appropriate

⇒ Comprehension strategies ⇒ What to do when you come to an unknown word:

· reread · read on · chunk the word · check cognates · match picture with text · reread, say beginning sound of tricky word and

read on · taking or rejecting relevance of word

Student Process ♦ Use picture clues

and other teacher support to

comprehend text ♦ Use background

knowledge to connect and comprehend text

♦ Share connections to the text

♦ Use knowledge of

comprehension skills to make meaning of text

♦ Demonstrate active

listening by engaging in the text via questions, comments, emotional responses ♦ Participate in predictable text when ready and comfortable

Language Arts 30


Guided Reading Explicit Small Group Literacy Instruction

Purpose ♦ To provide students with opportunities to learn reading strategies and apply skills using highly

supportive, carefully selected text. ♦ To provide explicit instruction utilizing texts at the student’s instructional and/or independent

reading level. ♦ To promote vocabulary development in a supportive context. ♦ To provide opportunities for students to engage in understandable and meaningful reading,

writing, speaking and listening activities in a small, collaborative group. ♦ To provide explicit instruction that directly supports language acquisition needs. ♦ To provide students with more exposure and practice with new language structures and vocabulary ♦ To practice implicit and explicit comprehension strategies..


♦ Themes - Context embedded when possible ♦ Preview text for clear language structures and understandable vocabulary ♦ Consider interests, background knowledge, and cultural relevance to students

♦ Pre-reading ♦ Front load concepts, language structures and vocabulary ♦ Explicitly define, review, and repeat the language structure ♦ Give an expanded introduction that gives students a clear

idea of the content and vocabulary of the text ♦ Sample text –go beyond traditional picture walk when possible, use realia, pictures, gestures, role play to support previewing text ♦ Activate prior knowledge ♦ Make predictions

♦ Allow students to handle book during picture walk to identify and locate language structures and locate key vocabulary and sight words

♦ Reading the text-- (independently or chorally) , allow opportunities for questions/higher level discussions

♦ Explicitly teach and observe comprehension strategies Predicting Clarifying--word or concept:

• reread • read on • chunk the word • check cognates

Student Process

♦ Use background knowledge to connect and comprehend text.

♦ Allow students to ask questions if needed to develop connections.

♦ Share connections to the text

♦ Use knowledge of comprehension skills to make meaning of text

♦ Engage in the text via questions, comments, emotional responses

♦ Apply the following: Predicting, clarifying--word or concept: (reread, read on, chunk the word, check

cognates, match picture with text, say beginning sound of tricky word and read on, etc.)

Language Arts 31

Reflective Questions to Consider ♦ Did I group students according to language needs rather than relying on only reading level? ♦ Did I keep in mind that explicit small group instruction is reading with teacher guidance, and not

necessarily a "guided reading plus" format? ♦ Am I being flexible in my instruction and am I tuned into my specific student needs? ♦ If my students read in their home language, are books available? Is this something that I encourage so that students develop literacy in more than one language? ♦ Are stories written by other students and during shared or modeled writing time available for

students to use for independent reading?

Teacher Process, cont. • match picture with text • reread, say beginning sound of tricky word and

read on taking or rejecting relevance of word Questioning Summarizing Inferencing Determining importance Visualizing Synthesizing

♦ Spend several days with the same text or chapter so that you have time to make the cultural connections, teach specific

vocabulary and structures in context, and teach language inherent in the genre.

♦ After reading o Oral Retell – need to model, scaffold, provide language structure o Word work (magnetic letters, Elkonin boxes, white boards....)

Phonemic awareness--rhyming, segmenting, etc. Making and breaking words--syllables, etc. High frequency words Patterns--onsets and rimes Analogies--using known to get to unknown words Make personalized “dictionaries” to build vocabulary.

Go beyond written definitions of the word to include color drawings, definition in their own words, cognates, the word in their home language if they are literate in that

language, synonyms or antonyms, use the word in a sentence, etc.

o Writing For emergent readers, this is guided writing related to the

structure of the book • Sentence strips/puzzles

For early readers--move more to journal responses, graphic organizers, written summaries, etc.

• Higher level questions/ discussion about the text with strategic use on language (if possible, have students discuss in L1.

Student Process, cont. ♦ Use comprehension

strategies (questioning,

summarizing, inferring, determining importance, visualizing, synthesizing)

♦ Share cultural

connections or questions that may shape student understanding of the pictures or text.

♦ Point out words

that may have similar meanings in the home language.

Language Arts 32

Guided Reading (continued)


Independent Reading Purpose

♦ Students apply literacy knowledge and strategies with text that can be read at an independent level.

♦ Students practice fluency. ♦ Students have the opportunity to read a variety of language structures and vocabulary.

Reflective Questions to Consider ♦ Are my students reading at an independent level and am I explicitly teaching students how to

select text? ♦ Am I encouraging students to choose books that are at their independent reading level? ♦ Do I have a variety and range (including nonfiction) of appropriate texts available in the classroom? And in the school library where students can locate them for check out? ♦ If my students read in their home language, are books available? Is this something that I encourage so that students develop literacy in more than one language? ♦ Are stories written by other students and during shared or modeled writing time available for

students to use for independent reading?


o Make available a range and variety of text such as series, books with visual support, nonfiction, books on tape.

o Teach and assist students how to choose appropriate text (both level and content) For example using the “I don’t get it” strategy.

o Ensure texts are at the student’s independent reading level ♦ Pre-reading

o Assist students to set a purpose--why are we reading? o Connect to reading strategies taught in the class or reading group ♦ Have clear expectations regarding what will happen in post-reading.

♦ During-reading o Check-in on student comprehension

♦ Post-reading o Book share o oral/written response o Project o Small group discussions (this could occur throughout independent

reading time)

Student Process ♦ Set purpose for

reading

♦ Make appropriate text selection

♦ Apply reading strategies

♦ Keep a record of books read

♦ Gradual increase in time spent

reading depending on student need

♦ Opportunities to share with peers or teacher about reading

Language Arts 33

Comprehension is always the goal of

reading. Accurate reading of the words on a page does not ensure that the reader comprehends the text that is being read. Therefore, we must be

explicit in our instruction of comprehension strategies that support all students in

understanding what they have read.

When initially teaching or reinforcing comprehension strategies, make sure to consider if:

♦ Students have the necessary background information to comprehend the concepts in the text

♦ Cultural perspectives of the students may affect the

understanding of the text ♦ Text organization (e.g., font, captions, glossary) is familiar to the students ♦ Certain vocabulary might interrupt the students’ understanding of the text ♦ The purpose you have set for the reading of the text is

appropriate

Good readers…

♦ Activate prior knowledge before, during and after reading;

♦ Ask themselves questions before, during and after reading text. They make predictions, clarify and deepen their understanding of the text through their self-questioning;

♦ Create mental images of the places, people, and events in the text;

♦ Make connections to themselves, their world and other text

Materials; ♦ Determine the important information, ideas and themes in the text; ♦ Make inferences that enhance their

comprehension of text. These may include drawing conclusions, making predictions, or interpreting the

author’s or character’s intent; ♦ Use problem solving strategies

when meaning is lost. These may include rereading, skipping ahead in the text, using text or picture clues; and

♦ Synthesize information as they read.

1. Awareness Strategies 2. Monitoring Strategies 3. Adjusting Strategies

♦ Topic or background knowledge ♦ Purpose for the reading ♦ Teaching different reading

styles for different purposes ♦ Text organization ♦ Text inaccuracies or ambiguities

♦ Check understanding by: ⇒ summarizing paraphrasing and synthesizing ♦ Integrate prior knowledge with new text

information ♦ Evaluate information by: ⇒ confirming predictions ⇒ evaluating consistency of main idea and

details ⇒ critically considering information

♦ Rereading ♦ Backward-forward searching ♦ Self questioning ♦ Locating point of miscomprehension ♦ Sustaining information from

the text

Three Basic Types of Comprehension Strategies

Comprehension

Language Arts 34

What is reading fluency? Students are fluent when they complete tasks automatically, fluidly, rapidly, quickly, and accurately. Students learn how to read chunks of meaning—phrases, sentences, paragraphs—as they summarize ideas and anticipate the next thought while their eyes flow across a sea of print. Regie Routman (2003, p. 128) reminds us, “...fluency without comprehension is not reading, it is calling words.” (Brand and Brand, 2006)

“Reading with fluency every day using all types of text is essential. Students need to hear how fluent readers sound: they need examples of expression and intonation. But students need one more thing: the opportunity to discuss how the reader’s fluency affects their understanding of what has been read” Betsey Shanahan, OHJELA, 2004

Why is fluency important? Fluent reading contributes to reading comprehension, independent reading, and work completion. It takes many meaningful repetitions of a word for it to become part of a person’s vocabulary. Meaningful repetitions include hearing, speaking, reading, and writing in context.

40 - 60 repetitions for an average learner 60 – 80 repetitions for struggling native English speakers 80 – 100 repetitions for English Language Learners

Fluency

Do our students… ♦ Read in meaningful, phrased units? ♦ Use punctuation to guide their voices and

understanding of text? ♦ Read fluidly from one idea to the next? ♦ Read using expression, intonation, and emphasis on important word(s)? ♦ Adjust their reading rate? ♦ Anticipate what word or idea will come

next? ♦ Reread phrases, clauses, and sentences

when self-correcting miscues? ♦ Reread texts when they tangle their tongues

or do not understand what they are reading?

Do our students… ♦ Write in meaningful, phrased units? ♦ Use punctuation in their writing as a

tool to effectively communicate their ideas?

♦ Write fluidly from one idea to the next?

♦ Have a plan for their writing and think ahead to what word or idea will come next?

♦ Reread their writing orally? Silently? ♦ Reread their writing to monitor if it

makes sense and flows? ♦ Review punctuation and grammar to

see if it helps them communicate their ideas?

♦ Reread their writing to revise and edit?

Questions for Assessing Reading Fluency Questions for Assessing Writing Fluency

Language Arts 35

Strategies for Developing Fluency

Repeated and monitored oral reading, volume reading, or reading easy text contribute to the development of fluency. Numerous strategies for phrasing, assisted reading, and rereading are embedded within the implementation of informed balanced literacy and book selection practices. Some strategies which contribute to increased fluency include, but are not limited to, the following:

Strategy Description Benefits

Readers’ Theater Students stand in front of an audience and read a practiced portion from a script.

Strengthens phrasing, prosody (intonation/rhythm), vocabulary, and word recognition.

Choral Reading Students read one text together orally.

Strengthens phrasing, prosody, vocabulary, and word recognition.

Poetry Club Students rehearse the oral reading of a poem that is later read in front of an audience.

Strengthens phrasing, prosody, vocabulary, and word recognition.

Taped Reading Students practice reading to a tape recorder, listen to themselves, and reread to practice and gain feedback with fluency.

Independent structure for students to self-evaluate their fluency See page 71 in Good-bye Round Robin (Opitz & Rasinski, 1998) for a sample student ‘s self-assessment.

Books on Tape Students listen to taped book and follow along in text.

Readers connect sounds they are hearing with written word. They hear a model of fluent reading. Caution: Pre-packaged books may be too fast to follow along.

Echo Reading A student is paired with a fluent reader who models oral reading of a portion of text. The first student then reads the same portion of text incorporating as much of modeled fluency as possible.

Strengthens phrasing, word recognition, vocabulary, and prosody.

Increased Sight Vocabulary

A student’s capacity for sight word recognition is increased through various activities (e.g. word walls, word banks).

As common sight vocabulary becomes automatic, the mental space of the brain is freed to attend to other aspects of reading. This strategy only contributes to fluency and does not ensure it.

Language Arts 36

Vocabulary It is through our understanding of the meanings of words that we negotiate our environments.

Vocabulary is critical for successful communication-reading, speaking, listening, and writing.

One way to develop a larger vocabulary is to read a wide array of materials. Effective teachers help students expand their knowledge of words by providing them

with opportunities to read stories and informational books independently, and by making time for daily modeled reading. Effective teachers model how context clues in

writing and speech support the acquisition of new vocabulary. A second effective way to support vocabulary acquisition is through explicit

instruction. Marzano’s (2004) review of the research supports the claim that direct vocabulary instruction works. The following grid displays how vocabulary instruction and

acquisition fit into a balanced literacy program.

Component Description

Reading Reading connected text provides a rich context for learning words and is a major contributor to new vocabulary acquisition.

Phonics and Other Skills Vocabulary skills include recognizing synonyms, antonyms, and homophones; understanding idioms; using the dictionary; and applying root words and affixes.

Strategies Students learn strategies for using context clues, identify multiple meanings of words, examine etymological information in dictionaries, and study how words work.

Vocabulary Students learn an average of 3,000 words a year through a combination of reading and direct instruction.

Comprehension Knowing the meaning of words is a prerequisite for comprehension.

Literature The context of literature provides an important avenue for learning new words and new meanings for familiar words. Teachers may use active word walls and involve students in vocabulary activities and explicit instruction to teach important words.

Content-Area Study Key academic vocabulary is explicitly taught using the 6-step method. Teachers employ active content word walls as part of content-area units and involve students in word study activities using these words.

Oral Language Students use the words they are learning orally as they talk about books they are reading, in content-area study, and through direct instruction activities. Teacher-supported student dialogue groups offer rich dialogue exposing students to new words and phrasings in authentic contexts.

Writing Students apply their knowledge of vocabulary when they use words in writing. A student’s writing vocabulary is dependent upon his/her speaking vocabulary.

Spelling Students apply knowledge about words when writing in authentic contexts. Students take responsibility for correctly spelling high-frequency writing words at their grade level.

Adapted from: Tompkins, G. E. (2006). Literacy for the 21st Century: A Balanced Approach. Columbus, OH: Pearson/Merrill/Prentice Hall. Language Arts 37

Readers’ Workshop

Readers’ Workshop is a structured and predictable

teaching method in which teachers provide explicit reading instruction through a mini-lesson. Students then have the opportunity to apply the strategy and/or skill in their independent reading. As students read

independently, the teacher may conference with one student, a group of students or provide additional small group reading instruction. After

independent reading, students meet with a partner or a group of students to participate in a guided discussion. The class reconvenes to share their reading experiences.

Independent reading/small group guided

instruction/ conferencing

Mini Lesson

Sharing/Shared

Reading

♦ Students silently, independently or with a partner read a

self-selected or teacher selected books for approximately 20 -25 minutes ♦ Students’ reading folder may

include a reading log, conference record sheet, and a reading strategy bookmark ♦ Teacher may conference with

the student, record the topic and content of mini-lesson on the conference record sheet

♦ Teacher may also work with a small group during this time

♦ Teacher meets with the whole class to teach a strategy or skill for 5-10 minutes

♦ Teacher may read aloud or do/share/read a portion of a text to model the focused lesson through a think-aloud

♦ Topic of mini-lessons can be expanded over a period of time such as a reading strategy or skill

♦ Whole class reconvenes to debrief and revisit strategy or skill taught and applied

♦ Students share what went well and what needs

improvement ♦ This information also helps

in guiding instruction for next day

♦ All students follow along in common text

Language Arts 38

Literature Circles

Literature Circles provide an opportunity for small groups of students to come together to discuss novels, short stories, poems or other literacy materials, as well as non-fiction text. They are a place for students to inquire and think deeply and critically about what they are reading. Within their discussions, diverse responses to text are encouraged so students can recognize the differing perspectives they all bring to a text. This instructional technique is based in the constructivist, child-centered model of literacy. The goal of this reading instruction is for students to be motivated learners who guide their discussions based on their use of strategies to understand characters, problems, events, and resolutions by using their background knowledge to predict, infer, make connections, question and summarize.

Student responses to text can take a variety of forms:

♦ Discussions within the groups

♦ Role sheet completion ♦ Reflective journals

which may or may not have prompts

♦ Double entry diaries ♦ Artistic representations

Evaluations within Literature Circles:

♦ Teacher observation of the groups over time provides the most dynamic assessment of each student’s understanding and growth within the Literature Circles

♦ An individual conference about the text the student is reading provides additional information ♦ Students may also evaluate their own participation and thinking about the text through a

variety of commercial forms or teacher-made forms

Within Literature Circles: ♦ Heterogeneous groups are determined by student/teacher

choice. Optimal group size is 4-6 students. ♦ The structure of the group can take different forms. Some teachers may choose to assign specific roles such as questioner, illustrator, word finder. These roles initially inform students as to how they might respond in the discussions. These roles are only temporary and should be discarded as soon as the children are able to independently engage in critical discussions about their Books. ♦ After the initial Literature Circle training for students, teachers

gradually release responsibility for the group discussion to the students. The goal is for students to become independent in their monitoring and discussions within the group as the teacher

circulates and observes the groupings. ♦ Students within these groups may have varying levels of literacy

proficiency. ♦ All students within the group read the same book, poem or other

literacy text. ♦ Teachers may provide sets of books based on the interests, content, and literacy proficiency of all students. Generally students choose books that they can read fairly well. However, if from time to time students choose more challenging books they need supports for reading that text. This may include tape recordings or reading with a buddy. ♦ Meetings are scheduled each week. The frequency of these

meetings depends on the grade level and classroom literacy schedule. Fifth graders might meet 4 days a week, whereas third graders may meet 3 days a week. First graders may meet only 1-2 days a week.

♦ Groups decide how many pages to read for the next meeting. ♦ The expectation is that all members of the literature group will

do the required readings and actively participate in the group discussions.

*See Bibliography—Literature Circles by Daniels

Language Arts 39

Reciprocal Teaching

Reciprocal teaching is a small group instruction technique used to

develop comprehension strategies. Four comprehension strategies-- predicting, questioning, clarifying (words or content) and summarizing-- are explicitly taught and modeled. The teacher gradually releases responsibility to students and they eventually become teacher leaders. One student leads the discussion while the other group members share their predictions, questions, clarification of information or strategies used

to solve unknown words, as well as a summary of the text read.

The stated purposes of the four strategies below clarify how strategy use assists students as they actively bring meaning to text. Readers are encouraged to constantly check for understanding during and after reading.

Strategy Clarifying Generating Questions Summarize Predictions

Students learn to monitor their understanding – they know when they have lost the meaning and if it was due to vocabulary or unfamiliar concepts. They also learn what to do to restore the meaning by rereading, reading ahead or asking support from the group. I kept reading to see if could get an overall sense of the meaning. I did not understand

the part where ….

One word that I need help with is …

Students learn to ask questions that would increase their understanding of the text. For literal questions they learn to take what is on the text and frame in a form of a question. They learn to go deeper as they share what they wonder about the text and try to answer based on the information given. Who, what, when or why is _______? Why does _______ happen? How is ______ an example of_______? How are _______ and ______ different?

Students learn to identify and paraphrase the important information from text. This happens after extensive modeling and the introduction of a scaffold summary framed. The most important information from this passage was… This story/paragraph is mostly about… The topic sentence is…

Students learn to hypothesize what might happen next based on what has already relevant information from the text such as genre, text structure, heading, subheadings and their own background knowledge to make predictions. This also teaches them to set a purpose for reading. Based on the Title and illustrations I think it is going to be about… The information and illustrations make me think that ____ is going to happen.

Purp

ose

Prom

pts

See Bibliography — Reciprocal Teaching at Work by Oczkus

Language Arts 40

Before – During – After Reading

Before Reading During Reading After Reading

• Discuss the objective of the lesson

• Discuss the purpose for reading. Give each child a

copy of the text to be read • Discuss the cover, and read

and discuss cover illustration and title; do a picture walk

• Encourage children to LOOK,

TALK, SHARE, PREDICT • Encourage predictions about:

• The text type likely to be encountered (fantasy?

Informational text? Autobiography?) • The format or layout • The content (real or make-believe?) • The type of language that

might be used • The likely purpose of the

reading – prediction should be short and stimulating so children are eager to read the text themselves

• Activate background knowledge student may have

that will help them relate to the book

• Provide any essential knowledge that will assist

their understanding of the new material

• Read the text • Encourage students to:

• Read for meaning • Monitor understanding

(Does this make sense? Does it sound right?)

• Adjust reading rate if necessary • Select a reading style to

suit purpose • Predict • Take risks ( try unknown

words) • Share understanding • Set a focus question and

ask students to read a section of the text silently in order to find the

answer

• Discuss the passage by first answering the focus question. Allow students to ask some of their own questions. Talk about student’s different

interpretations of the text. • Talk about strategies used to

gain understanding. • Discuss how children feel

about the text • Re-read the text Students need a chance to

return to a text to enhance their understanding and

substantiate their answers.

• Reflect on and respond to reading

• There are many ways the

student can respond to text and extend their

understanding of what has been read

♦ Students will: Talk,

Substantiate, Think, Generalize, Discuss what they thought the author intended, Extend beyond the text, Compare, Share, Reflect on and critique content

Activities that require students to return to the text should follow Guided Reading. Students should be encouraged to choose their activities to extend their learning using the text as a springboard. The following is meant only to be a guide: • Independent reading • Discussion with a partner or

group member ♦ Write details of the text in

a reading log or a reading journal, summaries, literary letters, and reports

♦ Construct story maps and plot profiles

♦ Retell either from the original text or with variations to the point of view, for character or ending ♦ Provide individual or group

cloze activities, project work, or research into a related topic

Language Arts 41

Before re-reading the text: • Pose questions that will invite

readers to return to the text to justify, dispute or substantiate answers

• Encourage students to reflect on

the predictions made before the first reading

• Encourage students within the

group to discuss anything from the text that they feel is

important • Encourage students to talk

about and demonstrate reading strategies that they used to complete reading

• Encourage students to go back

to words that were difficult and try to find their meaning and pronunciation

Sharing Time Sharing responses with the class or group can provide opportunities to extend understanding. Sharing:

♦ Provides a real audience for responses and encourages a high standard of presentation ♦ Gives practice in the use

of acceptable social skills expected by

presenters and audiences ♦ Gives students practice

in listening and speaking skills

Eventually, students are encouraged to conduct their own sharing session with a minimum of teacher intervention.

Before Reading During Reading After Reading

Before – During – After Reading (cont.)

Language Arts 42

Focus/Genre Grade 6 Grade 7 Grade 8

Concentrated focus or In-depth study area(s)

Investigating and examining a wide

variety of literature

Multicultural/geographical focus tied to World Geography

American history, U.S. society tie-in

Biography/ Auto-biography

Optional Emphasis Supplemental

Classics Infused throughout curriculum

Infused throughout curriculum


Drama Optional Supplemental Supplemental

Essays/Documents Optional Supplemental Emphasis including founding documents

and speeches

Historical Fiction Optional Optional with ties to World Cultures

Emphasis with U.S. So-ciety

Multicultural Infused throughout curriculum

Emphasis with ties to World Cultures Infused throughout

curriculum


Mystery Emphasis Optional Optional

Myths/Legends Emphasis on Greek, Roman and Meso

American

Optional with World Cultural ties

Optional with ties to American tradition

Poetry Emphasis on basic elements

Supplemental tie to World Geography

Emphasis on poetry analysis

Realistic Fiction (Survival, adventure, coming of age)

Emphasis on basic elements of poetry

Supplemental Supplemental

Respect for individual differences




Science Fiction/Fantasy Emphasis Supplemental Optional

Middle School Reading Matrix

Check protected titles lists for high school. BVSD website: Go to Employees, Learning Services, Reading & Literacy

Language Arts 43

Emphasized Genres of Reading

Pre-Reading Discussion Topic _________________________ Read page ______ and be ready to discuss the content. What do you already know about _______________________________________________? As you read page ______, what did you think about? ________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What two places in the text supported you in creating visual pictures? Describe below the two pictures created in your mind. ___________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What connections did you make with the text? ______________________________________ ___________________________________________________________________________ List three words that are very important to this text that you believe you will likely see again as you read further. Tell why you think they are important to the text.

List some words you are wondering about. You may be wondering about their meaning or why they are being used in the text. _______________________ ____________________________ ________________________ _______________________ ____________________________ ________________________ ______________________ ____________________________ ________________________ List at least two questions you have about this topic. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Important Word What are some reasons this might be an important word?

___________________ ________________________________________________________

___________________ ________________________________________________________

___________________ ________________________________________________________

Language Arts 44

Character Map A character map helps you understand a character in a story, play, or novel.

Using This Character Map

1. Write the character’s name in the center oval. 2. Write details about what the character says and does. 3. Fill in what others think about the character. 4. Describe how the character looks and how the character feels. 5. Write how you feel about the character.

What a character says and does What others think about the character

How a character looks and feels

How I feel about the character

Name

Language Arts 45

Fiction Organizer

A fiction organizer is used to gather key information about a story, novel, or play.

Characters Setting

Title

Plot Theme

Using Fiction Organizers 1. Fill in the title of the text in the center. 2. Write the names of the characters. 3. Give the story’s setting. 4. Write a summary of the plot in the plot box. 5. Write the big idea in the theme box.

Language Arts 46

Developing Guiding Questions Before Reading

Name____________________________ Text______________________ Date______________ Before-Reading Questions Based upon my preview of: My questions are: ____________________________ ________________________________________ ____________________________ ________________________________________ ____________________________ ________________________________________ ____________________________ ________________________________________ ____________________________ ________________________________________ During Reading While I was reading I noticed ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ After-Reading Questions: I still wonder about… ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Language Arts 47

Author’s Purpose Chart

Author’s Purpose

Examples From Text

To Inform

To Entertain

To Persuade

To Reflect

Other

Language Arts 48

Summary Sentences

Chapter or Page Numbers _____________ Complete the grid below, then create a summary sentence in the space provided. Repeat.

Somebody

But

Wanted

So

Somebody

But

Wanted

So

Somebody

Wanted

But

So

Somebody

Wanted

But

So

Language Arts 49

Professional Resources for Reading I Read It, But I Don’t Get It. Comprehension Strategies for Adolescent Readers “As a class we will read powerful text. It will change our thinking forever. Our reading will compel us to share our pasts, passions, and concerns. Creating meaning together will force total strangers to connect. We will reveal strengths, expose our weaknesses, and grow stronger as we build a community of readers.” This quote should be compelling enough to make you want to pick up this book by Cris Tovani and read it from cover to cover. You can skip around in book, but do read all of the simple ideas you can use right away in your classroom. Also, check out Part 3: Access Tools where you can find templates that are simplistic yet effective tools to use with all students. (Cris Tovani, 2000) Yellow Brick Roads: Shared and Guided Paths to Independent Reading Janet Allen provides research, practical methods, detailed strategies and a wide variety of resources to establish comprehensive literacy instruction to use in your classroom. The last ¼ of the book contains resources such as: Literature supporting Content Literacy, Books on Tape, Short Story Collections Supporting Read-Aloud, Shared, Guided, and Independent Reading, Poetry Collections, and forms she references throughout the book. (Janet Allen, 2000) Making the Match: The Right Book for the Right Reader at the Right Time, Grades 4- 12 Teri Lesesne says the key to motivate and help create lifelong readers is finding the right book that will get them hooked in the first place. Her book is divided into three distinct parts that will assist teachers in steering students to the literature they will read: Knowing the readers, Knowing the books, and Knowing the strategies. After all of that she still provides a plethora of resources in the appendix. (Teri Lesesne, 2003) Great Books for High School Kids. This is an unconventional, innovative guide that challenges traditional notions of what great books are and what kids are ready for. It includes an annotated list of nearly 400 titles, arranged by author, with informative and entertaining descriptions. (Rick Ayers and Amy Crawford, 2004) What Really Matters for Struggling Readers. A book that presents research on reading and offers concrete examples of what we should do in face of that research. It gives teachers and administrators the background they need to advocate for what will work in the classroom. (Richard L. Allington, 2001)

Language Arts 50

“Teach the writer not the writing.” - Lucy Calkins

♦ Create many purposeful and enjoyable contexts for writing

♦ Let the students see you as a writer

♦ Encourage and appreciate student’s attempts at independent writing ♦ Provide positive responses to the

message with written replies ♦ Provide opportunities for discussion and oral

rehearsal before and during writing ♦ Create real audiences for writing ♦ Observe student’s writing development and

recognize when progress has been made ♦ Write with students and talk about your writing – be explicit ♦ Provide models of many different kinds of adult writing ♦ Encourage shared writing ♦ Identify and celebrate the writing techniques in texts (“read as writers”) ♦ Provide opportunities to write every day ♦ Encourage risk taking ♦ Encourage and promote literacy in students’ first language at home

Writing Assessment The collection and assessment of writing samples should be ongoing throughout the year. It is expected that every school formalizes this practice at least three times yearly. Writing samples are scored using a rubric to assign a value, however, it is the analysis of writing behaviors accompanying that quantitative score that is invaluable for instruction.

An Environment for Writing

Language Arts 51

Traits of Writing

Traits of writing are the characteristics and/or criteria that enable us to

define and have a common understanding of what good writing looks like.

Using the language of traits allows us to have a common vocabulary that can be used in our instruction and assessment of

writing. Traits of writing are universal.

There are different published models that describe the effective traits of writing. 6+1 Traits was developed by the Northwest Regional

Educational Laboratory. A brief summary is listed below. The CSAP writing rubrics are another source of trait information. They organize the traits into four categories for scoring of writing assessments.

1. Ideas: Ideas make up the content of the piece of writing-the heart of the message 2. Organization: Organization is the internal structure of the piece, the thread of

meaning, the logical pattern of the ideas 3. Voice: Voice is the soul of the piece. It is what makes the writer's style singular, as

his or her feelings and convictions come out through the words 4. Word Choice: Word choice is at its best when it includes the use of rich, colorful,

precise language that moves and enlightens the reader 5. Sentence Fluency: Sentence fluency is the flow of the language, the sound of word

patterns-the way the writing plays to the ear, not just to the eye 6. Conventions: Conventions represent the piece's level of correctness-the extent to

which the writer uses grammar and mechanics with precision

+ 1 Presentation: Presentation zeros in on the form and layout — how pleasing the piece is to the eye

The 6 + 1 Traits Model

Language Arts 52

The Writing Process

PREWRITING

PurposeAudience

FormPlan

WRITINGPROCESS

PURPOSEAUDIENCE

FORM

TRAITS OFWRITING

STANDARDS

REVISINGRevisit Ideas,

Organization, Voice,Word Choice, andSentence FluencyAdd, Cut, Change

Peer Revision

EDITING

Proofread

Conventions

DRAFTINGIdeas

OrganizationVoice

Word ChoiceSentence Fluency

PUBLISHINGPresentation

LegibilityNeatness

Illustrations, charts, visualsShare with others

Pre-Writing

Purpose Audience

Form Plan

The Writing Process

For guidance in supporting student writers, consult the BVSD

website for curriculum and writing models

Publishing

Presentation Legibility Neatness

Visuals (charts, illustrations)

Share/distribute

Editing

Proofread

Conventions

Revising

Revisit Ideas, Organization,

Voice, Word Choice, and Sentence Fluency Add, Cut, Change

Peer Revision

Drafting

Ideas Organization

Voice Word Choice

Sentence Fluency

Language Arts 53

Purpose and Structure of Writers’ Workshop

The Purpose and Structure of Writers’ Workshop

The purpose of a writers' workshop is to provide students a designated period of time to develop writing strategies and skills, learn about the

craft of writing, and use writing as a tool for learning and communication. Teachers instruct students in the forms and traits of writing as they write for different purposes and audiences. By setting aside regular blocks of time just for writing, we convey to students the importance of writing. A writers workshop provides a consistent

and predictable structure that allows students to focus on their craft.

MINI-LESSON

INDEPENDENT WRITING/ SMALL GROUP GUIDED

INSTRUCTION/CONFERENCES

WHOLE GROUP CLOSURE/

AUTHOR'S SHARE

♦ Short lessons, writers'

talks, introduction of a new author or form

♦ Think-alouds by teacher

or students ♦ Modeled writing —

teacher demonstrates a strategy/craft

♦ Shared writing — class

crafts short piece of writing together

♦ Directed Process Writing, wherein

the teacher a) sets the purpose and form for the writing

assignment, or b) teacher guides students to choose their own topics ♦ Guided writing sessions- teacher

works with a small, need-based, flexible group

♦ One-on-one conferencing

♦ Teacher will invite students to share the part of their work that best reflects the day's mini-lesson ♦ Sharing can be done

whole group or in partners or both.

Language Arts 54

Writers’ Workshop Mini-Lesson Planner Example (See appendix for blank template)

Form of Writing: Procedure Trait/s to be taught: Organization Title of Mini-lesson: Parts of a Procedure and Verbs in a Recipe Procedure

Connection: Connect back to previous lesson where the class did a shared recipe procedure for “How to eat a bowl of cereal.”

Teaching: 1. Review the parts to a procedure 2. Point out the verbs in the procedure. Review what a verb is- give examples 3. Discuss vocabulary using pictures, pointing to chart, realia

Active Engagement: (since there were 3 teaching points, the students turned to their writing partner to talk after the first two teaching points.) 1. Tell your partner the three parts to a procedure 2. Share with your partner some verbs that might be found in a recipe 3. Work with partners to discuss, identify, and write (following the mini-lesson)

Link: Read the language objectives which are also the directions Keep them posted so that in case students forget the directions, they can access them from the board

Share: Mid-workshop share when students discover something exciting, new, and interesting End of workshop share: tell your partner what you learned about procedures today; share out in the whole group

Notes:

Adapted from Calkins, L. (2003). Units of Study for Primary Writing: A Yearlong Curriculum.

Language Arts 55

Components of a Sheltered Writing Lesson for ELL Students Example

(See appendix for blank template)

Content Objectives: Learn the parts to a procedure and write a procedure

Key Vocabulary: Parts to a procedure and words used in a recipe procedure: title; requirements; ingredients; utensils; steps; Verbs that are used in a recipe: heat, pour, measure, stir, etc.

Interaction: Partner work: 1. Tell your partner the directions before leaving the whole group 2. Partner work: Find the parts to your recipe- put word cards next to it; read the recipe together;

then highlight verbs from the recipe 3. Partner work: Write down what you now know about writing a recipe procedure

Practice/application: 1. Place vocabulary words next to the appropriate parts in the recipe 2. Find verbs 3. Write about and discuss new learnings 4. Next lesson – write a simple recipe with a partner

Assessment: Observes partner groups to see if students can identify (a) the main parts to the recipe and (b) verbs used in the procedure Write about what is now known about procedures; listening to teams can guide the teacher with a lesson focus for the next day

Notes/Next Lesson: Use a template for a procedure, have students write a recipe with a partner

Background knowledge: Show cookbooks; recipe cards; talk about how their families may have recipes “in their heads” passed down from grandma or grandpa; Show kitchen utensils and find them on the utensil chart.

Supports: (visuals, realia, charts, etc.) Cookbooks, recipe cards, utensil chart, kitchen utensils, chart with previous days recipe – parts to the procedure on the chart

Language Objectives: Read recipes, discuss the parts to a recipe, write a recipe

Form of Writing:________________________________ Trait/s to be taught: ____________________________ Title of Mini-lesson: _____________________________

Language Arts 56

Teaching Writing to English Language Learners

(Co-authored by the 2007 BVSD ELL/Literacy Task Force)

Take into account and value the fact that your students may use different discourse styles that are embedded in culture(s) and are evidenced in their language(s), reading and writing. It is important to teach them the linear discourse style of English while validating the discourse style inherent in their home language(s).

Teacher Process ♦ Select a topic ♦ Teacher does the writing ♦ Think aloud and ask questions

throughout the writing process ♦ Develop cross-language connections

Student Process ♦ Listen ♦ Question ♦ Reread text many times (choral reading,

echo reading, silent reading, etc.) ♦ Demonstrate understanding of the lesson

(pair-share, state one thing that they learned, response log, etc.)

Modeled Writing

Purpose ♦ Demonstrate and reveal the writing process ♦ Make concepts about print explicit ♦ Develop vocabulary in a supportive context ♦ Support reciprocity between reading and writing ♦ Model think-alouds – inner dialogue to guide students in knowing how oral language supports writing development ♦ Demonstrate sound/symbol relationships in language

Reflective Questions to Consider ♦ What patterns am I noticing in independent student writing? ♦ What are the teaching and learning implications? ♦ How am I explicitly and deliberately teaching specific English language structures in response to students’ needs? ♦ How can I keep students actively involved in the lesson? ♦ How will I know students are comprehending the lesson? ♦ Do I have a specific language objective and have students demonstrated understanding?

Language Arts 57


Teacher Process ♦ Expand pre-writing to include lots of

oral language discussion (in any language) ♦ Brainstorm and frontload Vocabulary and language forms with visual support ♦ Elicit ideas from students based on

shared experience. Record the story with the students modeling standard English

♦ Use linear graphic organizer (outline, accordion paragraph)

♦ Support student in consulting classroom resources (word walls, bilingual dictionaries, pictures) ♦ Use color coding/highlighting to call

attention to the language objective

Student Process ♦ Orally rehearse the topic ♦ Participate in composing and constructing various aspects of the writing ♦ Reread the text many times during

the process ♦ Articulate meta-cognition ♦ Use each other as resources (“pair

and share” before contributing)

Shared Writing

Purpose ♦ Create a large-scale piece of any genre (lists, charts, pages of a book,

expository writing, etc.) ♦ Create known accessible text ♦ Increase engagement in the writing process ♦ Move students from receptive language experience to productive language

experiences ♦ Provide a supportive environment for risk-taking in second language ♦ Provide extension of grammatical forms and vocabulary

Reflective Questions to Consider ♦ Is the shared writing piece big enough to see from all parts of the room? ♦ What will I do with this piece after today? How can I make it accessible to students for independent reading, guided reading, independent writing, etc.? ♦ How will I integrate this piece of writing into my instruction (close paragraphs,

sentence strips)? ♦ How is their writing rule-governed? ♦ Are we writing about a commonly understood experience? ♦ How have I created space for students to contribute verbally and non-verbally?

Language Arts 58

Teaching Writing

to English Language Learners

Teacher Process ♦ Build and activate students’ background

knowledge including vocabulary and language structures using visuals, realia, written forms in English and home language (if possible) ♦ Acknowledge and validate multiple ways

for writing (pictures, diagrams, etc.) ♦ Connect different writing genres through a

theme ♦ Brainstorm with students using a variety of

graphic organizers in the pre-writing phase (Venn diagram, KWL, web, story map, etc.)

♦ Before writing, explicitly instruct students in the linear discourse style of English using a corresponding linear graphic organizer (hamburger paragraph, accordion

paragraph, outline, etc.) ♦ Teach focused mini-lessons related to language objectives and genre

Student Process ♦ Oral rehearsal of writing ideas in

home language or in English ♦ Prewriting and first drafts may be

written in language other than English to allow students to develop ideas in their dominant language

♦ Participate in the planning process using appropriate graphic organizers either in whole group or individually ♦ Actively create and develop individual pieces of writing with support ♦ Monitor where they are in the writing

process and determine what they need to do next

Guided Writing Purpose

♦ Provide explicit, focused direct writing lessons based on students’ every day work ♦ Provide opportunities for vocabulary and concept development ♦ Provide opportunities for students to explore various forms and functions of writing ♦ Scaffold and contextualize oral language so that it can transfer to writing ♦ Teach the writing process ♦ Make reading – writing connections explicit

Reflective Questions to Consider ♦ Have I collaborated with all teachers working with these students, and do we all share

the same writing goals? ♦ Do we use consistent school-wide visuals and icons to represent key academic vocabulary

from the curriculum? ♦ Is student generated text available for reference or reading? ♦ Do my assessments reflect the developmental stages of language learning? ♦ Have I structured the lesson to ensure that students are contributing more actively than in

shared and modeled writing? ♦ Have I used a variety of groupings during the lesson (i.e. whole group, small group strategy instruction, pair work, individual conferencing)? ♦ Have I provided resources for students (i.e. books, study prints, photos, picture dictionaries)?

Language Arts 59


Independent Writing Purpose:

♦ Students use prior knowledge and understanding to author text independently ♦ Opportunity to integrate and apply what they have learned in modeled, shared, and

guided writing ♦ Give students an opportunity to develop voice in writing ♦ Students develop critical awareness of their strengths and challenges in writing

Reflective Questions to Consider ♦ Have I collaborated with all teachers working with these students, and do we all share

same writing goals? Do we share the same (or similar) graphic organizers? ♦ Have I used student writing as examples of what is being taught? ♦ How have I involved others (peers, families, community) in celebrating students’ completed texts? ♦ How does my classroom environment support independent writing? ♦ Have I noticed patterns in student writing that may be related to the structure of their

home language? How have I used this knowledge to plan mini-lessons? If I am not sure, who can I ask?

Teacher Process ♦ Set the learning stage to foster independent writing by providing resources students can use as references (anchor charts, visuals, dictionaries, personalized student-generated resources, word walls…) ♦ Give frequent reminders/mini-lessons before writing to link past learning to Present task ♦ Conference with individual students to

extend and expand their writing knowledge and abilities ♦ Provide appropriate structures and support, especially for emergent speakers and writers (vocabulary word banks, patterned sentences, sentence frames) ♦ Scaffold the task by framing it in smaller

chunks, providing many examples, providing extended time, allowing oral/ written rehearsal ♦ Provide a variety of ways to express

ideas (drawing, acting, dialogue) ♦ Provide opportunities to publish, share,

and celebrate

Student Process ♦ Able to use editing checklists and rubrics

to assess and talk about own writing proficiency ♦ Students take risks to try new structures,

genres, and vocabulary. ♦ Able to reflect upon and make changes to

improve own writing ♦ Students access classroom resources to improve writing (peers, teachers, prior writing, dictionaries, thesaurus)

Language Arts 60

Persuasive Paragraph Organizer This organizer will assist you in organizing your thoughts, identifying your point of view,

gathering details, and preparing for your argument.

Topic (List the topic)

Viewpoint (List your viewpoint/opinion)

Opposing Viewpoint (List the opposing viewpoint)

Support for Viewpoint (List all of the evidence that supports your point of view)

Language Arts 61

Argument Chart Use an argument chart to organize a persuasive paragraph or an argument.

Opinion

Detail

Detail Detail

Conclusion

Language Arts 62

Definition Organizer

Use a definition organizer to list what a term means and what it looks like.

Definition Characteristics

Examples Non-examples

Term

How to use this organizer 1. Write the term in the center oval. 2. Write the definition in the upper lefthand box. 3. Describe the characteristics of the term in the upper righthand box. 4. Illustrate the term in the examples box. 5. In the non-examples box write or draw something that is not an example of the term you are

identifying.

Language Arts 63

Process Notes Read Represent Respond Write

(Embed talking within all categories)

1. Read/Listen/Observe Describe the process by taking notes about: What happens/changes; Where things happens (location/setting); Who or what is involved; How it changes or happens; and When things happen or the order of events. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

2. Represent Explain (visually) the process. Consider: Stages of the process; Changes during the process; Patterns within the process; Cause and effect throughout the process; and Major events or defining moments within the process.

3. Respond Discuss the process using the following questions: What/who causes the events or changes? How is this process similar to others? How is this process different from others? Did you get your expected result? What mattered most in the process and why? __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

4. Write Reflect upon: Implications of the process and results; Other possible outcomes or applications; Importance of the process and results; Alternative explanations of or responses to it; and Process: Then, write what happened and why (summarize). Use the reverse side of this page as needed. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Language Arts 64

Professional Resources for Writing Writing Workshop: The Essential Guide. A practical book that clearly shows how to implement a writing workshop in your classroom. They include issues that come up related to space, time, writing conferences, the writing cycle and so on. They provide the most important tools you will need to get a workshop up and running. Very readable. (Ralph Fletcher and JoAnn Portalupi, 2001) What a Writer Needs. Teaching writing is hard work, yet Fletcher helps us conquer it by holding our hand throughout this book. In part 1 he talks to us in a way that feels like he is sitting right next to us giving us practical strategies that help us extend and challenge student writing. Part 2 focuses on options and possibilities open to the writer while providing concrete examples. (Ralph Fletcher, 1992) The Writing Workshop: Working Through the Hard Parts. Katie Wood Ray offers a practical, comprehensive guide on all aspects of the writing workshop. She tells us how to manage day-to-day instruction, classroom management, and gets us to think how we can improve our practice. All of her easy to do tips remind us of the many ways to keep the energy of the workshop at a high level while giving us the courage to put this practice in place. (Katie Wood Ray and Lester L Laminack, 2001)

Language Arts 65

ScienceScience

Our general education classrooms filled with students who

come with a wide range of reading proficiencies, with English as their second

language, with cognitive processing differences, and with emotional and

behavioral challenges. The diversity of learners and the spectrum of their learning needs call for and require continuous scaffolding of our content. Set

forth in this section of the Secondary Literacy Guidebook are tips, strategy

suggestions, and graphic organizers to be used in classrooms in order for all students to

have access to our secondary Science content.

Colorado Science Standards Incorporating Literacy Standard #1 Students apply the processes of scientific investigation and design, con-duct, communicate about, and evaluate such investigations. Standard #65 Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world. **Check the BVSD website for the most current BVSD Science Standards.

Science 67

What does Reading have to do with Science ?

The idea is not that content area teachers should become reading and writing

teachers, but rather that they should emphasize the reading and writing practices that are specific to their subjects, so students are encouraged to read

and write like historians, scientists, mathematicians, and other subject area experts.

—G. Biancarosa

Nonfiction Science Reading Teachers need to help students access text by explicitly

teaching them how to:

• Preview a text by reading the title, examining the pictures, back cover, and inside flaps.

• Preview a text by looking at pictures and diagrams, by reading captions. • Look at the text features to develop background knowledge and schema. • Set a purpose for the reading. • Focus on the review questions found at the end of chapters. • Adjust the speed at which they read and when the text is confusing, slow down. • Pay attention to punctuation, reading the text and ideas the way the author wrote

them. • Reread when unsure of what something means. (See Appendix for graphic organizers that support these strategies.)

Ensuring adequate ongoing literacy development for all students

in the middle and high school years is a more challenging task today for two reasons. First, secondary school literacy skills are more complex,

more imbedded in subject matters, and more multiply determined; second, adolescents are not as universally motivated to read better

or as interested in school based reading as Kindergarteners. Catherine Snow, 2004

ScienceScience

Science 69

Teachers support students’ reading by: • Building background information • Using pre-reading, during-reading and after-reading strategies • Using vocabulary development strategies • Modeling your thinking while you read by using the think-aloud strategy

The think-aloud technique supports readers as they hit the sometimes rough currents of the more difficult kinds of texts they face in middle and high school. Jeffrey Wilhelm, 2001 (See appendix for professional resources)

Reading is Thinking! In order for reading to make sense, readers need to: Make connections “This reminds me of….” Ask questions “I wonder…” Visualize Make a movie in your mind Make inferences Interpret meaning

Model Thoughtful Reading

Use “think-alouds” in which the teacher reads aloud and stops to narrate how her mind works with the material—asking questions, making

inferences, and entering the world created by the book or article. Struggling readers are too rarely shown the active thinking that more

experienced readers bring to the process. S. Zimmerman and H. Daniels, 2004

Science 70

Science

Reading levels inform instructional decisions...

The student's Instructional reading level indicates the level at which a student can access information in the classroom with structured support. The student’s Independent reading level indicates the level at which a student can access text without supports. A student may appear to be a competent reader in the classroom with instructional supports, however, the student may not necessarily be able to perform independently at the level the teacher observes in the classroom. With the awareness of the differences between independent and instructional reading levels, it becomes imperative for the teacher to scaffold instruction in order for the student to access content in the classroom. See ILP section for information about screening and evaluating student reading levels.

Supplement Science Reading by using: Popular non-fiction or scientists memoirs to foster a sense of community in the classroom and to build a context for the classroom content learning. Newspaper and magazines articles to make content materials more relevant to students and to connect newly learned concepts to already existing knowledge. Internet searches and lab simulations to develop students’ curiosity and motivate students toward more independent learning. Leveled texts to provide access to content concepts to lower-level readers. Read Aloud excerpts from a variety of text, fiction and nonfiction.

Reading comprehension is increased through the practice of reading. Maximum benefit results when the reading practice is at a student’s Independent reading level. Students need encouragement and opportunity to do more reading. “The research shows that our more proficient readers engage in reading at least 2 ½ hours a day, whereas our poorest readers read about a ½ hour a day, if that—a 500 percent difference.” Richard Allington, 2001

Science 71

Science





Term


identifying.

Science 72

Classification Organizer A classification organizer can help you observe and classify

a living thing or a material. Using Classification Organizers 1. In the first four rows of the observation column, write the observations you make about each characteristic or property. 2. In the last row, write what group ( domain, kingdom, phylum, class, or order) it belongs to.

Characteristic or Property Observation

Classification:

Science 73

Evidence Organizer An Evidence Organizer can help you put evidence in order and summarize it.

Claim

Evidence

Conclusion

Evidence Evidence

Science 74

Observation Journal

An Observation Journal is used to make interpretations about observations.

Subject:

Observations Interpretations

Science 75

Professional Resources for Science Frames of Mind: The Theory of Multiple Intelligences.

Arguing against the long-held notion that intelligence is a unitary trait, Garner asserts that humans have several different types of intelligence including linguistic, logical-mathematical, kinesthetic, spatial, interpersonal, intrapersonal, and naturalistic. (Howard Gardiner, 1993) The Periodic Table. Levi, and Italian chemist who survived Auschwitz, uses elements from the periodic table to open each chapter of this allegorical look at scientific thinking – and human nature. (Primo Levi and Raymond Rosenthal, 2000) Our Posthuman Future: Consequences of the Biotechnology Revolution. The way genetic engineering is headed, we may not exactly be “human” anymore. (Francis Rukuyama, 2003) Linking Science and Literacy in the K-8 Classroom. The message from this book is that “It isn’t just possible to incorporate sci-ence into language arts, it also makes a lot of sense.” (NSTA, 2006)

Science 76

Social StudiesSocial Studies

Our content area classrooms filled with

students who come with a wide range of reading proficiencies, with

English as their second language, with cognitive processing challenges, and with

emotional and behavioral challenges. The diversity of learners and the spectrum of their

learning needs call for constant and continuous scaffolding of our

content. Set forth in this section of the Secondary Literacy Guidebook are tips,

strategy suggestions, and graphic organizers to be used in content area

classrooms to support every student in accessing the secondary Social Studies curriculum.

BVSD Social Studies Standards Incorporating Literacy Although all BVSD Social Studies Standards support literacy, the following selected standards provide

fertile soil for the incorporation of literacy instruction. Civics

Standard #4 Students understand how citizens exercise the roles, rights, and responsibili-ties of participation in civic life at all levels—local, state, and national.

History Standard #2 Students know how to use the processes and resources of historical inquiry. Standard #6 Students know that religious and philosophical ideas have been powerful forces throughout history.

Geography Standard #6 Students apply knowledge of people, places, and environments to understand and interpret the past and present and to plan for the future.

Economics Standard # 2 Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.

Social Studies 77

What does Reading have to do with Social Studies?

The idea is not that content area teachers should become reading and writing teachers, but rather that they should emphasize the reading and writing practices

that are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject area experts.

—G. Biancarosa

Nonfiction Social Studies Reading

Teachers need to help students access text by explicitly teaching them how to:

• Preview a text by reading the title, examining the pictures, back cover, and inside

flaps. • Preview a text by looking at pictures and diagrams, by reading captions. • Look at the text features to develop background knowledge and schema. • Set a purpose for the reading. • Focus on the review questions found at the end of chapters. • Adjust the speed at which they read, when the text is confusing, slow down. • Pay attention to punctuation, reading the text and ideas the way the author wrote

them. • Reread when unsure of what something means (See appendix for graphic organizers related to these strategies.)

Ensuring adequate ongoing literacy development for all students in the middle and high school years is a more

challenging task today for two reasons. First, secondary school literacy skills are more complex, more imbedded in subjects

matters, and more multiply determined; second, adolescents are not as universally motivated to read better or as interested in school based

reading as Kindergarteners. Catherine Snow, 2004

Social StudiesSocial Studies

Social Studies 79


The think-aloud technique supports readers as they hit the sometimes-rough currents of the more difficult kinds of texts they face in middle and high school. Jeffrey Wilhelm, 2001

Reading is Thinking! In order for their reading to make sense, readers need to: Make connections “This reminds me of….” Ask questions “I wonder…” Visualize Make a movie in your mind Make inferences Interpret meaning


Use “think-alouds” in which the teacher reads aloud and stops to narrate how her mind works with the material—asking questions, making inferences, and entering the world created by the book or article. Struggling readers are too rarely shown the active thinking that more experienced readers bring to the process. S. Zimmerman and H. Daniels, 2004

Social Studies 80

Social Studies


The student's Instructional reading level indicates the level at which a student can access information in the classroom with structured support. The student’s Independent reading level indicates the level at which a student can access text without supports. A student may appear to be a competent reader in the classroom with instructional supports, however, the student may not necessarily be able to perform independently at the level the teacher observes in the classroom. With the awareness of the differences between independent and instructional reading levels, it becomes imperative for the teacher to scaffold instruction in order for the student to access content in the classroom. See ILP section for information about screening and evaluating student reading levels.

Supplement Social Studies Reading by using:

Shared novels to foster a sense of community in the classroom and to build a context for the classroom content learning.

Newspaper and magazines articles to make content materials more relevant to students and to connect newly learned concepts to already existing knowledge.

Internet searches to develop students’ curiosity and motivate students toward more independent learning.

Poetry and song lyrics to provide connections spark connections between students and the content.

Leveled texts to provide access to content concepts to lower-level readers.

Read Aloud excerpts from a variety of text, fiction and nonfiction.


Social Studies 81

Social Studies

Using Primary Sources Using primary sources is considered one of the most valuable tools of historians. Mak-ing these documents accessible to all your readers takes a little planning. Putting your docu-ments in two columns, as below can help. Underline or highlight words that are either famil-iar to your students or are archaic in their use. Provide definitions or guidance in the mean-ing of these words so all students can access the content. Numbering the lines will allow stu-dents to point out places where the text is troublesome or interesting. 1 The latent causes of faction are thus sown in latent 2 The nature of man; and we see them 3 Everywhere brought into different degrees of 4 Activity, according to the different 5 Circumstances of civil society. A zeal for 6 Different opinions concerning religion, 7 Concerning government, and many other faction 8 Points, as well as speculation as of practice; an 9 Attachment to different leaders ambitiously 10 Contending for pre-eminence and power; or to 11 Persons of other descriptions whose fortunes 12 Have been interesting to the human passions, 13 Have, in turn, divided mankind into parties, sown in 14 Inflamed them with mutual animosity, and 15 Rendered them much more disposed to vex and 16 Oppress each other than to co-operate for their 17 Common good. So strong is this propensity of 18 Mankind to fall into mutual animosities, that 19 Where no substantial occasion presents itself, parties 20 The most frivolous and fanciful distinctions 21 have been sufficient to kindle their unfriendly 22 Passions and excite their most violent 23 Conflicts. But the most common and durable 24 source of factions has been the various and 25 unequal distribution of property. Those who vex 26 Hold and those who are without property have 27 Ever formed distinct interests in society. From: Federalist Papers No. 10 P.O.C.: [email protected]

Social Studies 82

Evaluation Chart An Evaluation Chart is used to evaluate issues or tell if it is important, good, or a bad idea.

Using Evaluation Charts Write the name of the subject at the top.

List three details about the subject.

Write your evaluation of the subject at the bottom.

Subject

Detail Detail Detail

My Evaluation

Social Studies 83

Event and Outcomes Organizer An Event and Outcomes Organizer helps you see what happened as a result of an event.

Using Event and Outcome Organizers ♦ At the top, write the event. ♦ In each of the circles, write a single outcome or result from this event.

Event

Outcomes Outcomes

Outcomes

Social Studies 84

Critical Reading Chart A Critical Reading Chart helps you see if the information an author gives you is reliable. Title of Text: __________________________________________________________________ Using Critical Reading Charts In each row, write your answers to the questions asked in the left column.

What is the main idea?

What facts are given?

What is the source for those facts?

What facts are presented to make me be-lieve this source?

Is there possibly another side to the story? What is it?

Social Studies 85

Thinking Trees A Thinking Tree is used to show how events or ideas connect to each other. Using Thinking Trees Write the title or topic at the top of the page. Below that list the main ideas. At the bottom list the details for each main idea.

Title or Topic

Main Idea Main Idea

Details Details Details Details

Social Studies 86





Term


identifying.

Social Studies 87

Admit/Exit Slip—Concept Definition Map

Comparisons

Properties

Examples

Admit/Exit Slip—Concept Definition Map

Comparisons Properties

Examples

Making American History Master Teachers in Howard County, 2007 (S. Apple, R. Coffman, J. Lampron) Maryland Council on Economic Education (A. Rosenkrans)

Social Studies 88

Picto-words and Illustrated Definitions Read __________________. As you read, identify the main idea/key word of the documents and record it in the left column. In the right column define the idea/word through an illustration or construct a picto-word that illustrates the definition.

Making American History Master Teacher in Howard County, 2007 (S. Apple, R. Coffman, J. Lampron) Maryland Council on Economic Education (A. Rosenkrans)

Main Idea Visual

Social Studies 89

Professional Resources for Social Studies A Different Mirror: A History of Multicultural America. This readable and passionate history covers many American ethnic groups. A natural candidate for jigsawing. (Ronald Takaki, 1994) Who Built America? United States history through the lens of regular, everyday working people instead of magnets, presidents and aristrocrats. Tons of primary sources. (American Social History Project, Christopher Clark, Nancy Hewitt, Roy Rosenzweig, 2007)

Social Studies 90

Our general education

classrooms filled with students who come with a wide range of reading proficiencies, with English as their

second language, with cognitive processing challenges, and with emotional

and behavioral challenges. The diversity of learners and the spectrum of

their learning needs call for constant and continuous scaffolding of our content. Set forth

in this section of the Secondary Literacy Guidebook are tips, strategy suggestions, and

graphic organizers to be used in classrooms in order for all students to have access to

our secondary Math content.

All BVSD Math Standards Incorporate Literacy Standard #1 Students develop number sense, and use numbers and number relationships to solve problems. They communicate their reasoning used to solve these problems. Standard #2 Students use algebraic methods to solve problems by exploring, modeling, and describing patterns and relations involving numbers, shapes, data, and graphs. They communicate their reasoning used to solve these problems. Standard #3 Students use data collections and analysis, statistics, and probability to solve problems. They communicate their reasoning used to solve these problems and, accurately display the data in a way that conclusions can be drawn. Standard #4 Students use geometric concepts, properties, and relationships in one, two, and three dimensions to model and solve problems. They communicate their reasoning used to solve these problems. Standard #5 Students use a variety of measurement tools, techniques, and systems to solve problems. They communicate their reasoning used to solve these problems. Standard #6 Students make connections between concepts and procedures to effectively use computational skills to solve problems. They use appropriate techniques for the problem or situation (e.g. estimation, mental math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these problems.

MathematicsMathematics

Mathematics 91

What does Reading have to do with Math?


that are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject area experts.

—G. Biancarosa

Nonfiction Math Reading


• Preview a text by reading the title, examining the pictures, back cover, and inside flaps.

• Preview a text by looking at pictures and diagrams, reading captions, and addressing key vocabulary. • Look at the text features to develop background knowledge and

schema that will assist students in connecting to the context of the math problem.

• Set a purpose for the reading. • Focus on the essential learning-related questions (often found at the end

of chapters) that address critical learnings. • Adjust the speed at which we read, when the text is confusing, slow

down. • Pay attention to punctuation, reading the text and ideas the way the author wrote them. • Reread when unsure of what something means. Underline and under-

stand important vocabulary for the problem-solving tasks at hand. (See appendix for graphic organizers related to these strategies.)

Ensuring adequate ongoing literacy development for all

students in the middle and high school years is a more challenging task today for two reasons. First, secondary school

literacy skills are more complex, more imbedded in subjects matters, and more multiply determined. Second, adolescents are not as

universally motivated to read better or as interested in school based reading as Kindergarteners.

Catherine Snow, 2004

MathematicsMathematics

Mathematics 93

Teachers support students’ reading by: • Building background information and connecting to the context of the problem; • Using pre-reading, during-reading and after-reading strategies; • Using vocabulary development strategies; and • Modeling your thinking while you read by using the think-aloud strategy.

The think-aloud technique supports readers as they hit the sometimes-rough currents of the more difficult kinds of texts they face in middle and high school. Jeffrey Wilhelm, 2001

Reading is Thinking!

In order for reading to make sense, readers need to: Make connections “This reminds me of….” Ask questions “I wonder…” Make representations/Visualize Make a movie in your mind “I can model this problem by . . .” Make inferences Interpret meaning Justify reasoning Explain why




experienced readers bring to the process. S..Zimmerman and H. Daniels, 2004

Mathematics 94

Mathematics


The student's Instructional reading level indicates the level at which a student can access information in the classroom with structured support.

The student’s Independent reading level indicates the level at which a student can access text without supports.

A student may appear to be a competent reader in the classroom with instructional supports, however, the student may not necessarily be able to perform independently at the level the teacher observes in the classroom.

With the awareness of the differences between independent and instructional reading levels, it becomes imperative for the teacher to scaffold instruction in order for the student to access content in and out of the classroom.

See ILP section for information about screening and evaluating student reading levels.

Supplement Math Reading by using:


Internet searches and lab simulations to develop students’ curiosity and motivate students toward more independent learning.

Poetry and song lyrics to spark connections between students and the content.

Accessible texts to provide access to content concepts to lower-level readers.

Read Aloud excerpts from a variety of text, fiction and nonfiction. Shared novels to foster a sense of community in the classroom and to build a context for the classroom content learning.

Reading comprehension is increased through the practice of reading. Maximum benefit results when the reading practice is at a student’s Independent read-ing level. Students need encouragement and opportunity to do more reading. “The research shows that our more proficient readers engage in reading at least 2 ½ hours a day, whereas our poorest readers read about a ½ hour a day, if that—a 500 percent difference.” Richard Allington, 2001

Mathematics 95

Mathematics

Framed Paragraph Math Problem-solving

I solved problem # _______ in ____________ steps. First, I _________________________ ____________________________________________________________________________. Next, I ______________________________________________________________________ ____________________________________________________________________________. After that ____________________________________________________________________ ____________________________________________________________________________. Then _______________________________________________________________________ ______________________________________________. Finally, ______________________ ____________________________________________________________________________. ************************************************************************************************************** __________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Mathematics 96

The problem is asking _______________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

I am using the _____________________model.

My answer is reasonable because

What is the problem asking? Restate the problem in your own words.

Framed Paragraphs Problem Solving Format

What model did you choose to use to solve the problem?

How did you solve the problem?

Why is your answer reasonable?

Mathematics 97

Concept Maps for Math

Use this concept map to define your math vocabulary. This can be done alone or in groups of two to three students. You may want to give each group a different term to define and then have the whole group share their words with the whole class. Write the mathematical term in this box.

List the category under which the word falls or give a synonym for the word.

Fill in with a description of the vocabulary word. Fill in with a description of

the vocabulary word.

Fill in with a description of the vocabulary word.

Give an example of the concept.

Draw something that shows the concept.

Show “kinds” of the concept.

Mathematics 98





Term


identifying.

Mathematics 99

Professional Resources for Math Clark, K. K. & Wallace, F. H. (2007). Alternative uses for junk mail: How environmental print

supports mathematical literacy. Mathematics Teaching in the Middle School, 12(6), 326-332.

Article.

Clark, K. K. & Wallace, F. H. (2005). Reading as a context for enhancing understanding of

measurement. Colorado Math Teacher. 28 (2), 9-13.

Foss, S., (May, 2008). Literature in the Mathematics Classroom: Introducing The Inch Boy to

Middle School students. Mathematics Teaching in the Middle School, 538-542.

Wallace, F. H. & Clark, K. K. (2005) Reading stances in mathematics: Positioning students and

texts. Action in Teacher Education, 27(2), 68-69. Article.

Wallace, F. H. & Clark, K. K. (2006). Reading beyond the textbook in upper grades

mathematics classrooms. The Journal of Content Area Reading, 5(1), 80-105. Article.

Wallace, F. K., Clark, K. K. & Cherry, M. L. (2006). How come? What if? So what? Read-

ing in the mathematics classroom. Mathematics Teaching in the Middle School, 12(2), 108-

115.

Article.

Mathematics 100

Resources for Students A Beautiful Mind by Sylvia Nasar

A Gebra Named Al by Wendy Isdell

A Grain of Rice by Helena Clare Pittman

A Higher Geometry by Sharelle Byars Moranville

All of the Above by Shelley Pearsall

An Abundance of Katherines by John Green

Big Slick by Eric Luper

Chasing Vermeer by Blue Balliett

Count Down by Steve Olsen

Evil Genius by Carolyn Jinks

Hannah, Divided by Adele Griffin

Jayden’s Rescue by Vladmir Tumanov

Lunch Money by Andrew Clements

Math Talk by Theoni Pappas

The Math Wiz by Betsy Duffy

Midnighters—The Secret Hour -Vol. 1 by Scott Westerfeld

Midnighters—Touching Darkness—Vol. 2 by Scott Westerfeld

Millions by Frank Cottrell Boyce

Mind Games by Jeanne Marie Grunwell

The Number Devil by Hans Magnus Enzensberger

The Parrot’s Theorem by Denis Guedj

The Phantom Tollbooth by Norton Juster

The Toothpaste Millionaire by Jean Merrill

The Wright 3 by Blue Balliett

Mathematics 101

Our general education classrooms filled with

students who come with a wide range of reading proficiencies, with English as their second language, with

cognitive processing challenges, and with emotional and behavioral challenges. The diversity of

learners and the spectrum of their learning needs call for constant and continuous scaffolding of our content.

Set forth in this section of the Secondary Literacy Guidebook are tips, strategy

suggestions, and graphic organizers to be used in classrooms in order for all students to have access to our secondary

World Languages content.

BVSD World Languages Standards Incorporating Literacy

Standard #1 Students communicate in a world language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing. Standard #2 Students acquire and use knowledge of other cultures while developing world language skills.

World LanguagesWorld Languages

World Languages 103

What does Reading have to do with World Languages?


that are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject area experts. —G. Biancarosa

Nonfiction World Languages Reading



flaps. • Preview a text by looking at pictures and diagrams, by reading captions. • Look at the text features to develop background knowledge and schema. • Set a purpose for the reading. • Focus on the review questions found at the end of chapters. • Adjust the speed at which we read, when the text is confusing, slow down. • Pay attention to punctuation, reading the text and ideas the way the author wrote

them. • Reread when unsure of what something means. (See appendix for graphic organizers related to these strategies.)

Ensuring adequate ongoing literacy development for all students in the middle and high school years is a more

challenging task today for two reasons. First, secondary school literacy skills are more complex, more imbedded in subjects

matters, and more multiply determined; second, adolescents are not as universally motivated to read better or as interested in school

based reading as Kindergarteners. Catherine Snow, 2004

World LanguagesWorld Languages

World Languages 105


The think-aloud technique supports readers as they hit the sometimes rough currents of the more difficult kinds of texts they face in middle and high school. Jeffrey Wilhelm, 2001 (See appendix for professional resources and websites.)


In order for reading to make sense, readers need to: Make connections “This reminds me of….” Ask questions “I wonder…” Visualize Make a movie in your mind Make inferences Interpret meaning





World Languages 106

World Languages

Reading levels inform instructional decisions... The student's Instructional reading level indicates the level at which a student can access information in the classroom with structured support.



With the awareness of the differences between independent and instructional reading levels, it becomes imperative for the teacher to scaffold instruction in order for the student to access content in the classroom.


Supplement World Language Reading by using:

Shared novels to foster a sense of community in the classroom and to build a context for the classroom content learning.


Internet searches and lab simulations to develop students’ curiosity and motivate students toward more independent learning.

Poetry and song lyrics to provide connections spark connections between students and the content.

Leveled texts to provide access to content concepts to lower-level readers.

Read Aloud excerpts from a variety of text, fiction and nonfiction.


World Languages 107

World Languages

Our general education classrooms filled with students who

come with a wide range of reading proficiencies, with English as their second language, with cognitive processing challenges, and with

emotional and behavioral challenges. The diversity of learners and the

spectrum of their learning needs call for constant and continuous scaffolding of our

content. Set forth in this section of the Secondary Literacy Guidebook are tips,

strategy suggestions, and graphic organizers to be used in classrooms in order for

all students to have access to our Performance-Based Elective

content.

BVSD Performance-Based Electives Standards Incorporating Literacy

Visual Arts

Standard #1 Students recognize and use the visual arts as a form of communication. Standard #2 Students relate the visual arts to various historical and cultural traditions. Standard #3 Students analyze and evaluate the characteristics, merits, and meaning of works of art.

Physical Education Standard #1 Students demonstrate knowledge of physical fitness concepts and the benefits of an active, healthy lifestyle.

Music Standard #1 Students will read and notate music. Standard #2 Students will understand relationships among music, the other arts, and disciplines outside the arts.

PerformancePerformance--Based ClassesBased Classes

Performance Based Classes 109

What does Reading have to do with

Performance-Based Classes?

The idea is not that content area teachers should become reading and writing teachers, but rather that they should emphasize the reading and writing practices that

are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject area experts.

—G. Biancarosa

Nonfiction Performance-Based Reading



flaps. • Preview a text by looking at pictures and diagrams, by reading captions. • Look at the text features to develop background knowledge and schema. • Set a purpose for the reading. • Focus on the review questions found at the end of chapters. • Adjust the speed at which we read, when the text is confusing, slow down. • Pay attention to punctuation, reading the text and ideas the way the author wrote

them. • Reread when unsure of what something means. (See appendix for graphic organizers related to these strategies.)

Ensuring adequate ongoing literacy development for all

students in the middle and high school years is a more challenging task today for two reasons. First, secondary school literacy skills are

more complex, more imbedded in subjects matters, and more multiply determined; second, adolescents are not as universally

motivated to read better or as interested in school based reading as Kindergarteners.

Catherine Snow, 2004

PerformancePerformance--Based ClassesBased Classes


Teachers support students’ reading by: • Building background information • Using pre-reading, during-reading and after-reading strategies • Using vocabulary development strategies • Modeling thinking while reading by using the think-aloud strategy

The think-aloud technique supports readers as they hit the sometimes rough currents of the more difficult kinds of texts they face in middle and high school. Jeffrey Wilhelm, 2001 (See appendix for professional resources and websites.)






In order for reading to make sense, readers need to: Make connections “This reminds me of….” Ask questions “I wonder…” Visualize Make a movie in your mind Make inferences Interpret meaning


Performance-Based Classes


The student's Instructional reading level indicates the level at which a student can access information in the classroom with structured support.



With the awareness of the differences between independent and instructional reading levels, it becomes imperative for the teacher to scaffold instruction in order for the student to access content in the classroom.


Supplement Performance-Based Reading by using: Shared novels to foster a sense of community in the classroom and to build a context for the classroom content learning. Newspaper and magazines articles to make content materials more relevant to students and to connect newly learned concepts to already existing knowledge. Internet searches and lab simulations to develop students’ curiosity and motivate students toward more independent learning. Poetry and song lyrics to provide connections spark connections between students and the content. Leveled texts to provide access to content concepts to lower-level readers. Read Aloud excerpts from a variety of text, fiction and nonfiction.

Reading comprehension is increased through the practice of reading. Maximum benefit results when the reading practice is at a student’s independent reading level. Students need encouragement and opportunity to do more reading. “The research shows that our more proficient readers engage in reading at least 2 ½ hours a day, whereas our poorest readers read about a ½ hour a day, if that—a 500 percent difference.” Richard Allington, 2001


Performance-Based Classes

ELL Information……………………………….117 (English Language Learners) Blank Templates for Teacher Use…….............127 ILP forms Lesson Planners Comprehension/Retell Assessment Reading Strategy Observation Graphic Organizers for Student Use………….135 Strategies for Scaffolding Instruction…………147 Professional Resources………………………..163 Bibliography…………………………………...167

APPENDIX

Appendix 115

ELL INFORMATIONELL INFORMATION

Appendix: ELL 117

Supporting English Language Learners

Strategies that Work for English Language Learners

♦ Make links between familiar home experiences and language experiences in the

classroom ♦ Support conceptual and vocabulary development by providing visuals, such as pictures and demonstrations or by realia (real objects) ♦ Pair less-experienced English learners with more proficient English learners for

group work/partner activities ♦ Recognize that errors and non-standard language are common behaviors in students experimenting and taking risks with language ♦ Provide opportunities for students to share learning across a variety of contexts,

allowing the use of their primary language when they lack sufficient English to express themselves ♦ Support literacy learning through oral language devolvement, (e.g. role playing,

interviewing, describing, sharing, recounting) ♦ Model strategies, vocabulary and literacy behaviors over and over again ♦ Allow extra time to explore and practice the sounds, words and structures of language ♦ Provide a print rich environment, including labels for classroom items ♦ Promote and support the continued development of the native language at home

Note: Refer to the Writing section for additional information for supporting English Lan-guage Learners.

Appendix: ELL 118

Frequently Asked Questions about Reading for English Language Learners

Q. How can I help a student who seems to speak English well, but is struggling with reading and writing?

Find out if student is literate in a language other than English. If the child can write in another language allow them to pre-write and do first drafts in dominant language. Encourage students to discuss concepts in first language. Provide multiple means of self-expression (drawing, acting out, make a model). Build and activate background knowledge through mini-lessons before the lesson is taught to the

rest of the class. Encourage student’s family to discuss school topics at home in home language. Look at the topic the child is being asked to read and write about. Does it require specific

vocabulary and content knowledge? Students often sound fluent when talking about topics common in their day-to-day lives, but struggle to read and write about academic content.

Q. How can I help a student who seems to have gotten stuck at a particular reading level or writing phase?

Check to see if student needs additional vocabulary development for writing and reading comprehension. Use multiple alternative assessments to create a body of evidence about student’s abilities and

needs so they are not kept at an inappropriate level or reading group. Read about a theme rather than remaining at one level. Develop text sets so that vocabulary spirals and is visited in multiple contexts. Alter guided reading structure to spend several days with one text. Allow for multiple readings

(choral, pairs, echo, individual). Choose culturally appropriate literature or provide the appropriate background support. Solicit student input through choice opportunities. Provide extended time and support for reading and writing activities. Establish a safe environment for students to take risks with reading and writing. Help students to develop a sense of security through building strong relationships within the school

community. Q. How do I engage a withdrawn student in reading and writing development in English?

Connect with the family to find out if the child has a quiet personality. Find out students’ literacy levels in first language. Sometimes a student is withdrawn due to culture shock or frustration because they know more than

they can express. It’s exhausting! They’re fragile, and it takes time to gain the language they need through listening. Give them time and support. Some children are perfectionists. Their silent period is extended. Help them to express themselves

in their most proficient way of communicating (speaking or writing). Wait time is critical! Slow down and give students a chance to think and prepare thoughts before

expressing themselves. Let them rehearse their thoughts in a pair before sharing in front of a whole group. Encourage students to discuss concepts in first language. Provide multiple means of self-expression (drawing, acting out, make a model). Build and activate background knowledge through mini-lessons before the lesson is taught to the

rest of the class Encourage student’s family to discuss school topics at home in home language.

Appendix: ELL 119

Second Language Acquisition

All English Language Learners go through five stages as they acquire language. The chart below names characteristics and offers teaching strategies for each of these stages.

STUDENT CHARACTERISTICS TEACHER STRATEGIES

Silent and Receptive Stage

•Are often verbally unresponsive •Are often hesitant and unsure •May use one word responses •Respond non-verbally by pointing, gesturing, nodding or drawing

•Encourage listening and not force speaking •Model and demonstrate activities •Use visual aids, pictures, graphic organizers, gestures •Use multimedia aids to illustrate concepts •Allow students to demonstrate knowledge •Modified work (by amount, time, content)

Early Production Stage •Relate words to their environment •Use routine expressions independently •Repeat, recite memorable language •May not tell you when s/he doesn’t understand

•Use cooperative learning and scaffolding techniques •Use labeling and diagramming in illustrations •Ask yes/no, either/or, and listing-type questions •Ask Who? What? Where? questions or have students complete sentences with one or two-word responses •Focus on concept development •Modified work (by amount, time, content)

Speech Emergence Stage

•Begin to speak in simple sentences •May rely on native language to communicate complex ideas •Use newly-acquired receptive vocabulary to experiment and form messages in English •May appear to understand English, may speak English with peers •May not tell you when s/he doesn’t understand •Start to acquire BICS (social not academic language)

•Use cooperative grouping for instruction •Provide frequent opportunities to use English •Provide visually rich content area instruction •Emphasize content area vocabulary •Focus on communication in meaningful contexts where students express themselves in speech and print for a wide range of purposes and audiences •Provide content-area texts, trade books, magazines, •Modified work according to individual need

Intermediate Fluency Stage

•Speak in more complex sentences •Participate more frequently in class discussions •Have social language (listening & speaking) may still be challenged with reading and writing

•Involve students in activities that focus on speech production and not grammatical form •Publish student-authored stories and newsletters •Encourage drama, art, music, and other forms of creative expression •May still need extra time or reduced assignment length (still processing in two languages)

•Have high levels of comprehension, but may not understand all of the academic language •Use writing for a variety of purposes •Produce language with varied grammatical structures and vocabulary, comparable to native English speakers of the same age

•Begin to provide grammar instruction •Focus on reading and writing skills •Have students take on advanced cooperative learning role such as note taker or reporter

Advanced Fluency Stage

Appendix: ELL 120

Q. What is a concept wall? A concept wall occupies a visually accessible space within a classroom. It consists of words and concepts used throughout a unit of study. Words and concepts are chosen by the teacher and represent the main focus related to the theme of that unit. Concept walls are used as a reference by the students. Q. What are some purposes of a concept wall? Classroom concept walls are an effective way to support literacy. The ongoing, strategic use of concept walls offers the opportunity to:

Provide a system for the active teaching and reinforcement of specific vocabulary Provide a reference for classroom writers that is accessible Build a community of word connoisseurs Provide a link to the exploration of other words and their features

Q. How do I introduce new words on the concept wall? The concept wall will change with the introduction of each unit. Words and concepts will be posted as a whole class activity with teacher introducing the new words and concepts and providing a context for them. What’s important to remember about using concept walls with English Language Learners? Concept walls are a helpful scaffold for ELLs. It is critical to keep in mind that these words should not be taught in isolation. Words and concepts need to be contextualized to support the meaningful input needed by ELLs to make sense of their developing language. When a context is provided for these words, the meaningful input that occurs helps an ELL distinguish differences. As professional educators know, these are good teaching practices for everyone.

Concept Wall in the Content Area

Appendix: ELL 121

Content Objectives ♦ These are the “what” you are teaching.

♦ They should be driven by your content standards and answer the question “What

should students know at the end of the lesson?”

♦ A sentence starter for writing content objectives is: “Students will be able to…”

♦ An example: Students will be able to solve single-step equations that require them

to divide to isolate the variable.

Language Objectives

♦ This is the vehicle for how you will monitor and/or assess student understanding of the

content objective(s).

♦ They involve speaking, listening, reading and writing skills.

♦ Language objectives are not isolated skills you teach; rather they are woven into the

lesson, supporting the content instruction.

♦ Example: Students will summarize, in writing, the steps used to isolate the variable in

the four situations (add, subtract, multiply and divide) that have been taught.

It is not enough to merely post content and language objectives, they should be a component

of your instructional sequence – introduced and referred to throughout the lesson.

Appendix: ELL 122

Possible Language Objectives

Students will be able to: ♦ Listen for (# of main ideas/details/examples) about X

♦ Articulate your understanding, misunderstanding, conclusion, observation of…

♦ Defend your point of view regarding…

♦ Persuade someone about X

♦ Discuss X with your partner or group

♦ Journal your thoughts/new understandings/questions about…

♦ Write a (narrative, expository, descriptive) paragraph about…

♦ Complete a graphic organizer about X after listening or reading…

♦ Use textual support to make inferences about…

♦ Use textual support to defend your opinion/thinking about

♦ Interview someone about X

♦ Explain X to (partner, group)

♦ Use (capital letters, correct punctuation) when doing…

♦ Paraphrase the main idea after reading/listening

♦ Describe and discuss the pros and cons about…

♦ Read an internet page to research X

♦ Ask someone about X

♦ Skim/scan an article/chapter and produce(#) of questions/predictions

♦ Explain how X and Y are similar and/or different

♦ Share your opinions/views about X

♦ Define X

♦ Explain how X can…

♦ Explain to someone how to…

♦ Discuss X with someone to compare/contrast, analyze, classify

♦ Predict if X will…

♦ Describe X to someone

♦ Listen to your partner’s opinion about X and decide if you agree or disagree

♦ Refute an argument about X

♦ Write a story ( paragraph, article…) that explains, describes, persuades…

♦ Provide three examples to your partner or group that support X

Appendix: ELL 123

Possible Language Objectives, cont.

♦ Participate in a group discussion about…

♦ Respond to the question/argument about…

♦ Create a list of words that describe X…

♦ Communicate your opinion/understanding about…

♦ Describe the characteristics of…

♦ Orally make a prediction/inference about…

♦ Describe the cause/effect about X to your partner or group

♦ Use a graph or a picture to explain/describe/predict…

♦ Propose a strategy or idea to address…

♦ Complete a written diagram or graph that illustrates…

♦ Provide examples to convince someone about X

♦ Write a topic sentence/thesis statement about X

♦ Describe the importance of… using the correct vocabulary

♦ Define the differences between…

♦ Debate the topic of X

♦ Summarize X in writing

♦ Explain how your thinking about X has changed

♦ Listen to a song about X or compose your own song to explain X

♦ Explain/share your personal connection about X

♦ Confirm your predictions using textual support

♦ Orally brainstorm a list about…

♦ Give examples and non-examples that explain…

♦ Teach someone the concept of…

♦ Use context clues to figure out the meaning of…

♦ Rewrite the chapter, paragraph, report into a rap, poem, song

♦ Develop and describe a character who would…

♦ Explain the concept of X from the point of view of Y

♦ Write similes/metaphors/analogies about...

Appendix: ELL 124

TOP 10 REASONS

TO WRITE CONTENT AND LANGUAGE OBJECTIVES

1. They help to give focus and set a direction.

2. They develop language and vocabulary skills,

3. They act as motivators for students.

4. They allow for building on and activate prior knowledge.

5. They set/display an active context.

6. They ease the anxiety level of students.

7. They allow students to focus on what’s really important and screen out

other supplementary information.

8. They set a friendly environmental tone in the classroom.

9. They ask student to work toward clearly stated set goals.

10. Research states that when both a content and language objective are set

correctly and consistently, both language and content/subject learning oc-

cur simultaneously.

** All of the above taken from Classroom Instruction that Works with English Language Learners by Jane D. Hill and Kathleen M. Flynn.

Appendix: ELL 125

BLANK TEMPLATES FOR BLANK TEMPLATES FOR TEACHERSTEACHERS

Appendix: Blank Templates 127

Writers’ Workshop Mini-Lesson Planner

Adapted from Calkins, L. (2003). Units of Study for Primary Writing: A Yearlong Curriculum.

Connection:

Teaching:

Active Engagement:

Link:

Share:

Notes:



Components of a Sheltered Writing Lesson for ELL Students Example

Content Objectives:

Key Vocabulary:

Interaction:

Practice/application:

Assessment:

Notes/Next Lesson:

Background knowledge:

Supports: (visuals, realia, charts, etc.)

Language Objectives:



Comprehension/Retelling Assessment

Making Connections T-S T-T T-W

Setting and Characters

Questioning “I wonder-How come?-Why?-I’m confused-I don’t get it.”

Starts retelling at the beginning

Visualizing “I get a picture in my mind-I visualize-I can see it.”

Names the main characters

Inferring “I think-Maybe it means-I predict-I’m guess-ing that.”

Names other characters

Synthesizing I get it-Aha!-Yes!

Able to give character traits

Tells when the story happened

Tells where the story happened

Theme

Identifies main goal or problem

Plot/Events

Includes 3 major events

Tells events in order

Resolution

Tells how the problem was solved or how the goal was met

Expository Text

Able to identify main idea

Includes major concepts

Able to make generalizations

Includes specific information

Structures retelling

Reading Comprehension Strategies w/o prompt

After prompt Comments Narrative Text

Student Assessment - Record Student’s Response

Teacher Comments Praise: Teaching Points:


Reading Strategy Observation Name __________________________________ Date ___________ Text Read _______________________________________ During this observation I saw evidence that this student was:

Comments/Evidence of use Most of the time

Some-times

Not yet

Using prior knowledge

Self-questioning

Making Connections: Text to self Text to world Text to text

Visualizing

Identifying important words and ideas

Making Inferences

Drawing Conclusions

Summarizing


GRAPHIC ORGANIZERSGRAPHIC ORGANIZERS FOR STUDENTS FOR STUDENTS

(General)(General)

Appendix: Graphic Organizers 135

Graphic Organizers I. What is a graphic organizer? A graphic organizer is a diagram that represents the relationship of ideas or information from some source (text, lecture, A-V, experience, observation) using words or abstract symbols. The particular form of an individual graphic organizer varies depending on the kind of thinking present in the source and the organization of the material in the source; but the forms themselves are generalizable. The form should be a good match for the kind of thinking/organization present. Graphic organizers can be used by an author as an original pre-writing activity for organizing thoughts and ideas. II. What do graphic organizers do? Graphic Organizers help students: ♦ Attend to and isolate important information ♦ Organize information into coherent structure ♦ Integrate information and see relationships between concepts and elements

III. Uses for Graphic Organizers Teachers and students can use graphic organizers: ♦ to activate current knowledge ♦ to present information or explain concepts ♦ to take notes while listening, reading or viewing ♦ to organize and summarize information ♦ to assess student learning ♦ to support explicit teaching and thinking


Key Word or Topic Notes Key word or topic notes assist in understanding and remembering important facts about what

has been read.

1. In the first column, list the key words or topics from the text. 2. Write notes about these key words or topics in the right-hand column.

Key Words or Topics

Notes


Ve

nn D

iagr

am

A

Ven

n di

agra

m is

use

d to

com

pare

and

con

trast

two

thin

gs.

Both


Paraphrase Chart

A Paraphrase Chart helps you understand a text or graphic by explaining it in your own words

Using Paraphrase Charts ♦ Write down the quote or the subject that you are studying in the first box. ♦ Then, tell about the subject in your own words. ♦ Write your ideas or reaction to this quote or subject.

Subject/Quote

My Paraphrase


Before and After Chart

A Before and After Chart is used to interpret an event or explain what the event means.

Using Before and After Charts ♦ Write the name of the event at the top. ♦ In the left column, write what happened before the event. ♦ Then, in the right column, list what took place after the event.

Event:

Before After


Inference Chart

An Inference Chart helps you look closer at a text and draw conclusions about it.

Using Inference Charts ♦ Write a quote or detail from the text in the first column. ♦ Then, draw conclusions about it and write your inference or conclusion in the second column.

Text My Inference


Cause–Effect Organizer A Cause-Effect Organizer helps you sort out the cause and the effects coming from it.

Using Cause-Effect Organizer ♦ Write the cause in the box on the left. ♦ Then, write one effect in each box on the right. Note: Consider using numerous variations of the concept of this or-ganizer including: (a) more than one cause for the effect(s) (b) multiple effects, and/or (c) positive and negative effects.

Effect

Effect

Cause


Possible Sentence Frames

______________________ causes ___________________________________.

______________________has an effect upon ___________________________.

Website Profiler

A Website Profiler is used to judge the reliability of a website.

Using Website Profilers ♦ Write the name and the address of the website at the top. ♦ List the websites creator and the date of the last time it was updated. ♦ Describe the site’s point of view and the quality of its information. ♦ List your thoughts about the site.

Name and Website address

Source Date

Point of View Information


Vocabulary Organizer

Definition Part of Speech

Drawing Opposite

Example

Non Example

Word

Definition Part of Speech

Drawing Opposite

Word

Example

Non Example


Discussion Notes Name___________________________ Date______________________ Period___________________ Title________________________________________________________________________________ Responding to text: 1. As you read generate some questions about the text you plan to read. 2. Discuss your ideas in your group. Add any new ideas to your notes as you listen to other ideas. 3. Set a purpose for your reading. This might be a question or prediction. 4. Preview the text. Look for words or other content that might cause you trouble. 5. Read the text, taking notes as you go. 6. Consider using some of these questions about the text: What questions come to mind while you read or after you finish? What does the text make you wonder about? What do you want to discuss with the group? What did you think about while you read? Did your thoughts or feelings about the subject change as you read? What point is the author trying to make? What surprises you? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Discussion Notes (continued) Talking About the Reading: ♦ Read the assigned text and come prepared to discuss it. ♦ Listen to others’ comments without interrupting. ♦ Ask others questions to help them clarify or elaborate on their position or idea. ♦ Support your own ideas with evidence from the text: refer to specific passages. ♦ Contribute your own thoughts, feelings, and questions to ensure a lively conversation. ♦ Respect others’ opinions and contributions to the discussion. Learning the Language: Use some of the following stem starters during the discussion. ♦ I think...because… ♦ A good example of ...is… ♦ This reminded me of...because ♦ ____ was important because… ♦ One thing that surprised me was… because I always thought… ♦ The author says that… ♦ The author’s purpose is... Use the following area to take notes during the discussion. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


INSTRUCTIONAL STRATEGIES INSTRUCTIONAL STRATEGIES FOR FOR

SCAFFOLDING SCAFFOLDING

Appendix: Strategies for Scaffolding 147

What students need to be successful in a

language-rich classroom: ♦ Someone to meet their learning needs and recognize their

capabilities

♦ Isolated strategies and patterns

♦ Step by step instruction

♦ Modeling

♦ Repetition

♦ Ample opportunity for practice

♦ Clear expectations and rubrics

♦ School-wide reinforcement of strategies

♦ Writing and pre-writing skills

♦ Questioning skills

♦ Vocabulary work

♦ Reading strategy training


Common Language in Texts and Assessments

♦ Compare…

♦ Why?

♦ How do you know?

♦ Is this possible?

♦ Predict…

♦ Explain…

♦ What patterns do you see?

♦ Justify…

♦ Make an argument for…

♦ Describe…

♦ Give reasons for your answer.

♦ What do you notice?

♦ How can this be applied to real world situations?


How to Pre-read a Textbook Chapter Read the following:

1. The Chapter Title—The title provides the overall topic.

2. The Subtitles—The subtitles suggest a focus or approach for the chapter

topic.

3. Tables and Pictures—These are a way the author emphasizes or

stresses important information.

4. The Topic (first) sentence— The first sentence of a paragraph often

tells you the key idea of the paragraph.

5. Sentences with Numbering (1,2,3) or Bold or Italic words.

These words and ideas are key vocabulary and ideas you should learn.

6. Questions at the end of the chapter.— These questions highlight

what was most important from the chapter.


Textbook Analysis Textbook Title: _________________________________________ Directions: Use this activity to better understand the features of your textbook. The purpose is to teach you how a textbook works by showing you what it includes and how the elements are organized.

Types of Text After skimming through the textbook make a list of all the different types of text you will have to read.

Sidebars and pull-out boxes What kind if information appears in the sidebars or pull-out boxes? Are they the same throughout the book?

Typography When something is in bold-face what does that mean? Why are words italicized?

Color How does the textbook use color to convey information? What does it mean when words are in different colors?

Symbols and Icons How does the textbook use symbols and icons to convey information? Is there a key to help you figure out the icons? Give one example of an icon or symbol in your text-book.

Images and Graphics What kind of information is listed with the images? Look for captions or sidebars that explain or discuss the images. How is the image identified?


Think * Pair * Share Think—pair– share is a three-step discussion strategy that incorporates “Wait Time”

and cooperation with a partner. This structure was first developed by Professor Frank Lyman of the University of Maryland. The purpose of this structure is to encourage

participation by all class members during group discussions. Think-pair-share is applicable across all grade levels, subject matters and group size.

Time limits can be set for each stage in the process. When appropriate students can be asked to write notes, web or diagram their responses during the think and/or pair

segments. This process can be used 2-5 times during a class period.

Components ♦ Students listen while the teacher poses a question. ♦ Students are given “Wait Time” to think about an appropriate response. ♦ Students are cued to pair with a neighbor to discuss their response. ♦ Students are then invited to share their response with the whole group.

Benefits to Students ♦ Builds thinking time into the discussion process. ♦ Allows deliberate thinkers time to organize and test out their thoughts. ♦ All students get to own their thoughts before being influenced by their

peers. ♦ All students get to share their thinking with at least one other student. ♦ Increases student involvement with the content, the class, and the teacher.

Benefits to Teachers ♦ Provides thinking time for teachers. ♦ Builds in time for teachers to collect thoughts, shape follow-up questions,

and be more in the moment with students. ♦ Teachers are more likely to ask higher-order questions ♦ Teachers listen to student responses with greater care. ♦ During the “pair” time teachers can monitor individual student responses

and student-student interaction


Research on Vocabulary

♦ Definitional approaches to vocabulary instruction produce only a superficial

level of word knowledge and do not improve reading comprehension.

♦ It takes a deeper understanding of a word (“owning a word”) to make a

difference in reading comprehension.

♦ Essential properties that make up powerful vocabulary instruction include:

hearing and using words in conversation, direct instruction, and indirect

instruction (independent reading with monitoring and feedback, print-rich

environment, being read to).

♦ Direct instruction includes integration, repetition, and using words to make

inferences.

♦ After grade three, reading alone (indirect instruction) may be the single largest

source of vocabulary growth; children who read 25 minutes a day will increase

their vocabulary by 1000 words per year.

♦ Learning words before reading helps with comprehension.

Levels of Word Knowledge (Beck and McKeown)

Unknown Known Owned

Can give a definition Can relate the word to of the word. other words and terms; can use the word with flexibility.


An Anticipation Guide is a way to grab readers into the text by activating

their background knowledge (schema) and giving them purposes for reading.

1. Decide on the major concepts you want the students to know.

2. Create 5-8 statements for the students to respond to.

3. Leave spaces for the student to respond.

4. Students react individually; then discuss as a group.

5. Students red the text (or it is read to them).

6. Return to the statements and discuss as a group. Ask students to document where

in the text they found information to support their post-reading answers.

* See next page for an example.

Anticipation Guide


Anticipation Guide Directions: Before reading_____________________ determine whether you think each of the following statements is true or false. Circle your answer in the “Before Reading” column. As you read the ____________________________, reconsider your answers and complete the “After Reading” column.

Before Reading Statement After Reading

True False 1.

True False

True False 2.

True False

True False 3.

True False

True False 4.

True False

True False 5.

True False

True False 6.

True False

True False 7.

True False

True False 8.

True False

True False 9.

True False

True False 10.

True False

Making American History Master Teachers in Howard County, 2007 (S. Apple, R. Coffman, J. Lampron) Maryland Council on Economic Education (A. Rosenkrans)


Anticipation Guide “Five Fanciful Fruits”

Directions: Read each sentence. If you think the sentence is true, put a “T” in the box in front of the sentence. If you think it is false, put an “F.” After reading the text, put a “T” or an “F” in the box behind the sentence. Be ready to tell why you chose your answer.

1. Buddha’s Hand is a fruit native to the Mediterranean.

2. Litchi should be fermented first before consuming.

3. The star fruit may also be called the finger citron.

4. Cherimoya has a custard-like consistency and may be used in salads or pastries.

5. A persimmon will ripen best in a refrigerator.

Before Reading Statement After Reading


Word Knowledge Chart Categorize your word list into the following three columns.

Unknown

Haven’t seen or heard this word, can’t define it.

Known You can define this word.

Owned You can define this word and relate it to other words and

terms.


CONNECT TWO

This activity encourages students to apply their knowledge and experiences in analyzing and making connections between vocabulary words and concepts. Procedure: 1. Become familiar with the reading selection. Choose words you feel may prove

difficult or are essential to the understanding of the selection.

2. List the words in two columns on a large piece of chart paper, a transparency or

whiteboard. Introduce the words to the students by reading them aloud and

explaining any meanings that might be unclear.

3. Ask students to select two words they want to connect. This should be based on

their background of experiences and what they think the selection is about. Students

are asked to justify or give reasons for making the connections they chose. This step

can be done individually, in small groups, or as a whole class.

4. Students read the selection.

5. After reading, return to the connections. Have students check to see if they were

accurate and/or if new ones were made. This can be done individually, in a small

group, or as a whole class.


CONNECT TWO I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________. I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________. I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________. I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________.


YOUR INNER VOICE: READING RESPONSES The purpose of these responses is to help you self-monitor as you read. In one sitting, record the conversation you have in your head as you read. Write at least one complete sentence per box. include the page number. If you catch yourself using a reading strategy, add that to the bottom of the box using the code from the back of this form.

Inner Voice on page ______ Code





Code Choices: V Visualization T-T Text to Text Connection T-S Text to Self Connection T-W Text to World Connection PR Prediction BK Activates Background Knowledge A Situation, event, comment with which I agree, and why D Situation, event, comment with which I disagree and why W I wonder WC I love the Word Choice used here and why I Making an inference H Humor ? I have a question about what is happening S Surprising NI New Information that I learned SM I can Summarize this section O My Opinion about this topic F This is a Fact I found

Rubric for Inner Voice Responses: 4 - Has all 4 boxes completed with thoughtful responses that make sense. Has added codes to each box. 3 - Has 3 boxes completed with thoughtful responses that make sense. 1-2 boxes are not completely thought out. Has at least 3 codes completed. 2- Has 2 boxes completed with responses that are very basic. Has at least one code completed. 1- Has I box completed with minimal effort and little or no coding.


PROFESSIONAL RESOURCESPROFESSIONAL RESOURCES

Appendix: Professional Resources 163

Professional Resources for Content Area A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas. This book provides teachers with strategies for integrating reading and writing as tools for learning in the content area. Specific literature, both fiction and nonfiction is incorporated to help students connect, explore, and expand their understanding on content knowledge. Strategies are outlined by chapter as well as alphabetically for easy access for implementation. (Elaine C. Stephens and Jean E. Brown, 2000)

Content Area Reading: Literacy and Learning across the Curriculum. Written like a textbook, but designed to be an interactive learning tool. The organization of the book offers a wide array of topics that address the reading and writing needs of students within the content classes. Highlights include: a chapter on reading and writing lessons for the struggling students, expanded coverage of Standards and Assessment and coverage of technology using electronic texts and literature. (Vacca and Vacca, 2004)

Subjects Matter: Every Teacher’s Guide to Content-Area Reading. This is the all time inclusive book that will provide any content area teacher with practical strategies they can use the next day. Besides providing titles of books to use in each content area it gives practical activities that help students understand and remember what they read in their content classes, models for thematic units, plans for setting up book clubs and lists upon list of books to bulk up your classroom library. (Daniels and Zemelman, 2004)

40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 Elaine K. McEwan has made this a hands-on accessible book for content teachers. The table of contents is given in different formats so you don’t have to flip through pages to find things. She gives the regular table of contents, a problem-solution table of contents, a topical table of contents and a list of instructional aids. Each activity is limited to a cou-ple of pages containing a brief description of the method, how to implement it, recom-mended resources and research citations. (Elaine McEwan, 2007)

Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms. Readable and teacher friendly, this text provides a strong research base and practical teaching strategies for teachers in all content areas. The authors provide great ideas with specific graphics to generate further understanding of what it would look like in a classroom. Learning Environments that Motivate Students, the Demands of Text, Vocabulary Knowledge, and Using Study Strategies to Learn and Remember are few of the titles of the chapters in this book. (Irvin, Buehl and Radcliffe, 2007)


Teaching Reading in the Content Area: If Not me, Then Who? The information in this manual is designed to answer the following questions: What are the specific skills or knowledge that students need in order to read effectively? What learning environment promotes effective reading and learning? What Strategies might I use with my students that will help them become more effective readers and independent learners. This manual is intended to be a resource to assist teachers in expanding and refining their repertoire of teaching strategies. It can serve as a guide for instructional planning and decision making when teaching reading in the content areas. (Billmeyer and Barton, 1998) Improving Adolescent Literacy: Content Area Strategies at Work This text provides classroom proven strategies to improve middle and secondary students’ comprehension in content areas. Each chapter starts with a scenario, followed by research-bases rational for each strategy, an in-depth look at implementation of each strategy and how that strategy can be used across the curriculum. It provides you with tools to support your students’ comprehension and success. (Fisher and Frey, 2008) 50 Content Area Strategies for Adolescent Literacy The authors have given us a handbook of evidence-based strategies to use across content areas to ensure reading and writing success for all students. They indicate what specific skill in fluency, comprehension, vocabulary, reading, writing, or oral language is being addressed for each strategy. They also tell us which may work before, during, or after reading at the front of the book as an access point. Included at the end of each section is a reference for further reading. (Fisher, Brozo, Frey and Ivey, 2007) Real Reading, Real Writing: Content Area Strategies This book contains a host of practical activities and strategies to infuse the processes of learning into the content to be learned. The authors discuss practices and strategies for helping students read and become actively involved with books, lectures, and videos. They dedicate separate chapters for Before, During and After Reading strategies. (Topping and McAnus, 2002) Summarization in Any Subject Summarization is not only one of the most effective ways to improve student learning, it’s also one of the most flexible, responsive, and engaging. Wormeli presents a classroom-tested collection of written, spoken, artistic, and kinesthetic summarization techniques for both individual assignments and group activities across content areas. (Wormeli, 2005)


Websites http://literacynetwork.verizon.org Thinkfinity Literacy Network delivers free, top-quality online educational resources for literacy instruction. It has researched-based self assessment tools for literacy programs, lesson plans, interactive guides, activities and more. http://www.ncte.org The National Council of Teachers of English site offers adolescent and young adult literacy information as well as classroom-based assessment, writing, grammar and research and teaching information. http://www.reading.org The International Reading Association site gives information about upcoming reading conferences, adolescent learners, comprehension strategies, and struggling learner articles. http://www.ncee.net/ea The National Council on Economic Education gives information about curriculum standards based on essential principals in economics. A variety of resources are listed that gives a better understanding economics on a global level. http://www.artsedge.kennedy-center.org National Standards for Arts Education is a site that outlines what every K-12 student should know and be able to do in the arts. http://illuminations.nctm.org This website provides activities, lessons, standards and web links in relation to mathematics. http://www.edsitement.neh.gov National Endowment for the Humanities provides references for standards for English Language Arts, Geography, Social Studies, Arts Education, Foreign Language, and Civics and Government. http://www.readwritethink.org There are 21 pages of lesson plans and other resources in this Web Resource Gallery. It in-cludes links to items like: 100 Best Books for Kids, American Masters Database of Visual Artists, American Notes: Travels in America, 1750-1920, CNN Student News, Fight Hate and Promote Tolerance and Youth Radio. There are too many to list. http://www.all4ed.org/files/archive/publications/ReadingNext/ReadingNext.pdf A 48-page report to the Carnegie Corporation that addresses 15 key elements of effective literacy programs designed to improve adolescent literacy achievement in middle and high schools. http://www.all4ed.org/publication_material/reports/writing_next This link connects to a downloadable pdf file of best practices for writing (supported by research) designed to improve adolescent writing achievement in middle and high schools. http:://www.wilearns.state.wi.us A state of Wisconsin reading and literacy education network system designed to support people nurturing and teaching children and adults.


BIBLIOGRAPHYBIBLIOGRAPHY

Appendix: Bibliography 167

Professional Resource Bibliography

Allen, J. (1999). Words, Words, Words: Teaching Vocabulary in Grades 4—12. Maine: Stenhouse Publishers.

Allington, Richard L. (2001). What Really Matters for Struggling Readers: Designing Research-Based Programs. New York, NY: Longman. Beers, Kylene. (2003). When Kids Can’t Read What Teachers Can Do: A Guide for

Teachers 6-12. Portsmouth, NH: Heinemann. Beers, Kylene, Probst, Robert E. & Rief, Linda. (2007). Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Heinemann. Bennet, S. (2007). That Workshop Book. Portsmouth, NH: Heinemann. Brand, M. & Brand, G. (2006). Practical Fluency: Classroom Perspectives. Portland,

Maine: Stenhouse Publishers. Caldwell, JoAnne Schudt & Leslie, Lauren. (2005). Intervention Strategies to Follow Informal Reading Inventory Assessment. New York, NY: Pearson. Daniels, H. (2002). Literature Circles: Voice and Choice in Book Clubs & Reading Groups.

Portland, Maine: Stenhouse Publishers. Daniels, H. & Steineke, N. (2004). Mini-Lessons for Literature Circles. Portsmouth, NH:

Heinemann. Daniels, Harvey & Zemelman, Steven. (2004). Subjects Matter: Every Teacher’s Guide to

Content-Area Reading. Portsmouth, NH: Heinemann. Gallagher, Kelly. (2004). Deeper Reading: Comprehending Challenging Texts, 4—12.

Portland, Maine: Stenhouse Publishers.

Harvey, S. & Goodvis, A. (2007) Strategies That Work: Teaching Comprehension to Enhance Understanding. York, Maine: Stenhouse Publishers.

Kohl, Herbert. (1994). I Won’t Learn From You and Other Thoughts on Creative Maladjustment. New York: NY: The New Press. Marzano, Robert J., Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction

That Works: Research-Based Strategies for Increasing Student Achievement.

Alexandria, Virginia: Association for Supervision And Curriculum Development. Oczkus, L.D. (2003). Reciprocal Teaching at Work: Strategies for Improving Reading

Comprehension. International Reading Association.


Professional Resource Bibliography, cont’d. Perogoy, S. F. & Boyle, O.F. (2001). Reading, Writiing, and Learning in ESL: A Resource

Book for 1-12 Teachers. New York, NY: Addison, Wesley Longman. Schmoker, Mike. (1999). Results: the Key to Continuous School Improvement. Alexandria,

Virginia: Association for Supervision And Curriculum Development. Schoenbach, R., Greenleaf, C., Cziko, C. & Hurwitz, L (1999). Reading for Understanding in

Middle and High School Classrooms. San Francisco, CA: Jossey-Bass. Tovani, Cris. (2000). I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent

Readers. Portland, Maine: Stenhouse Publishers. Tovani, Cris. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grades

6-12. Portland, Maine: Stenhouse Publishers. Vacca, Richard T & Vacca, JoAnne L. (2005). Content Area Reading: Literacy and Learning

Across the Curriculum. New York, NY: Pearson. Villa, Richard A. & Thousand, Jacqueline S. (2005). Creating an Inclusive School. Alexan-

dria, Virginia: Association for Supervision And Curriculum Development. Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York,

NY: Scholastic Professional Books. Wilhelm. J. (2001). Strategic Reading: Guiding Students to Lifelong Literacy 6 –12. Portsmouth, NH: Heinemann. Wilhelm, Jeffrey. (2002). Reading Don’t Fix No Chevys: Literacy in the Lives of Young Men.

Portsmouth, NH: Heinemann. Wilhelm, Jeffrey D. (2007). Engaging Readers and Writers with Inquiry: Promoting Deep

Understandings in Language Arts and the Content Areas with Guiding Questions. USA:Scholastic, Inc.


Professional Resource Bibliography, cont’d.

Resources for Fluency Allen, J. (2002). On the Same Page: Shared Reading Beyond the Primary Grades York, Maine: Stenhouse Publishers. Allen, J. (2000). Yellow Brick Roads; Shared and Guided Paths to Independent Reading 4-12. York, Maine: Stenhouse Publishers.. Cunningham P. M. & Allington R. L. Classrooms that Work: They Can All Read and Write. New York, NY: Addison Wesley Longman. Fauntas, I.C., & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. Fauntas, I.C., & Pinnell, G.S. (2006). Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8. Portsmouth, NH: Heinemann. Gregory G. H. & Kuzmich, L. (2004). Differentiated Literacy Strategies for Student

Growth and Achievement in Grades K-6. Thousand Oaks, CA: Corwin Press. Opitz, M.F. & Rasinski, T. V. (1998). Good-Bye Round Robin: 25 effective Oral Reading Strategies. Portsmough, NH: Heinemann. Peregoy, S. F. & Boyle O. F. (2004). Reading, Writing & Learning in ESL: A Resource

Book for K-12 Teachers. New York, NY: Addison Wesley Longman. Wilhelm, J.D. (2001). Improving Comprehension with Think-Aloud Strategies. New York, NY: Scholastic Professional Books.
