TELLAS Summer Institute
Shannon Trejo
Principal, Milstead Middle School
Pasadena ISD
A small group of committed
people can change the
world; and indeed, it’s the
only thing that ever does.
-Margaret Mead
"Insanity: doing the same
thing over and over again
and expecting different
results."
Albert Einstein

Comprehension is not increasing, but students are expected to
read complex, technical material in order to be successful in the
workforce.

Students in the U.S. are scoring lower than students in other
comparable nations. This is especially evident in understanding
discipline-specific content.

There continues to be an achievement gap.

Teachers are not prepared to teach literacy strategies that are
necessary for students’ comprehension of content-specific text.

There is little empirical data to support some of the programs that
are being implemented within many of the secondary schools.
RAND 2002 – Reading Study Group Excerpts
All Classrooms need…
 Access to a variety of reading material
 Skill building instruction that creates an interest in more
complex reading material.
 Highly quality assessments that indicate weaknesses
and strengths of students and the professional learning
needs of teachers.
 Highly skilled teachers who model and explicitly teach
reading comprehension and study strategies across
content areas.
 Reading specialists who apply explicit instructional
strategies for the struggling reader.
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4 key Components
Gradual Release
Workshop Approach (Reading, Writing
and Word Study)
Rigorous and Relevant
Teacher is the most important element!

Four kinds of reading/writing and Four levels of
support.
TO
WITH
BY
An organized set of language and literary experiences (typically, a mini-lesson,
variety of grouping (small, large, individual, conferring and sharing with
peers/teacher) designed to help students to become more effective readers
and writers in any content area.
Workshop Approach for the Content Areas
Explicit Instruction
in Reading
Strategies that
facilitates greater
access to content
objectives.
Continuing
opportunities for
teacher and peer
response
Immersion of print
of every genre
Accessible
Resources
including: organized
books baskets,
charts, computers,
pens, clipboards,
sticky notes,
journals, notebooks,
reference materials
Large blocks of time
for extended
reading and writing
about content area
topics
Opportunities for
readers to read and
practice strategies
in self selected text
that they are able to
read.
Reading Workshop
Read Aloud, Think Aloud
Shared Reading
Writing Workshop
Word Work
Writer’s Talks
Phonological Awareness
(Words and Sounds)
Guided Reading
Interactive/Shared
Writing
Independent Reading
Guided Writing
Reader’s Notebooks and
Response Journals
Independent Writing
Literature Circles
Inquiry
Circles/Collaborations
Writer’s Notebooks
Investigations
Poetry
Orthographic Awareness
(Symbols within a writing
system)
Semantics (Derivation of
Meaning)
Syntax (Structure of
Language and Grammar)
Vocabulary Instruction
•Training on Gradual Release
Year 1
•Training on Components of Integrated Literacy
•Create Non Negotiable School Wide Expectations for Implementation
Year 2
•Provide Coaching Model to support Implementation
•Increase Non Negotiable List for School Wide Expectations and Deepen level of proficiency with year 2 strategies
•Begin Integrated Planning for Concept Based Instruction
Year 3
•Continue Coaching Model
•Data Analysis, Surveys and Improvement Cycle
Years 4-5

Navigating Non Fiction using Inferencing
At 211 degrees, water is hot…
At 212 degrees,
IT BOILS!!
Every effort must be made in
childhood to teach the
young to use their own
minds. For one thing is sure;
If they don’t make up their
own minds, someone else
will do it for them.