REGIONAL LITERACY TEAM
January 7, 2010
I. Welcome/Introductions/Norm
II. History/Controversial Issues
Nonfiction Mentor Texts
http://www.stenhouse.com/shop/pc/vie
wprd.asp?idProduct=9159#toc
III. Share Personal/Professional
Read
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Regional Literacy Team
IV. Topic: Online Reading
Test Process-for students
www.watesting/com/online
V. I CAN DO STANDARDS!
-Review work done
-next steps-Feb 4 revise
VI. Learning from
Informational Texts
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Learning from Informational Texts!
Overview of Books and Ideas
Chris Crubaugh
Regional Literacy Team
January 7, 2010
Recipe for Informational Literacy
by Linda Hoyt
Measure 2 cups of curiosity
Add I caring teacher
Stir gently with interesting information
Allow to steep in student-generated
questions
Blend in time to read and time to write
Sprinkle generously with think alouds, reading
strategies, and craft lessons for
informational writing
Add a dash of hands-on experience
Mix thoroughly with small-group instruction
and assessment
Whisk in a rich mix of tools for gaining
meaning
Simmer in an atmosphere where information
is celebrated all day
Spread over a lifetime of reading and writing
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Make It Real: Strategies for
Success with Informational Text
Hoyt
• What information text
have you read in the past
24 hrs?
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How can we make it real?
• As adults, 86% of what we read
is informational
• 50-85% of Standardized tests
are based on Nonfiction
• “We are learning about the real
world, and learning how to
read.” 1st gr. student
• Are my students spending 50%
of their time on info texts?
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What works for you?
• Improving reading
comprehension with info
texts
• How have you engaged
students?
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Reading Don’t Fix No Chevys
Literacy in the Lives of Young Men
Smith & Wilhelm
• Music as text
-cartoons
-videos
-TV shows
-songs-memorize lyrics easily
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Reading Don’t Fix No Chevys
• Texts that are storied
-story of slavery and how the
person got through
-not lists in books (no emotion)
-action important
“jump start my head”
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Reading Don’t Fix No Chevys
• Texts that are visual
-visual or multimedia texts-movies,
cartoons
-important to use what they are
using-like Youtube
-websites, TV, comic strips,
graphic novels
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Reading Don’t Fix No Chevys
• Texts that are exportable
-easily exported into
conversations
-read front page to
communicate with Dad
-sports scores to be part of
crowd
-headlines, box scores, “cool
parts” of movies and books
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Reading Don’t Fix No Chevys
• Texts that sustain
engagement
-serial books-more time to get to
know the topic
-rereading and rewatching brings
familiarity
-first reading, plot and pleasuredecoding meaning
-second reading understandingtextual conventions
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Reading Don’t Fix No Chevys
• Texts that provide
multiple perspectives
-civil war controversy, both sides
-just facts are boring, learning
opinions is engaging
-issues from all sides
-chat rooms online about religion
and different beliefs
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Reading Don’t Fix No Chevys
• Texts that are novel
-need new, different or surprising
-internet is up to date
-Far Side and political cartoons
with satire and irony
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Reading Don’t Fix No Chevys
• Texts that are edgy or
subversive
-push the edges of acceptable
-Into the Wild
-Kite Runner
-Full House-controversial issues
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Reading Don’t Fix No Chevys
• Texts that have
powerful ideas
-powerful or positive ideas in
musicals, plays, even quilts like
the AIDS quilt
-political, moral or life expanding
• Texts that are funny
-like to laugh-like at stupid sitcoms
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Do I Really Have to Teach
Reading? (6-12) Cris & Tovani
• What virus does almost
everyone carry?
• Why not use real articles
instead of textbooks?
• SEVEN KEYS TO
COMPREHENSION
• I READ IT BUT I DON’T GET IT
• Thinking strategies used by
proficient readers p.5
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Do I Really Have to Teach
Reading?
• Fix Up Strategies
-have to teach students how to read at all levels
-teach them how to remember to reuse
information we ask them to read
-create a reason for learning the information
-Make connections
-Meaning arrives because we are purposefully
engaged in thinking while we read
-inadvertently we water down content when we
cover so much
-have to keep focused on the instructional purpose
-how will this improve my life
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When Kids Can’t Read
What Teachers Can Do -Beers
• Visual features key
• Two page spreads w/all info
• Beyond the book format-mags, guides,
web, etc
• Thin Bk-some readers prefer
• High Interest Topics-looking for specific info
that interests them
• Vocabulary Development at Point of usenot in glossary
• Wander Around Books-start & stop
anywhere
• Biographies-like true life stories
• Appendix: bookmarks, lists of words, etc.
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Reading Tools, Tips &
Techniques J. Burke
• Reminders:
– Student response
opportunities lists
– P. 130 Textbooks-Questions to
begin discussion lists
– What’s the big idea,
strategies, examples and
graphic organizers
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Strategies That Work
Harvey & Goudvis
• What are wonder
questions?
• Thick and Thin Questions
• Question webs to expand
thinking: Why was it called
the underground RR-Civil
War
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Strategies That Work
Harvey & Goudvis
• Visualizing Nonfiction Text:
making comparisons
– To better understand size,
space and time, length,
distance
– Illustrations , charts graphs,
timelines
• Creating Mental Images That
Go Beyond Visualizing
– Images from the senses-taste
a meal
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Strategies That Work
Harvey & Goudvis
• Inferring & Questioning to
Understand Historical Concepts
– Encounter picture book,
Taino boy suspicious of
Columbus and his men
• The Nonfiction Connection
– Most important infohighlighting
– Gaining info & acquiring
knowledge rather than
discerning themes
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Strategies That Work
Harvey & Goudvis
• *The Kobrin Letter
– Quarterly publication
that reviews
nonfiction trade
literature
– Very little nonfiction in
classrooms
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Strategies That Work
Harvey & Goudvis
• P. 119 Nonfiction MattersHarvey
• Overviewing
• Highlighting
• Nonfiction features that signal
importance: boldface, subtitles,
etc
• ***p. 121 Strategy lessons
Ex: becoming familiar with
the characteristics of Nonfiction
Trade Books
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Teaching Reading in the Content
Areas: If Not Me Then Who?
Billmeyer & Barton
• 7 Common Ways to organize info
1.
2.
3.
4.
5.
6.
7.
Chronological Sequence
Compare/Contrast
Concept/Definition
Description
Episode
Generlization
Process/cause-effect
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Teaching Reading in the Content
Areas: If Not Me Then Who?
Billmeyer & Barton
• Step by Step Mini lessons
• 1-3rd grade process
• P. 69 List of Reading
Strategies for Information
Text
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Nonfiction Matters
Harvey
Reading, Writing & Research Gr 3-8
• Book study?
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Conditions for successful inquiry
Nurture Wonder
Mentors
Reading/Writing Connection
Dr. Gardner “….purpose of
education is to enhance
understanding.”
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Nonfiction Matters
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Follow an interest to its conclusion
Gradual release of responsibility
Based on Donald Graves work
Teachers share their passion
Research begins w/question
To write nonfiction, read nonfiction
Writers write about thing s they know
Writers need to own their topics and
projects
• Writers need opportunities to share
their products
• Nonfiction inquiry must be authentic
• Putting it all together
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Reading with Meaning
Primary Grades
D. Miller
• P. 141 explicit teaching the difference
between fiction and nonfiction
• Modeling the differences
• Noticing and Remembering when we
learn something new
• Conventions Notebooks
• Locating Specific Information
• P. 155 List of Bks for Determining
Importance
• P. 168 Evidence of Understanding
Independence
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Constructing Meaning:
Kid Friendly Comprehension Strategies
N. Boyles
• Segment text into chunks
• Monitor reading w/comp strategies
• P. 85 strategies to be actively engaged in
text before, during and after
• Assessing student’s comp
• Prompting Strategic Thinking
• Rubrics for Assessing of integrated
strategies
• Comp Strategy activities-Blk line masters
• Book lists for specific strategies
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Make It Real: Strategies for Success
with Informational Text
-Hoyt
• Informational texts “info
texts”
– Reading to learn information
– Read to pursue our own
questions-anyone right now?
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Make It Real: Strategies for Success
with Informational Text
Hoyt
• ***Most recommended****
1.
2.
3.
4.
Through a New Lens: Informational
Text at the Heart of Reading
Read Alouds: Celebrating
Informational Text
Shared Reading: Big Books and
Overheads on Deck
Independent Reading with
Informational Texts: Making It
Personal
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Make It Real:
Hoyt
5. Yes, They Can! Emergent Readers and
Informational Texts
6. Supporting ELL: Building Content
Knowledge and Language
7. Teaching Reading Skills with
Informational Text
8. Where’s the Door? Finding a Path
Through Informational Texts
9. Prereading Strategies: Building
Understanding for Content and
Vocabulary
10. Taking Time to Wonder: Questioning
Strategies to Build Comprehension
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Make It Real:
Hoyt
11.
Love Those Visuals: Photographs,
Diagrams, and Learning to Love
Captions
12. Text Features: It Isn’t Just the Words
13. Guided Reading with Informational
Texts
14. Multilevel Theme Sets: Support for
Differentiation Strategies
15. Literature Circles with Informational
Text
16. Move Over Guided Reading:
Reciprocal Teaching Comes Back
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Make It Real:
Hoyt
• Write All About It
17. Modeled, Shared, and Interactive
Writing of Informational Texts
18. Guided Writing with Nonfiction
19. Research Strategies
20. Investigations: These Are So Cool!
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More ideas for learning
• Night of the Notables-website
• G.L.A.D.-Guided Language
Acquisition Design
• SDAIE Strategies-webite
• English from the Roots Up
• Words Their Way and
Words Their Way for ELL
• Info in Packet: strategies,
tips, rubrics, booklists
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Instructional Materials Center
• Read, Write and Talk:
Stephanie Harvey & Ann
Goudvis-classroom lessons
• Bridges to Independence:
Guided Reading with
Nonfiction-classroom
lessons
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OESD RLT Posted Documents
• www.oesd.wednet.edu
• Instructional Servicestoolbar
• Literacy
• Regional Literacy Team-on
left hand sidebar
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ELEMENTARY
AND
SECONDARY
COLLABORATION
-Informational Text Curriculum
and Instruction
-Action Plan for sharing back
@district
-turn in textbook survey
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Regional, State & National News
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Dear Writing Movers and Shakers,
The Writing Assessment Office at OSPI is proud
to announce the launch of our newly designed
Web site. Please visit us at
http://www.k12.wa.us/Writing/default.aspx.
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The site has been redesigned with you in mind:
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Streamlined look
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Sections broken down into narrower
categories
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Materials you request the most directly
linked from the home page
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A direct link to the State Report Card and
prompt analysis data
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Regional, State & National News
• We value your feedback, so please
feel free to let us know what you think.
We will be adding new materials soon,
including student exemplar writing
samples and student samples for
instruction, so please check back in
the new year!
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• Nikki Elliott-Schuman
• Writing Assessment Specialist
• Office of Superintendent of Public
Instruction
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Regional, State & National News
• Kathleen Rice
• National Core Standards1970ish
• Racing to the Top-state
consortium
• Secondary Reading
Project
• School Improvement is
Teachscape-Marzano
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Regional, State & National News
• Online Testing Secondary
• North Thurston Power
Standards Math-website
• PTA Essay Contest-website
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Paperwork Requirements
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RLT Feedback
OESD Evaluation
Clock Hrs
Action Plan
Be sure to sign in!
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Next Meeting February 4th
• Dyslexia
• Kathleen Rice
• Say You Are One of Them
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