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Focus on Secondary Literacy
Lori Rae Smith, D.Ed., Bethel School District
Ginger Kowalko, M.S., Educational Consultant
October 20, 2010
Did Not MeetMeet/Exceed
OAKS Reading Assessment Statewide ResultsGrade 102009-10
Reading Activity
Directions for test administrator
1. Have your partner read the passage as written.
2. Circle all errors as your partner reads, but do not correct.
3. When your partner is done, take their copy away and ask the questions.
4. Calculate your partner’s accuracy on the first paragraph (100 words) though they should read the entire passage.
5. Calculate your partner’s accuracy on the questions.
Accuracy
• Independent – 98% to 100%
• Instructional – 95% to 98%
• Frustrational – Below 95%
• To be successful on Oregon’s Reading & Literature Assessment, students needed to be at the independent level
Language ComprehensionVocabulary, syntax, morphology, semantics, pragmatics
Word Recognition Speed & Accuracy
Knowledge of Text StructuresNarration, exposition, poetry, other
Comprehension Strategies Monitoring during reading, using “fix-up” strategies, coping with task requirements
Background KnowledgeContent and language
Motivation and AttentionNeeds, purposes, and intentions for comprehending
Comprehension RequiresCalifornia Reading & Literature Project/ AB 1086 Training Manual
Language ComprehensionVocabulary, syntax, morphology, semantics, pragmatics
Word Recognition Speed & Accuracy
Knowledge of Text StructuresNarration, exposition, poetry, other
Comprehension Strategies Monitoring during reading, using “fix-up” strategies, coping with task requirements
Background KnowledgeContent and language
Motivation and AttentionNeeds, purposes, and intentions for comprehending
Comprehension RequiresCalifornia Reading & Literature Project/ AB 1086 Training Manual
TWO PRONG APPROACH
READINGINSTRUCTION
CONTENTLITERACY
Grouping Design Design Time
Bethel School DistrictMiddle Grades Delivery Model
ACC
ESS ACCESS
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
ACCESS Toolkit
ACCESS
cademicontentompetence:verytudentucceeding
ACCESS Toolkit (second edition), copyright 2008 by Mary M. Gleason, Ginger Kowalko, and Lori Rae Smith
ACCESS is designed to…• Provide students with
access to content• Promote mastery of
essential skills• Assist students with
demonstration of their mastery via OAKS, work samples and/or other assessments
ACCE
SS ACCESSBased on a 3-tier model of
reading interventions
De coding
“No comprehension strategies are powerful enough to compensate for not being able to read the words within a text.”
Archer, Gleason, Vachon, 2003
Decoding Techniques
• Working With Words
• Working with Word Families
Fluency
Accuracy
Rate
Expression
Fluency Techniques
• Cloze Reading
• Choral Reading
• Other Partner Reading Activities (Not in Toolkit)
Vocabulary
The knowledge of words and word meanings.
Coup d'état
Industrialist
Socialist
Tariff
Vocabulary Techniques
• Power Words • New Word Meanings• Quick Words• Semantic Feature Analysis• Original Sentences • Yes/No/Why• Completion Activity
Comprehension
Defined as “…intentional thinking during which meaning is constructed through interactions between the text and the reader.” Durkin, 1993
The Essence of Reading
Comprehension Techniques• 1-2-3 Plan • I Observe – I Wonder • List-Group-Label • Graphic Organizer: Mapping Retell • Interspersed Questions • Marking Key Points • Paired Reviews • Think-Pair-Share • Pass the Paper • Multiple Choice • Quick Writes
Comprehension Techniques• 1-2-3 Plan • I Observe – I Wonder • List-Group-Label • Graphic Organizer: Mapping Retell • Interspersed Questions • Marking Key Points • Paired Reviews • Think-Pair-Share • Pass the Paper • Multiple Choice • Quick Writes
RTI at the Secondary Level:Debunking Common Myths
1. Struggling adolescents have passed the point at which intervention can make a real difference. Evidence exists that intervention with older students can
be successful
2. Instruction that works with young children will be equally effective with older students. Secondary schools are far different organizations from
elementary schools
Ehren, B. J., Lenz, B.K., Deshler, D.D., 2004
3. Literacy is not the job of secondary educators. Connections must be made between content
mastery and content literacy
4. Little can be done for students who are not motivated to engage in learning. Meeting students’ learning needs provides a boost
for struggling adolescents
Ehren, B. J., Lenz, B.K., Deshler, D.D., 2004
