Reading Next
Reading in the Secondary Classroom
Presented by Shelly Smede
Tips for Teachers Presenting to
Other Teachers
1.
2.
3.
If you are nervous, add some humor. These
jokes will help ease the tension - even if you're
the only one who thinks you’re funny.
Use the phrase "new paradigm" as often as
you can - it will add value to whatever you are
presenting.
Many teachers will sit in your session just long
enough to get the handouts and then they will
leave. Don't play into this little game. Always
lock the door before you distribute any
handouts.
Tips for Teachers Presenting to
Other Teachers
4.
5.
Some cynic will always accuse you of being too
much of an idealist and not enough of a realist.
Tell this person that ideally, no one would say
such a thing during someone else's
presentation, but that realistically you figured
someone would.
Your level of expertise is in direct relation to the
distance you are from your school. Tell those
attending your session that you are from The
Mid-Antarctic Consolidated School District.
Five Fingers: I could teach this.
Four Fingers: I know a lot about this.
Three Fingers: I have heard of this.
Two Fingers: This is new to me.
1.
2.
3.
4.
Lexiles
LiLI
Reading Next
Crayola
Curriculum
5.
6.
7.
New Idaho State
Reading Standards
Logographic Cues
Graphic Organizers
Findings in Reading
• Teaching of formal reading instruction
tends to end after elementary school.
• 80% of elementary text is fiction.
• 80% of secondary text is nonfiction.
• Students must be trained in the literacy
of each subject field.
• About 70% of adolescents need some
type of remediation.
Findings in Reading
• 50% of students read fewer than four
minutes a day.
• 30% read two minutes or fewer per
day.
• 10% do not spend any time reading.
• 83% of faculty say that the lack of
analytical reading skills contributes to
students’ lack of success in a course.
Findings in Reading
• The current and future job market
requires workers who are highly
literate, which means they can read
with comprehension, assess and
interpret information, and utilize it
appropriately.
» The Principal’s Partnership
Findings in Reading
• “Based on 2005 ACT-tested high
school graduates, it appears that only
about half of our nation’s ACT-tested
high school students are ready for
college-level reading.”
» ACT College Readiness Executive Summary
Mike Schmoker Research
Results Now, 2006
• In lowest achieving schools, most of the
class period was spent on activities such as
drawing or coloring or filling in worksheets
that had no connection to learning
outcomes.
• Student work was handed in, but rarely
returned.
• In all schools, poor or affluent, students
were rarely, if ever, reading. (86)
The Crayola Curriculum
• What was the single most predominant
activity in the schools observed, right
up through middle school?
Coloring, Cutting, and
Pasting
Literature Based Arts & Crafts
• Instead of reading and writing,
students were found to spend most of
their day making…
•
•
•
•
•
•
•
Dioramas
Game boards
Posters
Mobiles
Bookmarks
Book jackets
Coats of Arms…
Reading Next Recommendations
(Carnegie Foundation, 2004; NCTE, 2006)
1. Direct, explicit
comprehension instruction
2. Effective instructional
principles embedded in
content
3. Motivation and self-directed
learning
Reading Next Recommendations
(Carnegie Foundation, 2004; NCTE, 2006)
4. Text-based collaborative
learning
5. Strategic tutoring
6. Diverse texts
7. Intensive writing
Reading Next Recommendations
(Carnegie Foundation, 2004; NCTE, 2006)
8. A technology component
9. Ongoing formative
assessment of students
10.Extended time for literacy
11.Professional development
Reading Next Recommendations
(Carnegie Foundation, 2004; NCTE, 2006)
12.Ongoing summative
assessment of students and
programs
13.Teacher teams
14.Leadership
15.A comprehensive and
coordinated literacy
program
Classes that spend their time (bell
to bell) reading, writing, and
talking result in…
A College Prep Curriculum
Reading Levels
Independent Level of Reading:
95% word recognition; 90% comprehension
without teacher assistance
Instructional Level of Reading:
90% word recognition; 75% comprehension
Frustration Level of Reading:
Students recognize fewer than 90% of words and
comprehend less than 50%
At this level, students are too frustrated by the text
to learn from it.
(Beers, 2003, pg. 205)
How long would you keep reading?
Scientists use models to refer to a d____ or
d____ of something, s____ one which can
be used to make ____ that can be tested by
____ or ___. A h___ is a c___ that has been
neither well supported nor yet ruled out by
e___. A theory, in the context of science, is
a l___ self-c___ model or f___ for d___ the
b___ of certain n___ p___. A theory t___
d___ the b___ of much broader sets of p___
than a h___ — c___, a large number of
h___ may be l___bound together by a
single theory. A p___ law or law of nature is
a s___ g___ based on a s___ large number
of e___ o___ that it is taken as fully v___.
Relationship between Time Spent
Reading and Reading Achievement
Fifth-Grade Students
Minutes of
Percentile
Text Reading
Rank
per Day
98
90
70
50
20
10
90.7
40.4
21.7
12.9
3.1
1.6
from Anderson et al., 1988, Table 3, N = 155.
Estimated
Number of Words
Read per Year
4,733,000
2,357,000
1,168,000
601,000
134,000
51,000
Reading Levels
• “When students must read certain texts that
you know will cause word recognition
problems (frustration level of reading), then
accept that you won’t be improving word
recognition with that text.”
» (Beers, 2003, pg. 242)
State Standards – 10th Grade
Standard 1: Reading Process
Analyze the structure and format of
various informational documents.
Identify the text characteristics of
different genres of literature.
Apply knowledge of roots and word
parts to draw inferences about new
words.
Use context analysis to determine the
meanings of unfamiliar words.
Standard 2:
Comprehension/Interpretation
Synthesize the content from several sources
on a single issue; compare and contrast
ideas to demonstrate comprehension.
Apply reading strategies to self monitor for
comprehension.
Clarify an understanding of text by creating
outlines, notes, annotations, charts, and/or
diagrams.
Critique the logic of informational texts by
examining the sequence of information and
procedures.
Standard 2:
Comprehension/Interpretation
Define the purpose and audience of a variety
of communication formats (e.g., essays,
letters, user manuals, lab reports, websites).
Evaluate the comprehensiveness and validity
of evidence in an author’s argument.
Read and respond to literature from a variety
of genres.
Analyze characters’ traits by what the
characters say about themselves in
narration, dialogue, and soliloquy.
Standard 2:
Comprehension/Interpretation
Explain the author’s point of view and
interpret how it influences the text.
Compare works that express a universal
theme and provide evidence to support the
views expressed in each work.
Analyze ways in which authors use imagery,
figures of speech, and the “sound” of
language for effect.
Compare and contrast authors’ styles on the
basis of such elements as word choice and
sentence syntax.
State Standards – 8th Grade
Standard 2:
Comprehension/Interpretation
Determine the relationships among facts,
ideas, and events used in various texts to
support a central purpose.
Distinguish cause and effect relationships in
text to gain meaning.
Make inferences, draw conclusions, and
form opinions based on information
gathered from text and cite evidence to
support.
Standard 2:
Comprehension/Interpretation
Evaluate expository text structure to extend
comprehension.
Generate how, why, and what-if questions for
interpreting expository texts.
Apply central ideas (literal of inferential) and
critical details to summarize information from
expository text.
Identify the main purpose and anticipate
outcomes of procedures specified in
informational text.
US Gov’t Instructional Calendar
Skyline
US Gov’t Instructional Calendar
Skyline, cont.
69% of Idaho state reading
objectives for tenth grade are
those that should be utilized and
learned across the curriculum.
Inferences
An inference is the ability to
connect what is in the text with
what is in the mind to make an
educated guess.
Read the following passage and
discuss what you think is happening.
“He put down $10 at the window. The
woman behind the window gave $4.00.
The person next to him gave him
$3.00, but he gave it back to her. So,
when they went inside, she bought him
a large bag of popcorn.”
» (Beers, 2003 pp. 62-63)
Step Inside a Classroom
• Teacher: What can you tell me about
this passage?
• S1: This doesn’t make any sense.
• S2: It sort of does, down here, with the
popcorn. Maybe it’s about a movie.
• S3: It doesn’t say anything about a
movie.
• S1: I don’t get it.
• S3: This is stupid.
What’s Happening?
• “These students don’t understand that
reading requires action on their part….
They expect the text to provide
everything. Their job, they believe, is
at most to decode the print. After that,
well, if the meaning isn’t immediately
apparent, they stop reading or ask us
to explain.”
» (Beers, 2003, pg. 69)
Before Reading
Does purpose setting matter?
– Pink: Memorize the following words.
– Yellow: Count the vowels in the following
words.
– Blue: Rate each of the following words on
its level of pleasantness, with 1 being
“least pleasant” and 5 being “most
pleasant.
– If asked at the end of today’s workshop,
only 50% of the memorizers would
remember the words
Activating Prior Knowledge
“Laundry”
“The procedure is really quite simple. First
you arrange things into different groups
depending on their makeup. Of course, one
pile may be sufficient depending on how
much there is to do. If you have to go
somewhere else due to lack of facilities that
is the next step; otherwise you’re pretty well
set. It’s important not to overdo any
particular endeavor. It is better to do too few
things than to do too many….”
»
Bransford & Johnson (1972, JVLVB)
Independent Readers…
• Look at the…
– Cover
– Art
– Title
– Genre
– Author
– Headings
– Graphs
– Charts
– Length
– Print size
– Front flaps
– Back cover…
Dependent Readers…
• …are told to read something…and
once the text is in their hands, they just
begin.
• They skip titles and background
information.
• They rarely look through the text for
clues.
• The assignment is to read, so they’ll
read—maybe (Beers, 2003, pg. 74).
Strategies
1. Anticipation Guides
•
•
Present students with pertinent issues
that are worth discussing but that don’t
have clear-cut answers.
Anticipation guides first act as a prereading strategy and encourage making
predictions. They allow students to look
for cause/effect relationships. They also
allow students to generalize and explore
their responses to texts.
Anticipation Guide
Before Reading
After Reading
1. TV viewing is a major cause of health problems.
Agree/Disagree?
Agree/Disagree?
2. TV should supply pleasure rather than moralize.
Agree/Disagree?
Agree/Disagree?
3. Television is more beneficial than harmful.
Agree/Disagree?
Agree/Disagree?
Probable Passage
See Next Slide for Example
• Brief summary based on key words
from the text
• Arrange words in categories
• Write prediction statement that offers a
gist of what the selection might be
about.
College
Homework
Anxiety-ridden
Sardonic
Obsessed
Young Latinos
Bellwether
Wal-Mart
Middle School
Barbie
Misgivings
teens
Nannies
American Family
PTA Meetings
Prejudice
Title: “Barbie to Baby Einstein: Get Over It”
Characters:
Setting:
Problem:
Gist Statement:
Outcomes:
Unknown Words:
To discover:
Tea Party
• loathsome fire ants
• metamorphosis
takes place inside
• eradicate
• defend their nests
• phorid fly implants
one egg
• won’t attack other
species
• 80% reduction
• flies were released
• inside the ant’s
head
During Reading
Say Something!
(Beers, 2003, pg. 106)
– With a partner, decide who will say
something first
– When you say something, do one or more
of the following
•
•
•
•
•
Make a prediction
Ask a question
Clarify a misunderstanding
Make a comment
Make a connection
– If you can’t do one of these things, then
you need to reread.
Make a prediction
•
•
•
•
I predict that…
I bet that…
I think that…
Since this happened (fill in detail), then
I bet the next thing to happen is…
• Reading this part makes me think that
this (fill in detail) is about to happen.
• I wonder if…
Ask a Question
• Why did…
• What’s this part about…
• How is this (fill in detail) like this (fill in
detail)…
• What would happen if…
• Why…
• Who is…
• Do you think that…
Clarify Something
•
•
•
•
•
•
Oh, I get it…
Now I understand…
This makes sense now…
No, I think it means…
I agree with you. This means…
At first I thought (fill in detail), but now I
think…
• This part is really saying…
Make a Comment
•
•
•
•
•
•
•
This is good because…
This is hard because…
This is confusing because…
I like the part where…
I don’t like this part because…
My favorite part so far is…
I think that…
Make a Connection
• This reminds me of…
• This part is like…
• This character (fill in name) is like (fill
in name) because…
• This is similar to…
• The differences are…
• This setting reminds me of…
Say Something!
(Beers, 2003, pg. 106)
• If you can’t do one of these
things, then you need to
reread.
Rereading
• Prove to students that rereading is
valuable
• Model your thinking as you reread a
text
• Give students specific tasks as they
reread
• Review what happened as students
reread.
Logographic Cues
∆A - Change in
Action
∆T - Change in Time
∆F - Change in
Focus
∆S - Change in Setting
∆POV - Change in Point
of View
∆D - Change in
Direction
∆T/M - Change in
Tone or Mood
∆C/S - Change in
Condition or Status
Jim Burke, Tools for Thought (6)
Logographic Cues
Protagonist

Antagonist

Confusing

Setting
Connection
Idea
Description
Conflict
Kylene Beers, (130)
Two-Column Notes
• Big Topic (Green)
• Main Point  Examples, Facts, Details
• Main Point
 Examples, Facts, Details
• Main Point
 Examples, Facts, Details
Q Notes
• Turn chap. titles & sub- • Answer questions here using bullets
headings into questions
and dashes to organize ideas:
in this column:
Chapter 11: “Focus on Literacy in
Every Subject”
Chapter 11 Subheadings
• “Don’t Know Much About Biology”
• “Project Pain”
• “Adding and Subtracting Our Way to
Literacy”
• From Reading Doesn’t Matter Anymore by
David Booth
Reporter’s Notes
(Burke, 2002)
WHO (is involved or affected)
Most important
WHO
WHAT (happened)
Most important
WHAT
WHERE (did it or will it happen)
Most important
WHERE
WHEN (did it or will it happen)
Most important
WHEN
HOW (did they do it or did others
respond)
Most important
HOW
WHY (did they do this, react this
way)
SO WHAT? (why is this event/info/
idea important?)
Most important
WHY
Most important
SO WHAT?
Spreadsheet Notes
1960’s Civil
(Burke, 2002)
Civil Rights
Today
Rights Movement
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Individuals Involved
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Tone/Mood
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Historic Events
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Conflicts
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Outcomes
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Significance
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj
ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Target Notes
EVIDENCE
EVIDENCE
Kino
The
Trackers
EVIDENCE
Coyotito
The
Pearl
The Pearl
Buyer
Jauna
The
Doctor
EVIDENCE
EVIDENCE
EVIDENCE
After Reading
Somebody
Wanted
But
So
(character)
(motivation)
(conflict)
(resolution)
Rachel
To feel 11 on her She is
birthday
humiliated
when her
teacher
forces an old
sweater on
her.
Rachel’s
Teacher
to return the
sweater to its
rightful owner
she doesn’t
know who
owns it
She feels
helpless as
she bursts into
tears at her
desk.
she mistakenly
makes Rachel
take it and
even put it on.
Question
1. Read the
Question.
It Says
2. Find
information
from the text
that will help
you answer the
question.
I Say
3. Think about
what you know
about that
information.
And So
4. Combine
what the text
says with what
you know to
come up with
the answer.
Question
It Says
1. Why doesn’t
Rachel just
tell her
teacher the
sweater isn’t
hers?
2. In the story,
she says that
when she
opens her
mouth to say
the sweater
isn’t hers, that
nothing comes
out.
I Say
3. Sometimes
when I am
really surprised
or unhappy, I
can’t think of
anything to say
to help change
the situation.
This is an easy formula
for making inferences!
And So
4. I think that
Rachel wasn’t
prepared to
have her
teacher treat
her like this on
her birthday. So
when it does,
she doesn’t
have the words
to protest.
Conversational Roundtable
(Burke, 2002)
Teenage Girls
Teenage Boys
Cliques
Teachers
Parents
Think in Threes
Ancient Rome
(Burke, 2002)
Ancient China
Gov’t
Early America
Think in Threes
1984
(Burke, 2002)
Catcher in the
Rye
Rebellion
&
Conformity
Kite Runner
Think in Threes
Nervous
System
(Burke, 2002)
Respiratory
System
The Brain
Circulatory
System
Teaching Vocabulary
A Six-Step Process for Teaching
Vocabulary
• Step 1: Provide a description, explanation, or
example of the new term.
• Step 2: Ask students to restate the description,
explanation, or example in their own words.
• Step 3: Ask students to construct a picture, symbol,
or graphic representing the term or phrase.
• Step 4: Engage students periodically in activities
that help them add to their knowledge of the terms
in their notebooks.
• Step 5: Periodically ask students to discuss the
terms with one another.
• Step 6: Involve students periodically in games that
allow them to play with terms.
Student Vocab Organizer
(Marzano, Building Background Knowledge)
Term:
My Understanding
1
2
3
4
Category:___________________________________________
Describe:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Draw:
Academic Vocabulary
Give Students the Smart Words
Words to Describe the Plot
Positive
Negative
Realistic
Good pacing
Suspenseful
Satisfying ending
Subplots connected well
Well-developed ideas
unrealistic
plodding
Predictable
Frustrating ending
Confusing subplots
Sketchy ideas
Give Students the Smart Words
Words to Describe Characters
Positive
Negative
Original
Believable
Well-rounded
Multi-dimensional
Well-developed
Stereotyped
Unbelievable
Flat
Static/stays same
Flawed
Give Students the Smart Words
Words to Describe the Theme
Positive
Negative
Important Message
Subtle
Unique
Powerful
Memorable
Unimportant message
Overbearing
Overworked
Ineffective
Forgettable
Give Students the Smart Words
Words to Describe Author’s Style
Positive
Negative
Descriptive/use of metaphors
Original
Lively, full of action
Poetic or lyrical
Boring, no imagery
Filled with clichés
Slow-moving
Clodding, jumpy
“Becoming a reader shapes who we
are, how we see the world, and how
we see ourselves in the world.
Tragically, failure to become a
reader shapes our perceptions as
well.”
Kylene Beers, 2003