Chicago Striving ReadersInternational Reading Association Annual
Convention, 2010Elizabeth Cardenas-Lopez, Manager
Oreitha Benion, Brenda Howell, Renee Mackin, Juliana Perisin, Rob Residori
Coordinators
Purpose/Overview of Today’s Session Importance of accountable talk in
the adolescent classroomThe need for increasing the volume
of reading in the classroomTeaching and learning techniques to
enhance comprehension and vocabulary development
Overview of CPS-SR Project
Tiered intervention model
Addressing the needs of struggling readers in the middle grades 6-8
Transformation of literacy practices in the middle grades
CPS-SR Tiered Intervention Model
Whole School Targeted Intensive
All students in grades 6-7-8
In class for Tier 2 & Tier 3 students
Extended Day for Tier 3 students
Ke Findings from Research
Adolescent students need to engage in wide reading activities
Literacy needs to be connected to students’ lives.
Students need to read at their instructional level Students need to learn and practice a set of
strategies they can use flexibly before, during and after reading.
Reading is a social activity; engaging students together in literacy activities is important.
Ogle, D. (2007) Coming Together as Readers
SR Core Teaching Techniques
The Exclusion BrainstormingList, Group, LabelPLAN: Predict, Locate, Add, Note K-W-L+Anticipation GuideINSERT NotesReQuestABC GraffitiRAFT: Role, Audience, Format, TopicReciprocal TeachingGRASP: Guided Reading and Summarizing Procedure
Before Reading During Reading After Reading
Everybody Read To (ERT)
Predict-Locate-Add-Note (PLAN)
Guided Reading Summarizing Procedure (GRASP)
KWL Think-Pair-Share Reciprocal Teaching
Exclusion Brainstorming ReQuest ABC Graffiti
List, Group, Label PRC2 – Partner Reading Content Too
RAFT
Anticipation guide INSERT Notes Cornell Notes
Wide Reading
Kids not only need to read a lot but they also need lots of books they can read right at their fingertips. They also need
access to books that entice them, attract them to reading. Richard L. Allington
What Really Matters for Struggling Readers: Designing Research Based Programs
During the course of the presentation today you will encounter the following types of text all related to one central theme: Poetry Fiction Nonfiction text sets Internet/Online Articles
Anticipation Guide
Activates prior knowledge Sets a purpose for reading
Agree or Disagree
1. The Golden Rule hasn’t created safe school environments.
2. The memories of being teased or bullied are often difficult to erase.
Truth, Barrie WadeSay Something…
Allows students the opportunity to discuss their thinking with a partner in a safe and structured setting, thus highlighting the social nature of language.
I wonder . . . I believe . . . I’m confused . . . I feel that . . .
Vocabulary Development Through Word & Concept Sorts
Word Sorts
Promotes focused, purposeful conversation Activates prior knowledge Allows for negotiation Provides the opportunity for social discourse
Let’s Sort!
Why do you read aloud to your students? Turn to your partner and share some of the
reasons that you read aloud to your students. Sharing out…
The Role of the Read Aloud
Modeling Fluency Sharing Metacognitive Strategies Introducing New Concepts Building Background Knowledge Enjoyment
Inventing Elliot, by Graham Gardner
What is a bully? Turn to your partner and share your thoughts.
Think – Pair – Share
Structuring Think-Pair-Share Accountability Moving toward independence
Prompt #1: Did Elliot do the right thing by not fighting back? How might you have reacted in this situation?
Prompt #2: Discuss the relationship that Elliot has with his mother.
Accountable Talk…
Is purposeful Uses evidence appropriate to the discipline Demands knowledge that is accurate and
relevant to the issue under discussion Is respectful, involves listening, and
occasionally promotes respectful disagreement
Agreeing to Disagree
$50,000 grant awarded to Blaine Middle School Principal James has reviewed many proposals and
narrowed them down to two possible programs The first program is geared at preventing teen
pregnancy—a problem that is becoming increasingly prevalent in the local high school
The second program focuses on bullying Principal James has called a focus group to find out
how they feel about the two possible programs
RAFT (Santa, 1988)
RAFTs are written from a viewpoint that might be different from the student’s, to an audience other than the teacher. The acronym RAFT stands for:
Role (the writer’s role—observer, eyewitness, reporter) Audience (the reader—parent, editor, community member) Format (the best way to present the writing—essay, letter, poem) Topic (the subject of the writing)
Based on your role, prepare a short (30 seconds) presentation for the focus group discussion.
The Roles…
1 Elliot’s Mother 2 Kevin Cunningham’s Mother (the bully) 3 Jillian Spivey—a teen mother 4 Josephine Callas—school guidance
counselor 5 Mr. James—principal of Blaine Middle School Principal James should take notes and be
prepared to share details from the discussion
List-Group-Label (Taba, 1967)
Bullying
List all words that relate to this concept Sharing out With partner take these words and group
them into categories Label your categories
Exclusion Brainstorming(Blachowicz, 1986).
Helps students activate prior knowledge Allows students the opportunity to talk about
words as they relate to a specific topic and identify words that might not belong
Let’s give it a try!
What words might not be included in an article about bullying?
SchoolThreatsCyber StalkingDiseasesAngryIgnore
MechanicalTeasingIllegalHarassmentHurtfulRelational
Coding Text—Using INSERT Notes INSERT (Interactive Notation System for Effective
Reading and Thinking) Vaughn and Estes (1986)Take a few minutes to read the article “Breaking the
Silence Around Bullying” (X) I thought differently (+) New & important information (!) WOW (?) I don’t get it
Think-Group-Share
Text Sets
A variety of nonfiction books and articles at varying reading levels
All centered around one theme—in this case “Bullying”
Allows students the opportunity to read with a partner at a level that is instructionally appropriate
Builds vocabulary and background knowledge on a content related topic
PRC2
ABC Graffiti (Massy & Heafner, 2004)
A process that combines two reading comprehension techniques, ABC Brainstorming (Jones, 2000) and Graffiti (Gunter et.al., 2003)
Students brainstorm information related to a topic and then work collaboratively to synthesize the information
Bullying
Working in partners, brainstorm as many key terms or phrases that relate to bullying. Use the graphic organizer to record your words alphabetically (you have 2 minutes).
Rotate your papers clockwise and continue the process.
When you and your partner receive your paper back, it’s time to share out!
Revisiting our Anticipation Guide
Agree or Disagree
1. The Golden Rule hasn’t created safe school environments.
2. The memories of being teased or bullied are often difficult to erase.
Chicago Striving Readers
Debrief
Chicago Striving Readers
CPS-SR Information
www.chicagostrivingreaders.wikispaces.comFor more information or the presentation
materials please visit our website.