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
Balanced Literacy Instruction
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
Balanced Literacy Instruction
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
Balanced Literacy Instruction
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
Teaching Reading to English Language Learners
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
Teaching Reading to English Language Learners
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..
Teacher Process ♦ Book/Text Selection
♦ 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)
Teaching Reading to English Language Learners
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?
Teacher Process ♦ Book/Text Selection
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
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
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
Infused throughout curriculum
Infused throughout curriculum
Infused throughout curriculum
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?
___________________ ________________________________________________________
___________________ ________________________________________________________
___________________ ________________________________________________________
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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)
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“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
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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
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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.
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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
Teaching Writing to English Language Learners
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
Teaching Writing to English Language Learners
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
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.
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
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
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
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
Social Studies 80
Social Studies
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 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.
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
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
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.
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?
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 Math 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, 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
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
Mathematics 94
Mathematics
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 and out of the classroom.
See ILP section for information about screening and evaluating student reading levels.
Supplement Math Reading by using:
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 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
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.
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?
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 World Languages 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 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
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 and websites.)
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
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.
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 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.
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
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
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 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
Performance Based Classes 111
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.)
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
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
Performance Based Classes 112
Performance-Based Classes
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 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 113
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
Appendix: Blank Templates 128
Appendix: Blank Templates 129
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:
Form of Writing:________________________________ Trait/s to be taught: ____________________________ Title of Mini-lesson: _____________________________
Appendix: Blank Templates 130
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:
Form of Writing:________________________________ Trait/s to be taught: ____________________________ Title of Mini-lesson: _____________________________
Appendix: Blank Templates 131
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:
Appendix: Blank Templates 132
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
Appendix: Blank Templates 133
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
Appendix: Graphic Organizers 136
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
Appendix: Graphic Organizers 137
Ve
nn D
iagr
am
A
Ven
n di
agra
m is
use
d to
com
pare
and
con
trast
two
thin
gs.
Both
Appendix: Graphic Organizers 138
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
Appendix: Graphic Organizers 139
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
Appendix: Graphic Organizers 140
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
Appendix: Graphic Organizers 141
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
Appendix: Graphic Organizers 142
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
Appendix: Graphic Organizers 143
Vocabulary Organizer
Definition Part of Speech
Drawing Opposite
Example
Non Example
Word
Definition Part of Speech
Drawing Opposite
Word
Example
Non Example
Appendix: Graphic Organizers 144
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? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix: Graphic Organizers 145
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. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix: Graphic Organizers 146
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
Appendix: Strategies for Scaffolding 148
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?
Appendix: Strategies for Scaffolding 149
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.
Appendix: Strategies for Scaffolding 150
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?
Appendix: Strategies for Scaffolding 151
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
Appendix: Strategies for Scaffolding 152
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.
Appendix: Strategies for Scaffolding 153
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
Appendix: Strategies for Scaffolding 154
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)
Appendix: Strategies for Scaffolding 155
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
Appendix: Strategies for Scaffolding 156
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.
Appendix: Strategies for Scaffolding 157
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.
Appendix: Strategies for Scaffolding 158
CONNECT TWO I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________. I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________. I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________. I would connect ____________________and _____________________ because___________________________________________________ _________________________________________________________ _________________________________________________________.
Appendix: Strategies for Scaffolding 159
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
Inner Voice on page ______ Code
Inner Voice on page ______ Code
Inner Voice on page ______ Code
Appendix: Strategies for Scaffolding 160
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.
Appendix: Strategies for Scaffolding 161
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)
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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)
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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.
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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.
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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.
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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.
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