612 Reading Intervention Teacher Academy

1
6-12 Reading Intervention TeacherAcademy
Effective Literacy Instruction
Students

• Session 7
• Instructional
• Practices to Improve
• Student Access to Text

2
Listening to Adolescents

• Begin reading on page 244, starting at Listening
  to Adolescents and ending on page 247, Begin
  with High Expectations Pedagogy of Confidence.

Yvette Jackson Eric J. Cooper, 2007, pp.
243-256 Building Academic Success with
Understanding Adolescents in Adolescent Literacy
Turning Promise into Practice
3
Consider this

• Is it more important
• that we cover the content
• or
• that students learn the content?

4
Comprehending Text

• Read pages 20 24 of What Content-area Teachers
  Should Know About Adolescent Literacy.
• Highlight key points as you read.

National Institute for Literacy, 2007 What
Content-area Teachers Should Know About
Adolescent Literacy
5
Implications

• Recognizing that low-achieving students cannot
  read the texts we provide for them, we have two
  options to help them become successful
• We can provide alternative texts that allow them
  access to the content, and/or
• We can provide strategy instruction to improve
  their comprehension of complex text.

6
Discuss

• Think How would incorporating one or both of
  these options impact your classroom?
• Pair Turn to your table partner and discuss.
• Share Discuss at your table.

7
Providing Alternative Texts

• The textbooks used in many secondary level
  classrooms often do not hold students
  interests.
• So what are our options?
• provide students with other reading materials
  that interest them and that pertain to the
  subjects that we teach.
• Conduct online searches for high interest,
  matched-to-reading-level materials.
• Include books, magazines, and newspaper articles
  that adolescents consider interesting.

National Institute for Literacy, 2007, p. 37 What
Content-area Teachers Should Know About
Adolescent Literacy
8
Consider these. . .

• Discuss at your table
• How can we engage students in searching for and
  finding appropriate alternative texts?
• What resources do you have at your school and/or
  community that you are not currently using?
• What are some of the obstacles to looking beyond
  the textbook?
• Share with the group

9
Comprehension Strategy Instruction

• What Content-area Teachers Should Know about
  Adolescent Literacy suggests that students
  benefit from strategy instruction in the
  following areas
• Questioning
• Summarizing Text
• Analyzing Text Structure

National Institute for Literacy, 2007 What
Content-area Teachers Should Know About
Adolescent Literacy
10
Consider this

• A reader with no questions might just as well
  abandon the book.

Stephanie Harvey Anne Goudvis, 2000, p.
82 Strategies That Work
11
I Wonder Why

• This strategy engages students in actively
  reading text to generate and answer questions.
• Procedure
• Teacher states, I wonder why in reference to
  something in the text.
• Students read with the purpose of responding.
• All responses are recorded.
• Students and teacher skim through the material
  while teacher models a think-aloud
  demonstrating why some responses work and others
  dont.

Elaine C. Stephens Jean E. Brown, 2000, pp.
74-75 A Handbook of Content Literacy Strategies
75 Practical Reading and Writing Ideas
12
Three Key Questions

• The purpose of this strategy is to help students
  think about the literal meaning of the text and
  move beyond the literal interpretation towards a
  more meaningful discussion of the implications of
  the text. Finally, students are asked to consider
  why this information is useful and how it impacts
  their thinking about the world around them.
• After reading text, students ask and answer these
  three questions
• What does it say? (literal)
• What does it mean? (extended meaning)
• What does it matter? (world application)

Sheridan Blau, 2003 The Literature Workshop
13
ORQ (Observe, Ruminate, Question)

• This activity requires to student to
• make an observation based on the reading,
• extend on their observation by thinking about it,
  
• develop a final question based on their reading
  that can be used for discussion, and
• use that final question to research further.

14
Consider this

• Summarizing is the most common and necessary
  strategy requiring a general recitation of key
  content.

Richard Allington, 2006, p. 122 What Really
Matters for Struggling Readers
15
Narrowing the focus

• Selective highlighting
• Post-it Notes limiting the number
• Two column notes
• 5 Ws and an H

16
Limited Summaries

• When asking students to summarize, limit the
  number of words or sentences they can use in a
  summary. For example
• A summary sentence may have only 10-15 words.
• Your summary paragraph may have only 4-5
  sentences.
• Words cost 1 each. Write the cheapest summary
  sentence possible.
• Select two words from the text as your summary.
  Be ready to explain how these two words summarize
  the passage.

17
Text Structures

• Selecting strategies that are useful for
  comprehending text structures involves examining
  the content, language, and structure of text with
  which students may have difficulty and then
  identifying specific strategies that will help
  students use these patterns and structures to aid
  in comprehension.

National Institute for Literacy, 2007, p. 23 What
Content-area Teachers Should Know About
Adolescent Literacy
18
ROW (Read, Organize, Write)

• This strategy is useful for understanding
  different kinds of expository patterns.
• Teacher presents a pattern using short, clear
  examples for the class to read.
• With teacher guidance, the class develops a
  working definition of the pattern and a graphic
  organizer that represents it.
• Based on the current content, students write a
  selection using the text pattern.

Elaine C. Stephens Jean E. Brown, 2000, p. 90 A
Handbook of Content Literacy Strategies 75
Practical Reading and Writing Ideas
19
Text Cues

• Some common signal words and their corresponding
  text structures are

Compare/Contrast In like manner Likewise Similarly
The difference between As opposed to After
all However And yet But Nevertheless
Cause/Effect Since Because This lead to On
account of Due to May be due to For this
reason Consequently Then, so Therefore
Problem/Solution One reason for that A solution A
problem Possible answer
Stephanie Harvey, 1998, p. 211 Nonfiction
Matters Reading, Writing, and Research in Grades
3-8
20
Activity

• Working with a partner at your table, choose one
  of the strategies explained in this session and
  apply it to The Geneva Treaty found in your
  handouts. Each partner must choose a different
  strategy.
• Share your lesson with the table.

21
Putting the pieces together

• In your notebook, think about a unit you
  currently teach and identify one strategy you
  will begin use with your students and your text.

22
References

• Allington, R. (2006). What really matters for
  struggling readers. Boston, MA Pearson.
• Blau, S. (2003). The literature workshop.
  Portsmouth, NH Heinemann.
• Harvey, S. Goudvis, A. (2000). Strategies that
  work. Portland, ME Stenhouse.
• Harvey, S. (1998). Nonfiction matters Reading,
  writing, and research in grades 3-8. Portland,
  ME Stenhouse.
• Jackson, Y., Cooper, E. J. (2007). Building
  academic success with understanding adolescents.
  In Beers, K., Probst, R. E., Rief, L. (Eds.).
  Adolescent literacy Turning promise into
  practice (pp. 243-256). Portsmouth, NH
  Heinemann.
• National Institute for Literacy. (2007). What
  content-area teachers should know about
  adolescent literacy. Washington, DC National
  Institute of Child Health and Human Development.
• Stephens, E. C., Brown, J. E. (2000). A
  handbook of content literacy strategies 75
  practical reading and writing ideas. Norwood, MA
  Christopher-Gordon.