Engaging Students with Text

1. Engaging Students with Text ESU 4 Literacy Cadre January 22, 2013

2. Hello! Please share: name teaching assignment …one other thing!

3. Teach and reinforce strategies to engage students in informational text • Explicit Instruction – Skills/Strategies • Text Annotation • Anticipation Guide • Sentence Stems • Preview with Think-Aloud • Quick Introduction of Difficult Words • Asking/Answering Questions (right there, putting it together, making connections) • Yes-No-Why? • Tell-Help-Check • Interaction Sequence • Paragraph Shrinking • List, Cross Out, Connect, Number

4. Craft Knowledge Record replicate with intention

5. Improving Adolescent Literacy… http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8

6. 5 Recommendations • Provide explicit vocabulary instruction. • Provide direct and explicit comprehension strategy instruction. • Provide opportunities for extended discussion of text meaning and interpretation. • Increase student motivation and engagement in literacy learning. • Make available intensive and individualized interventions for struggling readers…

7. structured annotation model, prompt, practice basis for text discussions Annotating Text (Zywica & Gomez, 2008, 52(2), JAAL)

8. underline key ideas later ------------ (double underline) most important idea in each section circle key vocabulary use a triangle to mark words causing uncertainty write brief margin notes (questions, personal reactions, etc.) Let’s try it.

9. Explicit Instruction I do it. introduction, explanation, modeling We do it. guided practice, feedback You do it. gradual release, independent practice, feedback Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

10. Explicit Instruction http://explicitinstruction.org/?page_id=80

11. Great Wine Made Simple The purpose of Great Wine Made Simple is to inform the average adult about wine through explanation, facts, description, and examples.

12. Purpose affects comprehension • appropriate speed • importance of specific information • activation of relevant background knowledge • memory • Complete a sentence stem • The purpose of (source) is to _(inform, persuade, etc.) (audience) about (topic) by (methods—e.g., examples, description, facts). Set a Purpose

13. Anticipation Guide • activate upon prior / background knowledge • identify misconceptions • provide purpose (support, refute, answer questions)

14. Purpose affects comprehension. • appropriate speed • importance of specific information • activation of relevant background knowledge • memory • Complete a sentence stem • The purpose of (source) is to _(inform, persuade, etc.) (audience) about (topic) by (methods—examples, description, facts, etc.) Sentence Stem – Set a Purpose

15. Sentence Stems • teacher prompt to use specific academic language or syntax when responding to prompts • Why? • beyond chatting • accurate rehearsal • students using academic language and syntax • provides scaffold to competently discuss topic

16. Sentence Stems: Examples Somebody (people)… wanted (motivation)… but (conflict)… so (resolution)… • I predict ___ because ___. • One consequence of the invention was a rise in __. • Two potential motives behind an author’s use of roman à clef include ___. • …your response must include the words “function” and “variable.” Something (independent var.)… happened (change)… and (affect on dependent var.)… then (conclusion)…

17. Language Strategies to Acknowledge Other People’s Ideas Casual, Conversational English • Oh yeah. Me too. • I’m like… • My idea is like ____’s idea. • My idea is the same. Academic English • My idea (observation/experience) is similar to ___’s • My experience/perspective is similar to that of (the author)… • I agree with ____’s assertion. I also believe… • As ___ already pointed out, it seems… • ___ already mentioned…, and/but I would like to add… (Kinsella, San Francisco University, 2007)

18. Pre-teach key words • Key proper nouns, critical concept nouns • Target vocabulary • student-friendly definition, examples, use • Introduce the “big idea” • Preview (teacher think-aloud) & Predict • Brief • Think-aloud • Link to background knowledge, previous learning • “What do you think you will learn about? Why? Pre-teach, Preview, Predict

19. Right There • Answers are word-for-word in text • Putting It Together • Answers are throughout text or in different words • Must look in more than one place & put information together • Making Connections • Cannot be answered by text alone • Require thinking about text, own knowledge, and how it fits together Ask & Answer Questions

20. Yes – No – Why? • Calling on individual students is an effective way to elicit responses and engage students. • I agree with this assertion because… • I disagree with this assertion because…

21. Why Active Participation? • Opportunities to respond related to • increased academic achievement • increased on-task behavior • decreased behavioral challenges • Caveat • only successful responding brings these results • initial instruction (80% accuracy) • practice/review (90% or higher accuracy)

22. Normative Classroom Discourse 20% of students doing 80% of responding

23. more students responding accurately more often Make Thinking Visible! Say Write Do

24. If it’s worth doing, I should cause ALL to do it! “Old School” Better Everyone think…then everyone say, write, do Partners first Written response Intentional & Random Calling • volunteer responding • students raise hands to answer • Questions like • Does anyone know…? • Who can tell me…? • Who has an idea? • Jane, what did…?

25. Many Ways to Engage “It’s about the architecture!” (Kevin Feldman) • structured • ALL students make thinking visible (say, write, do) • actionable feedback

26. Tell – Help – Check(Archer & Hughes, Explicit Instruction, 2011, p. 141) • (Study): All study particular material • Tell: A tell B • Help: B respectfully agree or disagree • correct, clarify, add • offer reasons and confidence level • Check: pairs check notes, display, etc. • All students revise written record

27. Prompt / ask ALL students. Pause (adequate wait time). Put students on-the-clock. e.g., “You have 30 seconds to share your answer with your partner.” Students share their thoughts with a partner. Select student(s) to respond. APL (Sharer, Anastasio, & Perry, 2007, p. 80-85) Interaction Sequence • Monitor & Conference • Check student answers • Probe • Provide answers when missing • Take note of good responses 1. Intentional Selection 2. Random Selection 3. Volunteer Selection

28. Who or what is the paragraph/section about? • What is the most important information about the who or what? • Say it in a main idea statement with *10 words or less. (Repeat and combine the main idea statements to summarize a longer selection.) *May adjust for older students using complex text. Paragraph Shrinking Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…

29. Paragraph ShrinkingResearch Basis & Resources Research & Analyses Useful Secondary Resources Honig, Diamond, and Gutlohn. (2007). Teaching reading sourcebook. 2nd Edition. http://www.adlit.org/strategies/23331 • Fuchs et al. (2007) Peer-assisted learning strategies (PALS)… • http://www.promisingpractices.net/program.asp?programid=143

30. Main Idea Form

31. Summary Writing Strategy Write down the topic of the summary. List - Make a list of important ideas. Cross-out - Cross out any unnecessary or weak ideas. Connect - Connect ideas that could go in one sentence. Number - Number the ideas in the order that they will appear in the paragraph. Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.

32. List, Cross-out, Connect, Number Write down the topic of the summary. List - Make a list of important ideas. Cross-out - Cross out any unnecessary or weak ideas. Connect - Connect ideas that could go in one sentence. Number - Number the ideas in the order that they will appear in the paragraph. Archer, A. (2012, June). “Informational text comprehension.” Unpublished Presentation.

33. List - Make a list of important ideas. Penguin’s birth • Male takes care of egg • Female lays egg • Female leaves • Female spends winter at sea • The water is very cold • Male puts egg on his feet under belly • Male stays on egg for two months • Male doesn’t eat • Egg hatches • Male must care for baby

34. Cross-out - Cross out any unnecessary or weak ideas.Connect - Connect ideas that could go in one sentence. Penquin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Male must care for baby Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.

35. Number - Number the ideas in the order that they will appear in the paragraph. Penquin’s birth 3 Male takes care of egg 1 Female lays egg 2 Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly 4 Male stays on egg for two months 5 Male doesn’t eat Egg hatches 6 Male must care for baby Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.

36. a summary The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. However, the female penguin leaves soon after laying the egg and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin doesn’t eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin. Archer, A. (2012, June). “Informational Text Comprehension.” Unpublished Presentation.

37. Learner Summary: Mosaic • Draw a window with *5 panes. • Write a single word or short phrase in each pane representing the most important ideas • Connect these ideas/concepts in (1-3) sentences.

38. Consider a chunk of information. Write a short headline to summarize the information. Noun Action Verb Object Write A Headline Death, Insanity Dominate Shakespearean Tragedy

40. Adolescent Literacy Series

41. Tier 2 & 3 Intervention SystemsFebruary 8, 2012 Dr. Kevin Feldman, a nationally recognized adolescent literacy expert, will present the session focused on Recommendation 5: Intervention Systems. Dr. Feldman’s goals for the day will center on building an effective RtI2 model: • Validation & Motivation: Explore the critical aspects of RtI2 and how they relate to overall improved secondary achievement. • Practical Strategies & Resources: Learn about tools to apply within your school setting to ensure all students receive effective tier 2/3 interventions who need them. • Information & Ideas: Consider information to investigate, inquire about, and explore beyond this session as your school continues to refine its RtI2 system.