When My Students Can’t When My Students Can’t Read, What Should I Do?Read, What Should I Do?

A Summary of Important Strategies from A Summary of Important Strategies from •When Kids Can’t Read When Kids Can’t Read , , What Teachers Can Do What Teachers Can Do by by

BeersBeers• Writing Next, by Graham and PerinWriting Next, by Graham and Perin

• Reading Next, Reading Next, by Biancarosa and Snowby Biancarosa and Snow

PowerPoint by Mary UlrichPowerPoint by Mary Ulrich

Part I and Part IIPart I and Part II

• Part I: Reading Strategies to Improve Part I: Reading Strategies to Improve Adolescent LiteracyAdolescent Literacy

• Part II: Writing Strategies to Improve Part II: Writing Strategies to Improve Adolescent WritingAdolescent Writing

Part IPart I

Reading Strategies to Improve Reading Strategies to Improve Adolescent LiteracyAdolescent Literacy

The Optimal MixThe Optimal Mix

• Medical personnel need to tailor Medical personnel need to tailor treatment to an individual patient’s treatment to an individual patient’s needs. Sometimes, more than one type needs. Sometimes, more than one type of treatment is necessary.of treatment is necessary.

• To continue the metaphor, teachers To continue the metaphor, teachers need to tailor intervention strategies to need to tailor intervention strategies to an individual student’s needs. Often, an individual student’s needs. Often, more than one strategy is needed. more than one strategy is needed.

Fifteen Key Elements to Fifteen Key Elements to Improve Adolescent Literacy Improve Adolescent Literacy

AchievementAchievement• INSTRUCTINOAL IMPROVEMENTSINSTRUCTINOAL IMPROVEMENTS

-Direct, explicit comprehension instruction-Direct, explicit comprehension instruction-Effective instructional principles embedded in content-Effective instructional principles embedded in content-Motivation and self-directed learning-Motivation and self-directed learning-Text-based collaborative learning-Text-based collaborative learning-Strategic Tutoring-Strategic Tutoring-Diverse texts-Diverse texts-Intensive writing-Intensive writing-A technology component-A technology component-Ongoing formative assessment of students -Ongoing formative assessment of students

• INFRASTRUCTURE IMPROVEMENTS INFRASTRUCTURE IMPROVEMENTS -Extended time for literacy-Extended time for literacy-Professional development-Professional development-Ongoing summative assessment of students and programs-Ongoing summative assessment of students and programs-Teacher teams-Teacher teams-Leadership-Leadership-A comprehensive and coordinated literacy program-A comprehensive and coordinated literacy program

Connecting Connecting When Kids Can’t When Kids Can’t Read, What Teachers Should Read, What Teachers Should

Do Do to to Reading NextReading Next

• USING Kylene Beers’ Reading USING Kylene Beers’ Reading Strategies from Strategies from When Kids Can’t When Kids Can’t Read, What Teachers Can DoRead, What Teachers Can Do

1. Assess dependent readers’ needs – see pages 24-26 in 1. Assess dependent readers’ needs – see pages 24-26 in Beers’ book listed aboveBeers’ book listed above

2. Create an instructional plan of what you will do when your 2. Create an instructional plan of what you will do when your student can’t… - see page 28student can’t… - see page 28

3. Learn what skillful readers do – see pages 34-35 – know 3. Learn what skillful readers do – see pages 34-35 – know purpose for reading, use a variety of comprehension purpose for reading, use a variety of comprehension strategies, make a range of inferences, use their prior strategies, make a range of inferences, use their prior knowledge, monitor their understanding, question the knowledge, monitor their understanding, question the author’s purpose and point of view, are aware of text author’s purpose and point of view, are aware of text features, evaluate their engagement and enjoyment with a features, evaluate their engagement and enjoyment with a text, know the meaning of many words, recognize most text, know the meaning of many words, recognize most words automatically, read fluently, vary reading rate, and words automatically, read fluently, vary reading rate, and “hear” the text ads they read. “hear” the text ads they read.

4. Teach comprehension strategies explicitly and directly – 4. Teach comprehension strategies explicitly and directly – clarifying, comparing and contrasting, connecting to prior clarifying, comparing and contrasting, connecting to prior experiences, inferencing, predicting, questioning the text, experiences, inferencing, predicting, questioning the text, recognizing the author’s purpose, seeing causal recognizing the author’s purpose, seeing causal relationships, summarizing, visualizing. Teach explicitly and relationships, summarizing, visualizing. Teach explicitly and directly by “thinking aloud” as you model a strategy. directly by “thinking aloud” as you model a strategy.

Connecting Connecting When Kids Can’t Read, When Kids Can’t Read, What Teachers Should Do What Teachers Should Do to to

Reading Next (continued)Reading Next (continued)

INFERENCESINFERENCESTypes of Inferences Skilled Types of Inferences Skilled

Readers MakeReaders Make• Recognize the antecedents for pronounsRecognize the antecedents for pronouns• Figure out the meaning of unknown words from contextFigure out the meaning of unknown words from context• Figure out the grammatical function of an unknown wordFigure out the grammatical function of an unknown word• Understand intonation of characters’ wordsUnderstand intonation of characters’ words• Identify characters’ beliefs, personalities, and motivationsIdentify characters’ beliefs, personalities, and motivations• Understand characters’ relationships to one anotherUnderstand characters’ relationships to one another• Provide details about the settingProvide details about the setting• Provide explanations for events or ideas that are presented in the textProvide explanations for events or ideas that are presented in the text• Offer details for events or ideas that are presented in the textOffer details for events or ideas that are presented in the text• Understand author’s view of the worldUnderstand author’s view of the world• Recognize the author’s biasesRecognize the author’s biases• Relate what is happening in the text to their own knowledge of the worldRelate what is happening in the text to their own knowledge of the world• Offer conclusions from facts presented in the textOffer conclusions from facts presented in the text

See page 64 in Beers for comments teachers can make to help students make See page 64 in Beers for comments teachers can make to help students make inferencesinferences

A Strategy: Making A Strategy: Making InferencesInferences

• Use “It Says-I Say-And So” (p 165, Use “It Says-I Say-And So” (p 165, Beers) to make inferences from Beers) to make inferences from Two Two Minute Mysteries Minute Mysteries

Some thoughts to think Some thoughts to think about:about:• Best instructional improvements are Best instructional improvements are

informed by ongoing assessments of the informed by ongoing assessments of the strengths and needs of the students. strengths and needs of the students.

• However, these types of assessments, often However, these types of assessments, often informal and occurring on a daily basis, are informal and occurring on a daily basis, are not often suited to the way we must report not often suited to the way we must report progress, as in letter grades and progress, as in letter grades and percentages. percentages.

• Teacher teams need to establish Teacher teams need to establish coordinated instruction in reading during coordinated instruction in reading during collaborative meetings to make sure that collaborative meetings to make sure that students don’t slip through the cracks. students don’t slip through the cracks.

Outcomes to Measure Outcomes to Measure

• Word-level readingWord-level reading• FluencyFluency• Reading levelReading level• Reading comprehensionReading comprehension• WritingWriting• MotivationMotivation• Content achievementContent achievement• State assessmentsState assessments• Student responseStudent response• Fidelity of model adoption/implementationFidelity of model adoption/implementation

Optimal MixOptimal Mix

• Research and professional opinion support all fifteen Research and professional opinion support all fifteen elements from elements from Reading NextReading Next; however, the optimal mix of ; however, the optimal mix of these elements has not been determined.these elements has not been determined.

• Three elements are more foundational than the others:Three elements are more foundational than the others:• PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT• ONGOING FORMATIVE ASSESSMENT OF STUDENTS, ANDONGOING FORMATIVE ASSESSMENT OF STUDENTS, AND• ONGOING SUMMATIVE ASSESSMENT OF STUDENTS AND ONGOING SUMMATIVE ASSESSMENT OF STUDENTS AND

PROGRAMSPROGRAMS• These elements are not all inclusive due to the complex These elements are not all inclusive due to the complex

nature of improving adolescent reading, but are the nature of improving adolescent reading, but are the required foundation on which the other elements should be required foundation on which the other elements should be built. built.

Reading Literacy Conclusion Reading Literacy Conclusion

• With carefully selected programs With carefully selected programs that allow teachers to use unique that allow teachers to use unique mixes of the fifteen elements and a mixes of the fifteen elements and a requirement to use common requirement to use common evaluation guidelines and evaluation guidelines and procedures, we, the teachers, can procedures, we, the teachers, can enhance adolescent literacy enhance adolescent literacy achievement right now. Let’s do it!achievement right now. Let’s do it!

Part IIPart II

• Writing Strategies to Improve Writing Strategies to Improve Adolescent WritingAdolescent Writing

Eleven Elements to Improve Eleven Elements to Improve Writing AchievementWriting Achievement

• Writing StrategiesWriting Strategies• SummarizationSummarization• Collaborative WritingCollaborative Writing• Specific Product GoalsSpecific Product Goals• Word ProcessingWord Processing• Sentence CombiningSentence Combining• PrewritingPrewriting• Inquiry ActivitiesInquiry Activities• Process Writing ApproachProcess Writing Approach• Study of ModelsStudy of Models• Writing for Content LeanringWriting for Content Leanring

Some Thoughts About the Some Thoughts About the Eleven Elements:Eleven Elements:

• In a the best world, teachers would In a the best world, teachers would incorporate all eleven elements into incorporate all eleven elements into their everyday writing program.their everyday writing program.

• Reality says that’s not possible, so Reality says that’s not possible, so another approach is to use the elements another approach is to use the elements to build a unique writing program to to build a unique writing program to support individual students’ needs. This support individual students’ needs. This will likely produce the biggest return. will likely produce the biggest return.

The Optimal Mix?The Optimal Mix?

• Researchers do not know what combination Researchers do not know what combination is best or how much of each element to use is best or how much of each element to use which will maximize writing instruction for which will maximize writing instruction for low achieving writers in particular. Nor do low achieving writers in particular. Nor do they know which combination of elements they know which combination of elements works best for which types of writers. works best for which types of writers.

• The eleven elements are part of a literature The eleven elements are part of a literature review which aims to provide specific review which aims to provide specific practices that have shown to be effective practices that have shown to be effective across a number of contexts. across a number of contexts.

An Example of the Writing An Example of the Writing Strategies ElementStrategies Element

• Writing Strategies:Writing Strategies:An example is self-regulated strategy development (SRSD) – An example is self-regulated strategy development (SRSD) –

used to help students learn specific strategies for planning, used to help students learn specific strategies for planning, drafting, and revising text.drafting, and revising text.

There are six stages:There are six stages:1. Develop background knowledge1. Develop background knowledge2. Describe the strategy2. Describe the strategy3. Model it – teacher shoe s how to use the strategy 3. Model it – teacher shoe s how to use the strategy 4. Memorize it - the student memorizes the steps of the 4. Memorize it - the student memorizes the steps of the

strategy, possible through a mnemonicstrategy, possible through a mnemonic5. Support it – teacher supports/scaffolds student mastery of 5. Support it – teacher supports/scaffolds student mastery of

the strategythe strategy6. 6. Independent Use – students use strategy with less supportIndependent Use – students use strategy with less support

To Get to the Independent Use To Get to the Independent Use Stage:Stage: • Teach students self regulation skills (goal setting, Teach students self regulation skills (goal setting,

self-monitoring, self-instruction, self-reinforcement). self-monitoring, self-instruction, self-reinforcement). They help students to manage writing strategies, They help students to manage writing strategies, the writing process, and their behavior. the writing process, and their behavior.

• TWO MNEMONICS for students are: TWO MNEMONICS for students are: 1.1. PLAN (PLAN (PPay attention to the prompt, ay attention to the prompt, LListen to the isten to the

main idea, main idea, AAdd supporting details, dd supporting details, NNumber your umber your ideas)ideas)

2.2. WRITE – (WRITE – (WWork from your plan to develop your ork from your plan to develop your thesis statement, thesis statement, IInclude transition words for each nclude transition words for each paragraph, paragraph, TTry to use different kinds of sentences, ry to use different kinds of sentences, and and EExciting, interesting, $10,000 words)xciting, interesting, $10,000 words)

An Example of the An Example of the Collaborative Writing Element:Collaborative Writing Element:

• This is peer writing as a team. A This is peer writing as a team. A higher achieving student is assigned higher achieving student is assigned to be the Helper (tutor) and a lower to be the Helper (tutor) and a lower achieving student is assigned to be achieving student is assigned to be the Writer (tutee). The teacher’s job the Writer (tutee). The teacher’s job is to monitor, prompt, praise, and is to monitor, prompt, praise, and address concerns. address concerns.

An Example of Setting Specific An Example of Setting Specific Product Goals Strategy:Product Goals Strategy:

• This method provides students with This method provides students with objectives to focus on specific aspects of objectives to focus on specific aspects of their writing. An example might be a their writing. An example might be a position paper in which a student write a position paper in which a student write a persuasive letter designed to get the persuasive letter designed to get the audience to agree with him/her.audience to agree with him/her.

• In addition to the main goal, a teacher In addition to the main goal, a teacher provides sub-goals – include a statement of provides sub-goals – include a statement of belief, provide examples or supporting belief, provide examples or supporting information.information.

An Example of the Sentence An Example of the Sentence Combining Element:Combining Element:

• This strategy helps students to create more complex and This strategy helps students to create more complex and sophisticated sentences through activities in which sophisticated sentences through activities in which students combine sentences.students combine sentences.

• Some specific goals:Some specific goals:Combine a high writer with a low writer and have them Combine a high writer with a low writer and have them

produce the following:produce the following:1. Combine smaller sentences into a compound sentence 1. Combine smaller sentences into a compound sentence

using using and, but, and, but, and and becausebecause2. Embed and adjective or adverb from one sentence into 2. Embed and adjective or adverb from one sentence into

anotheranother3. Us adverbial or adjectival clauses from one sentence into 3. Us adverbial or adjectival clauses from one sentence into

anotheranother4. Make multiple embeddings involving adjectives, adverbs, 4. Make multiple embeddings involving adjectives, adverbs,

adverbial clauses, and adjectival clauses. adverbial clauses, and adjectival clauses.

An Example of Inquiry Activity An Example of Inquiry Activity Element:Element:

• Students examine an object and Students examine an object and write about it.write about it.– Think of a seashell. Students examine a Think of a seashell. Students examine a

seashell by looking at it, touching it with seashell by looking at it, touching it with their eyes closed, listening to it, etc. their eyes closed, listening to it, etc. Students list details, becoming more Students list details, becoming more and more precise and fine-tuning their and more precise and fine-tuning their descriptions, comparing the object to descriptions, comparing the object to others, eliciting similes and metaphors. others, eliciting similes and metaphors.

An Examples of the Study of An Examples of the Study of Models Element:Models Element:

• Present students with models of Present students with models of excellent writing and examine them. excellent writing and examine them. The models may be written from The models may be written from opposing viewpoints. Using those opposing viewpoints. Using those models the teacher gives the students models the teacher gives the students a writing assignment the next day in a writing assignment the next day in which they take an opposing viewpoint which they take an opposing viewpoint from another classmate. from another classmate.

An Example of the Writing to An Example of the Writing to Learn Element:Learn Element:

• This element includes the element of This element includes the element of summarization and is effective in summarization and is effective in content area classes. An example is content area classes. An example is to have students write about the to have students write about the parts of a flower and their purposes. parts of a flower and their purposes. Students come to a deeper Students come to a deeper understanding of the subject.understanding of the subject.

Learning to Write and Writing Learning to Write and Writing to Learnto Learn

• Learning to writeLearning to write is a skill that draws on is a skill that draws on sub-skills and processes: handwriting, sub-skills and processes: handwriting, spelling, vocabulary, punctuation, spelling, vocabulary, punctuation, capitalizations, word usage, grammar, capitalizations, word usage, grammar, use of writing strategies. use of writing strategies.

• Writing to learnWriting to learn is a tool for learning is a tool for learning subject matter. It deepens and extends subject matter. It deepens and extends students’ knowledge. students’ knowledge.

Learning to write leads to writing to Learning to write leads to writing to learn which leads to, at the most learn which leads to, at the most advanced stage, advanced stage, using writing as a using writing as a personal tool for transforming one’s personal tool for transforming one’s own experiences and knowledge.own experiences and knowledge.

THE GOAL IN WRITING IS KNOWLEDGE THE GOAL IN WRITING IS KNOWLEDGE TRANFORMATIONTRANFORMATION

Here’s Your Challenge!Here’s Your Challenge!

• The large number of students who struggle with The large number of students who struggle with reading and writing literacy has not changed reading and writing literacy has not changed noticeably in decades. noticeably in decades.

• What has changed is our society, which is now What has changed is our society, which is now driven by ever-increasing knowledge and ever-driven by ever-increasing knowledge and ever-accelerating demands for reading and writing skills. accelerating demands for reading and writing skills.

• The disparity between modern life demands and The disparity between modern life demands and inadequate literacy achievement in eight million inadequate literacy achievement in eight million struggling readers and writers demands that we struggling readers and writers demands that we help these students by reforming our strategies help these students by reforming our strategies and techniques for improving reading and writing and techniques for improving reading and writing literacy. literacy.