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Engaging Students with TextESU 4 Literacy CadreJanuary 22, 2013
Hello!
Please share:
•name
•teaching assignment
•…one other thing!
Teach and reinforce strategies to engage students in informational text
Explicit Instruction – Skills/Strategies
Text Annotation
Anticipation Guide
Sentence Stems
Preview with Think-Aloud
Quick Introduction of Difficult Words
Asking/Answering Questions (right there, putting it together, making connections)
Yes-No-Why?
Tell-Help-Check
Interaction Sequence
Paragraph Shrinking
List, Cross Out, Connect, Number
Craft Knowledge Record
replicate with intention
Improving Adolescent Literacy…
http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8
5 Recommendations
Provide explicit vocabulary instruction.
Provide direct and explicit comprehension strategy instruction.
Provide opportunities for extended discussion of text meaning and interpretation.
Increase student motivation and engagement in literacy learning.
Make available intensive and individualized interventions for struggling readers…
Annotating Text
structured annotation
model, prompt, practice
basis for text discussions
(Zywica & Gomez, 2008, 52(2), JAAL)
Let’s try it.
underline key ideas
later ------------ (double underline) most important idea in each section
circle key vocabulary
use a triangle to mark words causing uncertainty
write brief margin notes (questions, personal reactions, etc.)
Explicit Instruction
I do it.
introduction, explanation,
modeling
We do it.
guided practice, feedback
You do it.
gradual release,
independent practice, feedbackArcher, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
Explicit Instruction
http://explicitinstruction.org/?page_id=80
Great Wine Made Simple
The purpose of Great Wine Made Simple is to inform the average adult about wine through explanation, facts, description, and examples.
Set a Purpose
Purpose affects comprehension appropriate speed importance of specific information activation of relevant background knowledge memory
Complete a sentence stem The purpose of (source) is to _(inform, persuade, etc.)
(audience) about (topic) by (methods—e.g., examples, description, facts).
Anticipation Guide
activate upon prior / background knowledge
identify misconceptions
provide purpose (support, refute, answer questions)
Before Reading
Statement After Reading
The most expensive wine is always the best wine.
To produce the best grapes for wine, vines should be well-irrigated.
The vines with the highest yields tend to produce the most flavorful grapes.
Sentence Stem – Set a Purpose
Purpose affects comprehension. appropriate speed importance of specific information activation of relevant background knowledge memory
Complete a sentence stem The purpose of (source) is to _(inform, persuade, etc.)
(audience) about (topic) by (methods—examples, description, facts, etc.)
Sentence Stems
teacher prompt to use specific academic language or syntax when responding to prompts
Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic
Sentence Stems: Examples
I predict ___ because ___.
One consequence of the invention was a rise in __.
Two potential motives behind an author’s use of roman à clef include ___.
…your response must include the words “function” and “variable.”
Somebody (people)…
wanted (motivation)…
but (conflict)…
so (resolution)…
Somebody (people)…
wanted (motivation)…
but (conflict)…
so (resolution)…
Something (independent var.)…
happened (change)…
and (affect on dependent var.)…
then (conclusion)…
Something (independent var.)…
happened (change)…
and (affect on dependent var.)…
then (conclusion)…
Language Strategies to Acknowledge Other People’s Ideas
Casual, Conversational English
Oh yeah. Me too.
I’m like…
My idea is like ____’s idea.
My idea is the same.
Academic English
My idea (observation/experience) is similar to ___’s
My experience/perspective is similar to that of (the author)…
I agree with ____’s assertion. I also believe…
As ___ already pointed out, it seems…
___ already mentioned…, and/but I would like to add…
(Kinsella, San Francisco University, 2007)
Pre-teach, Preview, Predict
Pre-teach key words Key proper nouns, critical concept nouns Target vocabulary student-friendly definition, examples, use
Introduce the “big idea”
Preview (teacher think-aloud) & Predict Brief Think-aloud Link to background knowledge, previous learning “What do you think you will learn about? Why?
Ask & Answer Questions
Right There Answers are word-for-word in text
Putting It Together Answers are throughout text or in different words Must look in more than one place & put information
together
Making Connections Cannot be answered by text alone Require thinking about text, own knowledge, and how it
fits together
Yes – No – Why?
Calling on individual students is an effective way to elicit responses and engage students.
I agree with this assertion because…
I disagree with this assertion because…
Why Active Participation?
Opportunities to respond related to increased academic achievement increased on-task behavior decreased behavioral challenges
Caveat only successful responding brings these results
initial instruction (80% accuracy) practice/review (90% or higher accuracy)
Normative Classroom Discourse
20% of students doing80% of responding
Make Thinking Visible!
Say
Write
Do
If it’s worth doing, I should cause ALL to do it!
“Old School”
volunteer responding
students raise hands to answer
Questions like Does anyone know…? Who can tell me…? Who has an idea? Jane, what did…?
Better
Everyone think…then everyone say, write, do
Partners first
Written response
Intentional & Random Calling
Many Ways to Engage
“It’s about the architecture!”
(Kevin Feldman)
• structured
• ALL students make thinking visible (say, write, do)
• actionable feedback
Tell – Help – Check(Archer & Hughes, Explicit Instruction, 2011, p. 141)
(Study): All study particular material
Tell: A tell B
Help: B respectfully agree or disagree correct, clarify, add offer reasons and confidence level
Check: pairs check notes, display, etc. All students revise written record
Interaction Sequence1. Prompt / ask ALL
students.
2. Pause (adequate wait time).
3. Put students on-the-clock.
e.g., “You have 30 seconds to share your answer with your partner.”
4. Students share their thoughts with a partner.
5. Select student(s) to respond.
Monitor & Conference
• Check student answers• Probe• Provide answers when missing• Take note of good responses
1. Intentional Selection2. Random Selection3. Volunteer Selection
(Sharer, Anastasio, & Perry, 2007, p. 80-85)
Paragraph Shrinking
1. Who or what is the paragraph/section about?
2. What is the most important information about the who or what?
3. Say it in a main idea statement with *10 words or less.
(Repeat and combine the main idea statements to summarize a longer selection.)
*May adjust for older students using complex text.
Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…
Paragraph ShrinkingResearch Basis & Resources
Research & Analyses
Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…
http://www.promisingpractices.net/program.asp?programid=143
Useful Secondary Resources
Honig, Diamond, and Gutlohn. (2007). Teaching reading sourcebook. 2nd Edition.
http://www.adlit.org/strategies/23331
Main Idea Form
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Summary Writing Strategy
Write down the topic of the summary.
List - Make a list of important ideas.
Cross-out - Cross out any unnecessary or weak ideas.
Connect - Connect ideas that could go in one sentence.
Number - Number the ideas in the order that they will appear in the paragraph.
Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.
33
List, Cross-out, Connect, Number
Write down the topic of the summary.
List - Make a list of important ideas.
Cross-out - Cross out any unnecessary or weak ideas.
Connect - Connect ideas that could go in one sentence.
Number - Number the ideas in the order that they will appear in the paragraph.
Archer, A. (2012, June). “Informational text comprehension.” Unpublished Presentation.
34
List - Make a list of important ideas.
Penguin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Male must care for baby
35
Cross-out - Cross out any unnecessary or weak ideas.Connect - Connect ideas that could go in one sentence.
Penquin’s birthMale takes care of egg
Female lays eggFemale leaves Female spends winter at seaThe water is very coldMale puts egg on his feet under belly
Male stays on egg for two months Male doesn’t eat
Egg hatchesMale must care for baby
Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.
36
Number - Number the ideas in the order that they will appear in the paragraph.
Penquin’s birth 3 Male takes care of egg
1 Female lays egg
2 Female leaves Female spends winter at seaThe water is very coldMale puts egg on his feet under belly
4 Male stays on egg for two months 5 Male doesn’t eat
Egg hatches6 Male must care for baby
Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.
37
a summary
The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. However, the female penguin leaves soon after laying the egg and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin doesn’t eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.
Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.
Learner Summary: Mosaic
Draw a window with *5 panes.
Write a single word or short phrase in each pane representing the most important ideas
Connect these ideas/concepts in (1-3) sentences.
Write A Headline
1. Consider a chunk of information.
2. Write a short headline to summarize the information.
Adolescent Literacy Series
Tier 2 & 3 Intervention SystemsFebruary 8, 2012
Dr. Kevin Feldman, a nationally recognized adolescent literacy expert, will present the session focused on Recommendation 5: Intervention Systems. Dr. Feldman’s goals for the day will center on building an effective RtI2 model:
1.Validation & Motivation: Explore the critical aspects of RtI2 and how they relate to overall improved secondary achievement.
2.Practical Strategies & Resources: Learn about tools to apply within your school setting to ensure all students receive effective tier 2/3 interventions who need them.
3.Information & Ideas: Consider information to investigate, inquire about, and explore beyond this session as your school continues to refine its RtI2 system.