Good Morning,
Riverview Gardens High
School
Ram Tough Faculty
Cambourne’s
Conditions
for Learning
Immersion
Expectation
Meaningful
Responsi-
use
bility
Engagement
Response
Approximation
Demonstration
Cambourne, Brian. 1988. The Whole Story: Natural Learning & the Acquisition of Literacy in the Classroom. Auckland, NZ:
Gradual-Release-of-Responsibility Model
P. David Pearson & M.C. Gallagher, 1983. The Instruction of Reading Comprehension. Contemporary Educational Psychology. 8, 317-344
Demonstration
Modeling
Directinstruction
Teacher
(I do)
Guided
Practice
Independent
Practice &
Assisted
Application
Teacher-to-Student
Student-to-Student
(We do)
Application
Student
(You do)
The Gradual-release-of-responsibility Instructional Model
Teacher-directed Instruction
Whole Class
Peer-supported Learning
Small Group
Self-directed Learning
Independent
Notice the gradual release of responsibility from teacher to student. This
instructional model requires that whatever we want students to know, we
must first model what it looks like, provide time for students’ guided
practice so they achieve literate independence.
P. David Pearson & & M.S. Gallagher, 1983. The Instruction of Reading Comprehension. Contemporary Educational Psychology, 8, 317-344
What nonfiction have you read lately?
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y-Z
All Texts Aren’t Equal
Narrative
entertain
tell a story
reveal a “truth”
Expository
inform
explain
add to reader’s knowledge
of subject
Functional
show reader how to do
something or get
somewhere
plot structure
peginning-middle-end
literary elements
prose or poetry
chapters/titles
stylistic illustrations
visuals (drawings, graphs,
charts, diagrams)
maps, timelines
headings/subhjeadings
sidebars
glossary/appendix/table of
contents/index
insets
lists
sequence words
numbered items
arrows
instructions/procedures
directional indicators
degree words
•
•
•
•
•
•
•
•
Content/Specialized Vocabulary
Text Features
Text Structures
Monitoring Understanding
Previewing Text
Activating Background Knowledge
Questioning
Noting, Organizing, and Retrieving
Information
Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning
Strategy
Skill
A strategy . . .
•
•
•
•
is conscious use,
shows “how to,”
transfers to other contexts, &
transfers to other contents.
develo ped by
* Modeled lesson
* Shared & guided practice
* Independent use
A skill is . . .
•
•
•
unconscious use,
obtained when a strategy
becomes automatic, &
“a strategy gone underground.”
reinforced through
•Independent use
•Motivated problem-solving
Revisit stages to
facilitate transfer
•Diverse applications
© Dr. Janet Allen
Planning for Strategy Instruction
Introduction
Modeled Lesson
• Find the “hook” for
the concept.
• Specify or define
what students will learn.
• Identify the language
that needs to be
taught.
•What is your teaching
purpose?
Guided Practice &
Independent Learning
*Determine attributes of the lesson
or concept.
*Choose a resource where students
can practice the modeled lesson.
*Choose a graphic organizer to
support learning.
•What resource(s) will you
use?
•How will you “think
aloud” the process?
Closure
*Revisit steps in the strategy.
*Chart or record in academic
journals
*Plan for transfer to another
text
Planning for Strategy Instruction
Introduction
Guided Practice &
Independent Learning
Modeled Lesson
Closure
© Dr. Janet Allen
I’m teaching students how to _______
(strategy)
in order to _____________________
(teaching purpose/learning goal)
by using ______________________.
(context, scaffold)
I’ll know they’ve got it when
________.
(assessment)
© Dr. Janet Allen
Name: ______________________________________
Date: ______________
Deadly Invaders
Lesson Guide B
Power Strategy Lesson: Questioning
Marburg Collage continued
What details do you notice in the pictures? ___________
______________________________________________
______________________________________________
______________________________________________
Based on the details, what questions do you have?
______________________________________________
______________________________________________
______________________________________________
©2012 by Triumph Learning. For instructions, go to page 24 of the Core Text Teacher Guide.
Deadly Invaders
WONDER WORKS!
Lesson Guide B
Power Strategy Lesson: Questioning
Question
Answer & Page
New Question
Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning
Answer & Page
Exit Slip
1. How can questioning
help you during
Independent
Reading?
2. How can questioning
help you when
reading your
content area
texts?
Sneak Peek
Chapter
Titles &
Subtitles
Pictures
Fact
Boxes
Maps
Background
Knowledge
Introduction
Uganda
Sri Lanka
Afghanistan
Bosnia
Sudan
Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning
My
Predictions
Exit Slip
1. Name one prediction you
made that proved to be
accurate.
2. Name one prediction you
made that required
revision or refinement.
How did you refine your
prediction?
& a little
Vocabulary
& Questioning
Activating
(or Building)
Background
Knowledge
Principles for Building Background Knowledge
Bimodal Packets
bully
Enhancing Permanent Memory
•Multiple exposures to information
•Deep processing (add details)
•Elaboration (make associations)
informant
Multidimensional & Value is Contextual
bystander
logogens
imagens
Background Knowledge Manifested
by Vocabulary Knowledge
Virtual Experiences Enhance
Background Knowledge
*Reading
*Educational TV viewing
*Talking/listening to others
Surface-level Background
Knowledge is Useful
Never Heard of It
Words
are the
ticket
in
To larger
understanding
Understand Key Elements
Heard of It & Know
Something about It
Know It from Experience
word sort
Marzano, Robert. Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD, 2004.
Facts & Questions Ladder
Bonobo is one of the great apes.
Bonobos share 98.7% of human DNA, more
than any other mammal.
Bonobos have learned how to communicate using
American Sign Language.
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
Admit Slip
3. List three words you
think of when you look at
this picture.
2. Write two ideas you have
based on the picture and
your words. If possible,
use your words as you
write your ideas.
a. I think . . .
b. I think . . .
1. Write one question you
have.
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
Wordstorming to Anticipate Content
C–D
E – F
G – H
I – J
K – L
M–N
O – P
Q – R
S–T
U – V
WXYZ
A – B
Content Prediction:
Questions Article should Answer:
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
Brain Quest:
BKWLQ
Brain knowledge before
quest:
Knowledge we now have:
What surprised us?
What we’ve learned:
Words we’ve learned:
Questions we have:
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
Content &
Specialized
Vocabulary
Four Components of a Comprehensive Vocabulary Program
Fostering Word
Consciousness
Teaching Individual Words
Word study
Build excitement around language in
general and words specifically.
•Experience the rhythm of language
as developed through words.
•Understanding degrees of meaning
and word choice.
•Word Walls, Personal Dictionary,
Word Sort
Multiple-meaning words
Homonyms, synonyms
Frequent/extensive/varied
Teaching Strategies for Learning
Opportunities for Independent
Words Independently
Reading
Context clues
Structural analysis
Next Slide, Please
Linear arrays
Conceptual vocabulary
Baumann, J.F. Keme’eneu, E.J. (eds). 2004. Vocabulary Instruction: Research to Practice. NY: Guilford Press
unfair
fair
is not
inclusive
Example
Nonexample
is not
is
prejudice
is
bias,
exclusive
Example
Example
Nonexample
Nonexample
On the Same Page256
It is . . .
comprehension
Are there parts of the
word I recognize?
I think this word means . . .
example
Word
Questioning
Target word in Context
What makes this an
important word?
When, where, and
under what conditions
might I find this word?
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
It is not . . .
nonexample
knowledge
application
How does this word fit
with other words and
concepts I know?
The Stunning Science of Everything
Vocabutoons (Burchers, 1997)
Directions: Create a cartoon about one of the vocabulary
words below. Each cartoon should include the following:
1.
The vocabulary word,
2.
The definition of the word,
3.
A rhyming word or phrase
4.
A funny or interesting sentence that uses the word.
5.
A cartoon picture that illustrates the sentence.
atom
genus
proton element
species
energy
quarks
habitat
cell
pupa
larva
virus
Alike but Different
What We Have in Common
How I’ll Remember
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
1. Integration
2. Repetition
3. Meaningful use
Previewing Text
&
Text Features
Noting,
Organizing &
Retrieving
Info
Textbook
Activity
Guide
(TAG)
The Fast Track: The Importance of Previewing Text
Directions: When reading nonfiction, it is extremely important to preview the text. The
more information you have when you start, the more likely you are to remember the most
important parts of what you read. There are lots of ways to preview a text. See what you
can determine from reading this book on the fast track.
1.Look at the cover. Make a prediction about the book based on what you see.
2.Based on this cover, do you think you will like this book? Why or why not?
3.There are four chapters in this book. List the chapter titles below.
__________________________________
__________________________________
__________________________________
__________________________________
4. Based on these chapter titles, write three statements that relate to your
predictions for what you will learn about Phineas Gage in this book.
The Fast Track: The Importance of Previewing Text
continued
5. Take a picture walk by glancing at the visuals in this book. There are a lot of
photographs,, diagrams, charts and maps. Write three fast facts you learned
from your picture walk.
6. Vocabulary can be challenging in some nonfiction books. Skim the captions that
go with the visuals and look at the glossary. Complete the following sentences:
I think the vocabulary in this book will be ________________________.
The words seem to be related to ________________________________.
I think I’ll find the language in this book challenging because ____________.
Strategies I’ll use to make the vocabulary easier to read and remember
are_________.
7. The Index can give you a quick sense of the some of the topics you will read
about in a nonfiction book. What assumptions can you make about this book
based on the index?
8. Based on conclusions from your fast track, draw an image of what you think this
book will contain. You will revisit this after you read the book to make changes
based on new information.
B. Davey, Using Textbook Activity Guides to Help Students Learn from Textbooks. Journal of Reading 29. 489-494
Janet’s 5-finger Rule
Write down
all of the subheadings.
Do a picture
walk.
Read the 1st
paragraph.
Write down
all of the
headings.
Read the last
paragraph.
© Dr. Janet Allen
Text
Structures
Organizing Ideas: A Writer’s Gift to Readers
Text Structure
Sample from the Text
Cue Words & Supports
for Readers
Sequence/chronology
Dr. Harlow’s treatment of
Phineas’ wound
then, finally . . . The use of
sequence helped me visualize
the process
Compare/contrast
Cause/effect
Problem/solution
Question/answer
Description
Combination
Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning
Monitoring
Understanding
Learning through Inquiry
Origin of
Information/ Who
is the source?
What are the facts?
What are the
opinions of this
person?
This makes me
wonder . . .
More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers
Expert Groups
I/We’re Experts On _______________
Front of Card
Notes:
Back of Card
Illustration:
N
My thoughts/Connections:
Important Dates, Names, Words:
Important Points for Presentation:
Sources/Citations:
More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers
RAFT Writing
Role
water droplet
Format
persuasive narrative about
the water cycle
Audience
residents of my neighborhood
Topic
Encourage more eco-friendly
and efficient water usage
Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers
Assessing the Reading-Writing Connection
What’s working
in this piece of
writing?
What’s not
working?
What’s most
getting in the way
for the reader?
Plugged-in to Reading by Dr. Janet Allen. Triumph Learning
Plan of action for
the writer:
Note-taking,
Organizing, &
Retrieving
Information
EXPLORE
Example
Purpose
Language
Organization
Relate
Evaluate
More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers
Triple-entry Journal
Significant to me . . .
(text, visuals,
layout, features)
Made me wonder/think
about . . .
(questions, responses,
reflections, connections,
commentary)
After more reading &
discussion, I now
think . . .
More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers.
Book Pass
•
•
•
•
Each student has a book in front of them.
First, fill out the Title and Author columns.
Now, preview the text.
Write comments in the space provided.
Do you want to read this book?
• Rank or rate the book based on your
interest in reading it.
• After 2 – 3 minutes, everyone will pass
their book.
• Continue until everyone has viewed all of
the books.
Book Pass
Title
Author
Comments/Ranking
Cross-Content
Concept
Ladder
concept
What does it look like
in the arts?
What does it look like in P.E.?
What does it look like in math?
What does it look like in science?
What does it look like in Social Studies/History?
What does it look like in language arts?
Content-specific
Concept
Ladder
Purpose for teaching
Crosscontent concept
Content-specific
concept
Content-area Applications
Tools for teaching concept
Assessment/Demonstration of leaning
Cross-content connections
Developing Effective Practices in
_________________.
INCREASE
DECREASE
What does it take to
beat the odds?
Skills Instruction
Test Preparation
Connecting Learning
Typical
Beating the Odds
Instruction is dominated by a
single approach.
Skills instruction is separated,
simulated & integrated.
Test prep is taught separately from
on-going learning.
Test prep is integrated into
curriculum & instruction.
Knowledge & skills are taught as
isolated episodes of learning.
Connections are made across
grades, classes, texts, life and other
lessons.
Enabling Strategies
There is no overt teaching of
strategies.
There is explicit teaching of
strategies learners can use to plan,
organize, complete and reflect on
learning.
Conceptions of Learning
Learning is completed when goal is
met, and teacher moves to new
activity.
Learning is extended beyond the
standard and learning goal to
deeper understanding.
Individual or group work does not
involve rich discussion or problem
solving.
Instruction is organized for
students to participate in
collaborative, cooperative learning
for deeper understanding of
content.
Classroom Organization
Judith A. Langer. (2000). Beating the Odds: Teaching Middle and High School Students to Read
and Write Well. American Education Research Journal, 38(4) 837-880, Winter 2001.