What is Literacy

1.

3. How many of these questions can you answer? How much understanding do you have about the content? Do you think any of your students see the test they read in your subject area in the same fashion? You can answer the questions correctly without having any comprehension of what the story is about�How many of these questions can you answer? How much understanding do you have about the content? Do you think any of your students see the test they read in your subject area in the same fashion? You can answer the questions correctly without having any comprehension of what the story is about�

4. If you want students to learn your subject area, they need to be able to become competent readers of the subject area text.If you want students to learn your subject area, they need to be able to become competent readers of the subject area text.

5. READING

6. Components of the Reading Process

10. HUH????

11. The �cycle� of assigning reading which students don�t do or don�t understand, so quit assigning.The �cycle� of assigning reading which students don�t do or don�t understand, so quit assigning.

12. Differentiation!Differentiation!

13. To understand reading process, we need to understand how learning occurs. Model adapted from the work of Pat Wolfe.To understand reading process, we need to understand how learning occurs. Model adapted from the work of Pat Wolfe.

14. Factors Affecting Student Performance on the Reading Task Self-perception of ability Read, but don�t comprehendSelf-perception of ability Read, but don�t comprehend

15. The Ability Factor Walk through / �build� the graph� Y-axis is difficulty of text; x-axis is student abilityWalk through / �build� the graph� Y-axis is difficulty of text; x-axis is student ability

17. Typical Reader and Text Measures by Grade

18. Factors Affecting Student Performance on the Reading Task Culture and SES can contribute to background / prior knowledge Demographic differences = difference in interests Culture and SES can contribute to background / prior knowledge Demographic differences = difference in interests

19. Need to help students understand WHEN and HOW to use the strategies and tools so they can use them independently.Need to help students understand WHEN and HOW to use the strategies and tools so they can use them independently.

20. All textbooks are NOT created alike -- different organizational patterns, different ways to read� Math text-- EVERY word counts-- not much text Science -- need to understand how a scientist thinks to understand Social Studies -- all about location and time/events Language Arts -- telling a story Vocational courses -- �How To� All textbooks are NOT created alike -- different organizational patterns, different ways to read� Math text-- EVERY word counts-- not much text Science -- need to understand how a scientist thinks to understand Social Studies -- all about location and time/events Language Arts -- telling a story Vocational courses -- �How To�

21. Independent Strategic Readers Know how to make text make sense Have strategies to use Know how to struggle with text Develop the patience and stamina to stick with a text Know what is separating them from success with the text Know what they should do to fix the problem

22. READING NEXT: 15 Elements of Effective Adolescent Literacy Programs

23. 1) Direct, Explicit Comprehension Instruction Explicit strategies presented New tools / strategies modeled Many independent practices of tools and strategies Students use tools and strategies independently Multiple contexts for apply tools and strategies

24. 1) Direct, Explicit Comprehension Instruction (continued) Student discussions about what is read Asking students to explain their thinking Wide variety of text available Teachers model their own thinking Let�s look at how this might look in the classroom�

25. Categories of Instructional Strategies That Affect Student Achievement

26. Know how to approach new words and increase vocabulary. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text features, cues and organizational patterns. Have a plan for how to approach the reading task. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

27. The Importance of Vocabulary Skills

28. Vocabulary Research Effective vocabulary instruction requires active and positive student participation. (Carr & Wixson, 1986) Personal engagement with a new word can lead to deep processing of meaning. (Dole, Sloan & Trathen, 1995) Researchers have named vocabulary knowledge as the most important factor in reading comprehension. (White, Sowell & Yanagihara, 1989)

30. A Few Comments on Vocabulary� Teach your content-specific vocabulary Effect Size = .97 Translates to 33 percentile points higher in comprehension when vocabulary instruction focuses on specific words important to the content they are reading Improves students� background knowledge and comprehension of academic content

31. Fill in the Blanks�

32. The Relationship Among Time Spent Reading, Reading Achievement, and Vocabulary Acquisition of Fifth Graders

33. Indirect vs. Direct Instruction of Vocabulary Words 7-14 meaningful exposures to a word before it become part of your working vocabulary Best to explicitly teach the key vocabulary of the content area

34. Intensive Instruction � Which Words? For words that are conceptually difficult For words that relate to a single topic For words that are important Important to understanding the assigned reading Important to general utility in the language Those words that represent complex concepts that are not part of students� everyday experience I tend to select words that I want students to use well when they write or talk about what I am expecting them to learn! Must go for the �Goldilocks� words � words that are not too difficult but just right! Words that engage in �cognitively challenging talk� about words and the concepts to be learned - - words that comprise the �language of your content area.� Note: Just because a word is �unfamiliar� to the students doesn�t get it on the �critical term� list � Ask yourself: Which words will be conceptually difficult for the reader! Teach those! If I were a music teacher � and wanted by students to understand �jazz� � my �critical terms� might be: jam, improvise, riff, modulations, vibrato, cabaret, speakeasy, embouchure � they develop the concept I want them to understand � but may be conceptually hard for them initially; they are all related to a single topic, JAZZ, and they are important to understanding jazz! Don�t rely on the text to pick your words � you know your kids � and the learning you want them to accomplish!Those words that represent complex concepts that are not part of students� everyday experience I tend to select words that I want students to use well when they write or talk about what I am expecting them to learn! Must go for the �Goldilocks� words � words that are not too difficult but just right! Words that engage in �cognitively challenging talk� about words and the concepts to be learned - - words that comprise the �language of your content area.� Note: Just because a word is �unfamiliar� to the students doesn�t get it on the �critical term� list � Ask yourself: Which words will be conceptually difficult for the reader! Teach those! If I were a music teacher � and wanted by students to understand �jazz� � my �critical terms� might be: jam, improvise, riff, modulations, vibrato, cabaret, speakeasy, embouchure � they develop the concept I want them to understand � but may be conceptually hard for them initially; they are all related to a single topic, JAZZ, and they are important to understanding jazz! Don�t rely on the text to pick your words � you know your kids � and the learning you want them to accomplish!

36. Game: Categories

37. Prefixes, Suffixes and Roots Each curricular area should address their own �roots� so kids can make connections with them. Each area should also teach the specific prefixes and suffixes that are critical to the language of the content area. Roots � serve as bridges to less common or familiar formsRoots � serve as bridges to less common or familiar forms

40. Vocabulary �Cheat Sheet� TYPE words in ALPHABETICAL order on one half of page (folded vertically) Write a quick description of the word in as few a words as possible (one line only) Use word recognition chart to �front-load� the words prior to students reading the assignment

42. 1) Have strategies to use when encountering new words.

43. 1) Have strategies to use when encountering new words.

48. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

49. Prior knowledge, knowledge of test cues and organization, etc.Prior knowledge, knowledge of test cues and organization, etc.

53. Categories of Instructional Strategies That Affect Student Achievement So what does the research tell us about what we need to do to help students? Explain the concept of effect size using the Boston Marathon as an example.So what does the research tell us about what we need to do to help students? Explain the concept of effect size using the Boston Marathon as an example.

55. Prior Knowledge and Schemata

58. How do we help students connect� Pre-Reading: What do I already know or think I know about the topic? During Reading: How does what I am learning make sense with what I already know? After Reading: What new learning did I gain from the text? What did I read about that I didn�t know before?

59. 2) Connect new knowledge to existing knowledge to make personal meaning.

60. 2) Connect new knowledge to existing knowledge to make personal meaning.

66. Helps prepare the student for learning -- mind set Making predictions increases interest in the reading�Helps prepare the student for learning -- mind set Making predictions increases interest in the reading�

67. Why do we want students to �think ahead to what might be coming?� Review facts Motivation / �Investment� of self Higher order thinking Combine prior knowledge Make inferences Pay attention to the text Others?

68. 3) Think ahead to what might be coming in the reading.

69. 3) Think ahead to what might be coming in the reading

73. Metacognition is important! Do students know WHY they are using the tools? �Much ado about nothing�� Action without understanding = no learning /retention

74. How Did I Do When I Was Reading?

75. What inferences can you make from this passage?

78. To help students focus their attention on the learning: Provide advance organizers Post outcomes or results expected Use bracketing Eliminate distractors in the room Generate previous experiences that relate to the topic Provide students with tools for periodically processing information / learning

79. 4) Continually evaluate their un-derstanding of what they�ve read

80. 4) Continually evaluate their un-derstanding of what they�ve read

84. �Dual-Coding�� Role of imagery in making sense of text rooted in work of Allan Paivio and colleagues�knowledge is represented both verbally and nonverbally in what is referred to as a dual-coding system, including both verbal and nonverbal representations of knowledge. Verbal representations = composed of words for objects, events and ideas. Imagery or nonverbal representations = represents knowledge in nonverbal representations that retain some resemblance to the perceptions giving rise to them. (Pressley and McCormick, 1995) Example: �Hot dog� can evoke several different verbal representations: �something you eat in a bun,� �made of ground animal parts,� �high in preservatives�. May also evoke nonverbal images: visual image of a hot dog, olfactory image of the smell of grilled hot dogs; visual image of the context where hot dogs are eaten; emotional responses to an event that included hot dogs� Proficient readers see NOT having visual images as a breakdown in comprehension and signal the need for fix-up strategies. Struggling readers do not automatically create images or are unable to do so even with conscious effort. Rather than creating images, struggling readers are focusing on the decoding of words.Role of imagery in making sense of text rooted in work of Allan Paivio and colleagues�knowledge is represented both verbally and nonverbally in what is referred to as a dual-coding system, including both verbal and nonverbal representations of knowledge. Verbal representations = composed of words for objects, events and ideas. Imagery or nonverbal representations = represents knowledge in nonverbal representations that retain some resemblance to the perceptions giving rise to them. (Pressley and McCormick, 1995) Example: �Hot dog� can evoke several different verbal representations: �something you eat in a bun,� �made of ground animal parts,� �high in preservatives�. May also evoke nonverbal images: visual image of a hot dog, olfactory image of the smell of grilled hot dogs; visual image of the context where hot dogs are eaten; emotional responses to an event that included hot dogs� Proficient readers see NOT having visual images as a breakdown in comprehension and signal the need for fix-up strategies. Struggling readers do not automatically create images or are unable to do so even with conscious effort. Rather than creating images, struggling readers are focusing on the decoding of words.

86. Students who lack ability . . . to create visual images when reading often experience comprehension difficulties. They cannot describe the pictures in their minds as they read. Good readers not only create visual images automatically when they read, the lack of the ability to create a visual signals a good reader that he/she is having comprehension problems -- and signals the need to use some fix-up strategies to aid understanding. Good readers not only create visual images automatically when they read, the lack of the ability to create a visual signals a good reader that he/she is having comprehension problems -- and signals the need to use some fix-up strategies to aid understanding.

87. And the research says . . . Learners who were instructed to create mental images of events� learned two to three times as much as learners who read aloud the sentences repeatedly. (Anderson, 1971) When taught to generate mental images as they read, [students] experience greater recall and enhanced abilities to draw inferences and make predictions. (Gambrell, 1981; Gambrell & Bales, 1986; Pressly, 1976; Sadoski, 1983, 1985_ A student�s failure to produce complete or accurate drawings can reveal comprehension gaps at an early stage in the learning process. (Peeck, 1987) Drawings can also aid in the retention of information. (Snowman & Cunningham, 1975). But Peeck, 1987, cautioned that the drawings need to be accurate and time spent drawing needs to be evaluated in terms of net gain. There is evidence that prompting students to use imagery and verbal elaboration has a powerful effect on learning and remembering. A student�s failure to produce complete or accurate drawings can reveal comprehension gaps at an early stage in the learning process. (Peeck, 1987) Drawings can also aid in the retention of information. (Snowman & Cunningham, 1975). But Peeck, 1987, cautioned that the drawings need to be accurate and time spent drawing needs to be evaluated in terms of net gain. There is evidence that prompting students to use imagery and verbal elaboration has a powerful effect on learning and remembering.

88. Students may need . . . . . . to be prompted repeatedly to focus on their mental images or �television in the mind,� as a way to monitor comprehension. Teachers also need to teach and model fix-up strategies for student to use.

89. The pictures and words must match! When text and pictures don�t match, the illustrations can interfere with comprehension and reduce learning.

90. Types of Images� Concept Web Venn Diagram Collage Cartoon Diorama Game Map Chart / Graph Mobile Poster Drawing Tape Recording Demonstration Interview Multimedia Presentation Puppetry Role Play Skit Speech Slide Show/Power Point Video Banner Commercial

91. The Continent Song

92. What�s the Intended Learning? . . . Now what is the graphic organizer that would help my students get to that intended learning?

93. Planning Tool for Graphic Organizers

94. 5) Create images of what is being read.

95. Create images of what is being read.

99. 6) Periodically summarize what is read and learned

100. 6) Periodically summarize what is read and learned

101. Reading Tools: Chain Reaction - p. 206 Alphabet Soup - 186 Comparison Matrix Chart - p. 226 Give Me a Hand - Volume 2 One Step at a Time Toss �Em in the Sack My Week of Reading in a Phrase Supporting the Main Idea Just for Chem Lab Summary Pyramid Shed Some Light on It

108. Students don�t know how to approach different kinds of texts differently�Students don�t know how to approach different kinds of texts differently�

109. Many times we cover these at the beginning of the year, but we need to review periodically throughout the year�Many times we cover these at the beginning of the year, but we need to review periodically throughout the year�

110. Pre-Reading with Text� Read title and picture captions: What do you think you will read about? Look for bold-faced vocabulary words: Give your �best-guess� definition for each. Make an outline from the text using headings and subheadings. Fill in details as you read. List the visual aids used in the text: What new ideas or questions do you have after studying them?

111. Pre-Reading with Text� Write three questions you hope / think will be answered as you read. Make three predictions about what the text is about based on the title. Determine the focus (purpose) for the reading. Read the summary paragraph. Then look for supporting information as you read.

112. Pre-Reading with Text� Using clues from the text, list what you already know or think you know about the topic before you start to read. Make predictions about the new learning you will have from reading the text.

113. 7) Use textual cues, visuals, and text organization

114. 7) Use textual cues, visuals, and text organization