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Southern
Regional
Education
Board
HSTW
Developing a Focus on Literacy Across the Curriculum
Albuquerque NM
July 20-21. 2009
Joanna Kister
Southern
Regional
Education
Board
HSTW
Write on the Wall
1. Put dot on the continuum of faculty readiness for literacy across the curriculum
2. Write on the wall. Tell me about New Mexico, your home town, your school, you (name optional).
Southern
Regional
Education
Board
HSTWEssential Questions
How can we develop a focus on literacy across the curriculum in our school?
How do literacy skills contribute to the 10 key practices of High Schools That Work?
Which literacy skills have the greatest impact on student achievement?
How can we effectively use instructional strategies to improve literacy skills?
Kister Consulting 4
10 Key Practices
• High Expectations• Challenging
Career/Technical Studies
• Challenging Academic Studies
• Academic Core and a Concentration
• Work-based Learning
• Integration of Academic and Career/Technical Studies
• Active Engagement
• Guidance and Advisement
• Extra Help• Data-based
Decision Making
Kister Consulting
Brag about your school (extra credit if
connect to 10 key practices)
5
Southern
Regional
Education
Board
HSTW
Jigsaw Articles
Count to 6Each person read one article.Compare with others who read the
same article.Return to original group.Now what do we know?
Southern
Regional
Education
Board
HSTWSREB Literacy Goals
Read 25 books across curriculum Write weekly in all classes Use reading and writing in all
classes Write research papers in all classes Complete a rigorous language arts
curriculum taught like college-prep/honors English
w Kister Consulting
Before Reading . . .Good readers• Build up their
background knowledge on the subject
• Know their purpose for reading
• Focus their complete attention on reading
Poor Readers• Start reading
without thinking about the subject
• Do not know why they are reading
SouthernRegionalEducationBoard
MMGWONE
KEY PREDICTOR
of reading success
is the student’s background background knowledgeknowledge..
w Kister Consulting
During Reading . . .Good Readers• Pay complete attention• Constantly check their
understanding• Monitor their
comprehension automatically
• Stop only to use a fix-up strategy when they don’t understand
Poor Readers• Do not know
whether they understand or do not understand
• Do not monitor their own comprehension
• Seldom use any of the fix-up strategies
w Kister Consulting
Strategies for Monitoring Reading• How would I say that in my own words?• What’s the main point here, and why is it
important?• What would be an example of this?• How could I cluster the ideas I’ve read about?• Where is this going next?• Can I picture in my mind what is going on
here?• Can I trust this author’s
accuracy/authority/objectivity?
w Kister Consulting
Fix-Up Strategies
• Let me reread that last part, more slowly this time.
• Let me think about that for a minute.
• Is there a certain word here that is throwing off my understanding?
• Let me read ahead a little to see if getting the larger picture helps.
w Kister Consulting
After Reading . . . Good Readers• Decide if they have
achieved their goal for the reading
• Evaluate their comprehension
• Summarize the major ideas
• Seek additional information
Poor Readers• Do not know what
they have read• All ideas are equal• Do not follow
reading with comprehension self-check
Southern
Regional
Education
Board
HSTW
The Six
SummarizingParaphrasingCategorizingInferringPredictingRecognizing Academic
VocabularyPage 14
Southern
Regional
Education
Board
HSTW
Carousel Brainstorming
Divide into groups.Go to one station.Select scribe.Write at least one answer—small.Rotate at signal.Must add new answer.Continue.
Southern
Regional
Education
Board
HSTWCarousel Strategy
For each skill, list why you believe it is considered to be one of the “Big Six” essential reading skills
Southern
Regional
Education
Board
HSTWHow do we know these are important?
Direct links to most items on ASSET/COMPASS reading placement tests.
Included in ACT Consistently in state standards Recognized by postsecondary
faculty for importance Linked to all content areas Linked to careers
Southern
Regional
Education
Board
HSTW
Summarizing
Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
Essential in research and other expository writing
Southern
Regional
Education
Board
HSTW
Paraphrasing
Reduces plagiarism—considered one of the biggest academic “crimes”
Show adaptation for audience and purpose—essential writing skills
Reflects a deeper understanding of material
Southern
Regional
Education
Board
HSTW
Categorizing
Ability to group information into manageable chunks
Essential for study skillsMandatory for problem analysis
and solution—especially in workplace or laboratory
Only easy for naturalist intelligence—must be taught to others
Southern
Regional
Education
Board
HSTW
Inferring
Reading “between the lines”Encourages connection within
a text, across texts and to other contexts
Shows that a reader “really gets it”
w Kister Consulting
Inference
• In order to infer readers must lift up the words and go beneath them.
Keene & Zimmerman (1997)
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She moves backwards a few feet and with a piece of white chalk draws a rectangle onto the wood floor. Then continues backwards, drawing more rectangles, so there is a pyramid of them, single then double then single, her left hand braced flat on the floor, her head down, serious…
She drops the chalk into the pocket of her dress. She stands and pulls up the looseness of her skirt and ties it around her waist. She pulls from another pocket a piece of metal and flings it out in front of her so it falls just beyond the farthest square.
She leaps forward, her legs smashing down, her shadow behind her curling into the depth of the hall. She is very quick, her tennis shoes skidding on the numbers she has drawn into each rectangle, one foot landing, then two feet, then one again until she reaches the last square.
From, The English Patient by Michael Ondaatje
w Kister Consulting
Hocked gems financed our hero. Scornful laughter had tried to prevent his scheme. Bravely he persisted. An egg, not a table, typifies this unexplored planet, he said. Now three sturdy sisters sought proof. They forged along turbulent peaks and valleys. Days became weeks as doubters spread fearful rumors about the edge. At last welcome winged creatures appeared. Momentous success was at hand.
Southern
Regional
Education
Board
HSTW
Predicting
Form of inferencingRequires support for predictionForward thinking based on
backward knowledgeRequired to solve non-routine
problems in the real world
Southern
Regional
Education
Board
HSTWUsing academic/technical
vocabulary
Separates success for second-language students
Technical language (jargon)Understanding roots and
affixes
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K – W - L
K W L
What I Know
What I Want to Find Out
What I Learned
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Directed Reading and Thinking Activity (DRTA)
• Preview
• Discuss what you know
• Write questions
• Read to find answers
• Reflect on the reading
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Anticipation Guide Rationale
• Students get excited-argue/debate the points
• Predict - curiosity – hook for content
• Creates purpose for reading
• Purposeful reading leads to improved comprehension
w Kister Consulting
“Teaching Secrets”
• Create 5 anticipation guide statements.
• Use both inferring and concrete statements.
w Kister Consulting
A to Z Review
Using each letter of the alphabet, describe what employers want in employees.
w Kister Consulting
Tournament – Defend Your Word
In pairs, select four words that address a question about reading. Convince each other that their word is the best to go to the next level. Present “the” word to the whole class with evidence.
w Kister Consulting
INSERT (Interactive Notetaking System for Effective Reading and Thinking)
- I agree
X – I disagree
+ - That’s new
! – Wow!
? – I wonder
?? – I don’t understand
* - That’s important
SouthernRegionalEducationBoard
MMGWHow to teach
vocabulary???• Front-load meaning - prior instruction
increases understanding by 33%• Descriptions and examples• Create symbols or pictures to
represent the word -- gains 34 percentile higher
• Categorize words -- associations among related concepts
• Limit the # of words taught to those that represent key concepts
• Teach common prefixes, suffixes, roots
w Kister Consulting
Definition Picture or symbol
Described in your own words
Ways I used the word (a week later)
Vocabulary Blocks
w Kister Consulting
Word Sort – Sort into Three Categories
• Formative• Warm up activity• Scenarios• Collegial
observations• Questioning• Team building
• Graphing• Reading
comprehension• Teacher book study• Summative• Project-based
learning• Demonstration
classrooms
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Frayer Model
Essential Characteristics Non-essential Characteristics
Examples Non-examplesTopic
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Summarizing and Paraphrasing
• GIST
• 3-2-1
• Summary Pyramid
• Final Word
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Teaching Secrets
3-Identify 3 pieces of advice given to new teachers.
2-Explain how the advice fits into 2 categories.
1-Describe 1 way that taking the advice will help novice teachers.
w Kister Consulting
3-2-1
Increasing level of difficultyRequires summarizing and
paraphrasingPre- or post-readingRequires teacher preparationStudents can construct.
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Democracy
__________Synonym
__________ __________Two Groups to Which Democracy Applies
_________ ________ _________Three Areas of Origin
Page 5
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Other Possible Prompts
• Analogy between the topic and a sport• Attributes or facts• Words that best describe the topic• Related topics• Causes• Effects• Arguments for/against the topic• Ingredients• Tools for using the topic• Formulas
Page 6
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Your Turn
• “Please Don’t Pardon the Interruption”
• Write pyramid prompts
Southern
Regional
Education
Board
Bye, Bye BirdieReasons to Avoid
Round Robin Reading• It encourages
negative attitudes about reading.
• It is boring for everyone.
• Proficient readers read ahead.
• Poor readers are forced to advertise their deficiencies.
• Students pay attention only to the passage they have to read aloud.
• It does not build fluency or accuracy.
• Students need to read entire passages instead of pieces.
• It does not require engagement with the text.
w Kister Consulting
Avoid…• Round robin reading
• Copy notes that theteacher has provided
• Look up definitions and copy
• Fill spaces on work sheet from textbook
• End-of-chapter questions
w Kister Consulting
Types of writing• Writing to learn - daily
• Audience is the learner• Purpose is to learn or process information
• Writing to demonstrate learning - weekly• Audience is the teacher• Purpose is to demonstrate learning
• Authentic writing• Audiences are varied• Purposes are “real world” or beyond the
classroom
w Kister Consulting
Writing To Learn
Journals Learning Logs
Exit/Admit Slips
Writer’s Notebook Inquiry Logs
Mathematics Logs
w Kister Consulting
Writing To Demonstrate Learning
Paragraphs Essays
Open-response Lab Reports
Questions
Research Assignments
w Kister Consulting
Authentic Writing
Articles
Editorials
Speeches Letters Proposals
Memoirs Poems
Short Stories
Kister Consulting
National Writing Commission:What Employers Say
• In most cases, writing ability could be your ticket in . . . or it could be your ticket out…
• Everything must be documented…manufacturing documentation, operating procedures, reporting problems, lab safety, waste-disposal operations—all have to be crystal clear
• Writing is a significant hiring consideration in the finance, insurance, and real estate sectors
www.writingcommission.org
Kister Consulting
Kister Consulting
“Email is forold people”
– A student
© 2006 Marc Prensky
Kister Consulting
The “Net” Generation – Survey of College Students
• 97% own a computer
• 94% own a cell phone
• 76% use Instant Messaging.
• 34% use websites as their primary source of news
• 75% of students have a Facebook account
Source: Connecting to the Net Generation: Junco and Jeanna Mastrodicasa, 2007
Kister Consulting
Kister Consulting
Web 1.0• Web pages
• Read and research; use PPT to present content
• Otofoto (digital to print)
• Individual
Web 2.0• Social networking –
Facebook, My Space, Linked In
• Blogs, wikis, twitter, podcasting, RSS feeds
• Read and create interactive content
• Photobucket (online sharing)
• Collaborative
Southern
Regional
Education
Board
HSTW
2-column note-taking
Step 2:Take notes here; useabbreviations
Step 3:Identifykeyconceptsor questions
Step 4:Summarize lesson here
Step 1:Draw a grid with 3 sections
Southern
Regional
Education
Board
HSTW
Benefits of 2-column note-taking
Many exposures to text Matches most textbook styles Easy to teach Study guide Differentiation
w Kister Consulting
Use Admit and Exit Slips
Southern
Regional
Education
Board
HSTW
All students will read the equivalent of 25 books per
year across the curriculum to increase their understanding of the content of all classes.
Southern
Regional
Education
Board
HSTWReading is the single most important social factor in American life today.
1. The more you read, the more you know.2. The more you know, the smarter you grow.3. The smarter you are, the longer you stay in
school.4. The longer you stay in school, the more
diplomas you earn and the longer you are employed—thus the more money you earn in a lifetime.
5. The more diplomas you earn, the higher your children’s grades will be in school.
6. The more diplomas you earn, the longer you live.
Southern
Regional
Education
Board
HSTWThe opposite is also true.
The less you read, the less you know. The less you know, the sooner you
drop out of school. The sooner you drop out, the sooner
and longer you are poor. The sooner you drop out, the greater
your chances of going to jail.
Southern
Regional
Education
Board
HSTWPoverty and illiteracy are the parents of desperation and
imprisonment.82% of prison inmates are school
dropouts.Inmates are twice as likely to be in
bottom levels of literacy.60% of inmates are illiterate.
Southern
Regional
Education
Board
HSTWTo raise their reading skills and to increase understanding of the content
of all classes, Students must
read more and a wider range of materials. read both fiction and non-fiction, including
technical manuals and journal and magazine articles.
prepare written reports. make oral presentations. perform tasks that are described in the text.
Teachers should assign reading appropriate to the course content. expect students to demonstrate understanding of
what they read. give students choice in the selection of materials.
Southern
Regional
Education
Board
HSTW
Can we ask students to read more?
Southern
Regional
Education
Board
HSTW
Reading more = scoring higher
High School: Seniors who read an assigned book outside
class and reported on the main ideas several times during the year score 26 points higher than those who don’t.
Students who read at least six books in English scored 12 points higher.
500-point scale
Southern
Regional
Education
Board
HSTWReading more = scoring higher
Middle Grades Eighth-graders who read 11 or more
books each year score 25 points higher than those who read none.
Those who read an assigned book outside class and demonstrated understanding only once per semester score 6 points higher.
300-point scale
Southern
Regional
Education
Board
HSTWWhy don’t we ask students to read more?
Brainstorm in pairs.
Southern
Regional
Education
Board
HSTWWhy don’t we ask students to read more?
Believe students aren’t good readers
Believe students don’t have timeBelieve that reading detracts from
teaching “my” contentLack of materialsTeachers aren’t readersSage on stage
Southern
Regional
Education
Board
HSTWDo students have time to read?
Southern
Regional
Education
Board
HSTWDo students have time to read?
High School 35% of the students watch TV three or
more hours per day 26% spend three or more hours per day
surfing the internet, e-mailing or instant messaging
Middle Grades 51% watch TV or play computer games
three or more hours each school day. 20% watch over 5 hours!
Southern
Regional
Education
Board
HSTW
Do The Math
Goal of 25 booksAverage reading rate 250 words
per minute500 words per page100 pages per book175 school days
equals
less than 30 minutes per day
to reach goal!
Southern
Regional
Education
Board
HSTWWhat are some specific steps to raise the amount of reading?
Looking for ideas…
1. Review 11 strategies to get students to read more (pp. 51-58)
2. Skim the five sections
1. DEAR (65)
2. Summer reading (67-68)
3. Technology (69-70)
4. Motivational activities (70-72)
5. Library media center (72-73)
3. Select three ideas that might work in your school.
Southern
Regional
Education
Board
HSTWWhat are some specific steps to increase the strategies our students use?
Table Talk and Planning What strategies might we want to try? What training and support would
teachers need to implement these strategies?
How will we know if these strategies are working (e.g., assessment, analysis of student work, classroom observations)?
Southern
Regional
Education
Board
HSTW
Homework
1. Read pp. 19-27 in LAC guide
2. Admit Slip Two ahas One So what?
Southern
Regional
Education
Board
HSTWDay Two – Literacy Plan
“Planning”
Review data – p. 36Review pp. 37-43Analyze and prioritizepossible
actions – p. 41