Literacy in the Content Area - Teacher's Manual (Sample)

Teacher’s Manual

Literacy in the Content Area

6-12

The Literacy First Framework Teaching, Learning and Leading for Academic Achievement

A Nationally Proven Instructional Framework

for Teachers Grade 6-12

Catapult Learning™

SAMPLE This document is for

demonstration purposes only

SAMPLE

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Overview of Effective Instruction

Literacy First

developed and presented by Catapult Learning, LLC

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Overview of Effective Instruction iii

Literacy First

Overview of Effective Instruction

1 Lesson 1: Overview of Participant Notebook

3 Lesson 2: States of Mind

5 Lesson 3: Effective Instruction for Content Reading and Disciplinary Literacy

13 Lesson 4: Urgency of Time

15 Lesson 5: Academic Learning Time (ALT)

21 Lesson 6: Turn and Talk – Part 1, Setting the Stage

23 Lesson 7: Turn and Talk – Part 2 Increasing the Rigor

27 Lesson 8: Identifying Student Success

29 Lesson 9: Anatomy of a Lesson (AOL)

35 Lesson 10: Gradual Release of Responsibility

37 Lesson 11: The Brain and Learning: A Connection to ALT and AOL

Table of Contents

SAMPLEAcademic Learning Time (ALT)

SAMPLEAcademic Learning Time (ALT)

Turn and Talk – Part 1, Setting the Stage

SAMPLETurn and Talk – Part 1, Setting the Stage

Turn and Talk – Part 2 Increasing the Rigor

SAMPLETurn and Talk – Part 2 Increasing the Rigor

Lesson 8:

SAMPLELesson 8: Identifying Student Success

SAMPLEIdentifying Student Success

29

SAMPLE29 Lesson 9:

SAMPLELesson 9: Anatomy of a Lesson (AOL)

SAMPLEAnatomy of a Lesson (AOL)

35

SAMPLE35 Lesson 10:

SAMPLELesson 10: Gradual Release of Responsibility

SAMPLEGradual Release of Responsibility

37SAMPLE37 Lesson 11: SAMPLE

Lesson 11: The Brain and Learning: A Connection to SAMPLEThe Brain and Learning: A Connection to

ALT and AOLSAMPLEALT and AOL

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Overview of Effective Instruction 15

Literacy First

ObjECtivE Participants will observe and record examples of student behavior that indicate the presence of Academic Learning Time.

ACtivAtE, AssEss, & AugmEnt RElEvAnt

KnOwlEdgE

Discuss with a partner the following question: When teaching a lesson, what behaviors indicate that students are learning?

CRitiCAl AttRibutEs

1 Students know and understand the lesson objective.

2 Students actively manipulate content in relation to lesson objective.

3 During this active manipulation, students are experiencing a 75–95% success rate.

Because of the time allocated for actual teaching in a school day, teachers must utilize time efficiently by ensuring Academic Learning Time is always present.

idEntifying studEnt suCCEss

Use the Academic Learning Time ISS Form to list examples of student behaviors that indicate the presence or absence of ALT in your classroom.

Active involvement is vital to the formation of new neural connections in the brain. It is required to grow connections in the brain; it is not enough to just sit and watch something happen. (Diamond 2000)

Academic Learning Time (ALT)lesson

5

SAMPLEBecause of the time allocated for actual teaching in a school

SAMPLEBecause of the time allocated for actual teaching in a school day, teachers must utilize time efficiently by ensuring Academic

SAMPLEday, teachers must utilize time efficiently by ensuring Academic Learning Time is always present.

SAMPLELearning Time is always present.

ntifying

SAMPLEntifying CCE

SAMPLECCEss

SAMPLEss

Use the Academic Learning Time ISS Form to list examples of

SAMPLEUse the Academic Learning Time ISS Form to list examples of student behaviors that indicate the presence or absence of ALT in

SAMPLEstudent behaviors that indicate the presence or absence of ALT in your classroom.

SAMPLEyour classroom.

Active involvement is vital to the formation of new neural SAMPLEActive involvement is vital to the formation of new neural connections in the brain. It is required to grow connections SAMPLEconnections in the brain. It is required to grow connections in the brain; it is not enough to just sit and watch something SAMPLEin the brain; it is not enough to just sit and watch something happen. SAMPLEhappen.

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Literacy First

ObjECtivE Participants will identify the components and sequence of Anatomy of a Lesson and develop a lesson using the sequence.


KnOwlEdgE

If you want to plan lessons to ensure Academic Learning Time, what are the essential components for every lesson? What are synonymous terms for Zone of Proximal Development?

CRitiCAl AttRibutEs

1 The Zone of Proximal Development (ZPD) is that which the student can do with a little assistance from the teacher or another student. Synonymous terms are

a use but confuse;

b correct level of instruction; and

c acquainted but unknown.

2 When students are taught in their ZPD, they are more likely to

a successfully accomplish the objective;

b stay on task;

c accelerate learning; and

d have fun learning;

and are less likely to be

e a discipline problem;

f disrespectful; or

g apathetic or unmotivated.

3 The potential for ALT is significantly increased as a result of teacher planning using the Anatomy of a Lesson format.

Components of Anatomy of a Lesson

1 Activate, Assess, and Augment Relevant Knowledge (ARK)

a ARK represents approximately 20% of the lesson.

b It determines each student’s Zone of Proximal Development so teachers can ensure students will have a 75–95% success rate when they begin to manipulate content.

c Here the student’s brain is caused to begin to work in the pattern necessary for the activity.

Anatomy of a Lesson (AOL)lesson

9

SAMPLEcorrect level of instruction; and

SAMPLEcorrect level of instruction; and

acquainted but unknown.

SAMPLEacquainted but unknown.

When students are taught in their ZPD, they are

SAMPLEWhen students are taught in their ZPD, they are likely to

SAMPLE likely to

a

SAMPLEa successfully accomplish the objective;

SAMPLEsuccessfully accomplish the objective;

b

SAMPLEb stay on task;

SAMPLEstay on task;

c

SAMPLEc accelerate learning; and

SAMPLEaccelerate learning; and

d

SAMPLEd have fun learning;

SAMPLEhave fun learning;

and are less likely to beSAMPLEand are less likely to be

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30 Overview of Effective Instruction

Literacy First

d Students are helped to understand the lesson objective.

e An emotional hook for the objective is created. Learning attached to emotion is most likely to be encoded into long-term memory.

f This may include: making connections between new content and what students already know; providing new information to help create context and fill knowledge gaps; introducing critical vocabulary; asking students to raise questions and make predictions.

2 Student Active Participation (SAP)

a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP.

b This is where new learning occurs.

c Teachers should expect students to make some errors during this time. However, students should have a 75–95% success rate during SAP.

d Three senses contribute most to building a knowledge base. They are sight, touch, and hearing. SAP should incorporate activities that involve the use of these senses, i.e., sorting activities, graphic organizers, and guided discussion.

e Reading, clarifying, summarizing, predicting, and questioning are examples of mental manipulation of content. All of these are best done in paired discussions.

f Students should be expected to give support for or explain the process they used to obtain the answer (metacognition).

3 Teacher Input (TIP)

a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP.

b The teacher provides enough information and modeling behavior to enable students to begin to manipulate the content. Do not overload students with too much information.

c The teacher must know the critical attributes of the objecive for TIP to be effective.

Important note: SAP and TIP do not need to be separated into two distinct parts. It may be more productive for them to be integrated.

4 Identify Student Success (ISS) and Evidence of Learning/Success

a ISS is approximately 15% of the lesson.

b ISS is a final check by the teacher to determine what the students have learned during the lesson.

c ISS is often done in pairs.

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d ISS occurs when students repeat what they have learned by doing things such as

i stating the lesson objective;

ii describing an observed pattern; and

iii explaining a process used.

e Time for reflection is an important consideration for the brain.

f ISS helps cement learning.

g ISS facilitates student pride in learning; students realize they have mastered the lesson objectives.

5 Monitor and Adjust

a Monitor and Adjust is integrated throughout the entire lesson.

b The teacher compares expected academic performance to the actual performance during the lesson.

c The teacher reinforces acceptable performance or reteaches in another way.


List the components of Anatomy of a Lesson in sequence.

Which ones are currently part of your lesson planning?

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Vocabulary Development

FOR GRADES 6–12

Literacy First

developedandpresentedbyCatapultLearning,LLC

Vocabulary Development iii

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Literacy First

Vocabulary Development

1 Components of Effective Instruction

3 Lesson 1: Rationale for Vocabulary Instruction—Connection to the CCSS

7 Lesson 2: Effective Vocabulary Principles

9 Lesson 3: Three Tiers

14 Lesson 4: Tier 2 Instruction

25 Lesson 5: Connotation—Shades of Meaning

27 Lesson 6: Problems with Definitions

29 Lesson 7: Steps 1, 2, 3 in Marzano’s Six Steps for Explicit Instruction of Tier 3 Words

33 Lesson 8: Steps 4, 5, 6 in Marzano’s Six Steps for Explicit Instruction of Tier 3 Words

35 Lesson 9: Walls that Teach

41 Lesson 10: Context Clues

47 Lesson 11: Roots, Affixes

55 Lesson 12: Monitored Independent Reading Practice (MIRP)

61 Lesson 13: Assessment

65 References

Table of Contents

SAMPLE Connotation—Shades of Meaning

SAMPLE Connotation—Shades of Meaning

Problems with Definitions

SAMPLE Problems with Definitions

Lesson 7:

SAMPLELesson 7: Steps 1, 2, 3 in Marzano’s Six Steps

SAMPLE Steps 1, 2, 3 in Marzano’s Six Steps for Explicit Instruction of Tier 3 Words

SAMPLEfor Explicit Instruction of Tier 3 Words

33

SAMPLE33 Lesson 8:

SAMPLELesson 8: Steps 4, 5, 6 in Marzano’s Six Steps

SAMPLE Steps 4, 5, 6 in Marzano’s Six Steps for Explicit Instruction of Tier 3 Words

SAMPLEfor Explicit Instruction of Tier 3 Words

35SAMPLE35 Lesson 9:SAMPLE

Lesson 9: Walls that Teach SAMPLE Walls that Teach


Lesson 10: Context CluesSAMPLE Context Clues


Lesson 11:

Vocabulary Development 3

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Literacy First

ObjECtivE Participants will recognize the level of language students will be expected to read and use in meeting the CCSS.

Critical Attributes of Vocabulary in CCSS:

• Dense Vocabulary in Complex Text

• Need for Vocabulary Skills

• Tier 3 Emphasis

• Evaluate Shades of Meaning

• Understand multiple meanings

With the aurora borealis flaming coldly overhead, or the stars leaping in the frost dance, and the land numb and frozen under its pall of snow, this song of the huskies might have been the defiance of life, only it was pitched in minor key, with long-drawn wailings and half-sobs, and was more the pleading of life, the articulate travail of existence. It was an old song, old as the breed itself—one of the first songs of the younger world in a day when songs were sad. It was invested with the woe of unnumbered generations, this plaint by which Buck was so strangely stirred. When he moaned and sobbed, it was with the pain of living that was of old the pain of his wild fathers, and the fear and mystery of the cold and dark that was to them fear and mystery. And that he should be stirred by it marked the completeness with which he harked back through the ages of fire and roof to the raw beginnings of life in the howling ages.

From The Call of the Wild, by Jack London (8th grade exemplar for complex text)


KnOwlEdgE

Please read the excerpt of complex text and identify some vocabulary that you think your students might struggle with that would inhibit their comprehension of this text? Discuss with a person sitting near you.

Rationale for Vocabulary Developmentlesson

1

SAMPLEWith the aurora borealis flaming coldly overhead, or the stars leaping in

SAMPLEWith the aurora borealis flaming coldly overhead, or the stars leaping in the frost dance, and the land numb and frozen under its pall of snow, this

SAMPLEthe frost dance, and the land numb and frozen under its pall of snow, this song of the huskies might have been the defiance of life, only it was pitched

SAMPLEsong of the huskies might have been the defiance of life, only it was pitched in minor key, with long-drawn wailings and half-sobs, and was more the

SAMPLEin minor key, with long-drawn wailings and half-sobs, and was more the pleading of life, the articulate travail of existence. It was an old song, old as

SAMPLEpleading of life, the articulate travail of existence. It was an old song, old as the breed itself—one of the first songs of the younger world in a day when

SAMPLEthe breed itself—one of the first songs of the younger world in a day when songs were sad. It was invested with the woe of unnumbered generations,

SAMPLEsongs were sad. It was invested with the woe of unnumbered generations, this plaint by which Buck was so strangely stirred. When he moaned and SAMPLEthis plaint by which Buck was so strangely stirred. When he moaned and sobbed, it was with the pain of living that was of old the pain of his wild SAMPLEsobbed, it was with the pain of living that was of old the pain of his wild fathers, and the fear and mystery of the cold and dark that was to them fear SAMPLEfathers, and the fear and mystery of the cold and dark that was to them fear and mystery. And that he should be stirred by it marked the completeness SAMPLEand mystery. And that he should be stirred by it marked the completeness

4 Vocabulary Development

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Literacy First

Next, look at this example of student writing and identify some vocabulary that you think your students might not have used in this essay. Share with the person next to you.

Wright’s pride prompts him to make principled decisions and carry out actions that illustrate his morality and inherent beliefs. Wright refuses to neglect his values and chooses right over wrong even when he recognizes that failure to adhere to what is expected of him will ultimately result in negative and often violent consequences. When he receives the title of valedictorian and refuses to read the speech prepared for him by his principal, choosing instead to present his own speech in spite of the threat of being held back, Wright’s pride is demonstrated. Although he comprehends the consequences and the gravity of his decision, Wright refuses to compromise his beliefs: “I know that I’m not educated, professor . . . But the people are coming to hear the students, and I won’t make a speech that you’ve written” (174). Though urged by his family members and his classmates to avoid conflict and to comply with the principal’s demand, Wright refuses because he does not believe it is the morally correct thing to do. Even though his pride is negatively perceived by his peers and relatives as the source of defiance, they fail to realize that his pride is a positive factor that gives him the self confidence to believe in himself and his decisions. Wright’s refusal to acquiesce to his family’s ardent religious values is another illustration of his pride. Wright is urged by his family and friends to believe in God and partake in their daily religious routines; however, he is undecided about his belief in God and refuses to participate in practicing his family’s religion because “[His] faith, such as it was, was welded to the common realities of life, anchored in the sensations of [his] body and what [his] mind could grasp, and nothing could ever shake this faith, and surely not [his] fear of an invisible power” (115). He cannot put his confidence into something unseen and remains unwavering in his belief. Pride allows Wright to flee from the oppressive boundaries of expectations and to escape to the literary world.

Sample, 11th grade Informative/Explanatory writing exemplar

SAMPLE. . . But the people are coming to hear the students, and I won’t make a

SAMPLE. . . But the people are coming to hear the students, and I won’t make a speech that you’ve written” (174). Though urged by his family members and

SAMPLEspeech that you’ve written” (174). Though urged by his family members and his classmates to avoid conflict and to comply with the principal’s demand,

SAMPLEhis classmates to avoid conflict and to comply with the principal’s demand, Wright refuses because he does not believe it is the morally correct thing to

SAMPLEWright refuses because he does not believe it is the morally correct thing to do. Even though his pride is negatively perceived by his peers and relatives

SAMPLEdo. Even though his pride is negatively perceived by his peers and relatives as the source of defiance, they fail to realize that his pride is a positive factor

SAMPLEas the source of defiance, they fail to realize that his pride is a positive factor that gives him the self confidence to believe in himself and his decisions. SAMPLEthat gives him the self confidence to believe in himself and his decisions. Wright’s refusal to acquiesce to his family’s ardent religious values is SAMPLEWright’s refusal to acquiesce to his family’s ardent religious values is another illustration of his pride. Wright is urged by his family and friends SAMPLEanother illustration of his pride. Wright is urged by his family and friends to believe in God and partake in their daily religious routines; however, he SAMPLEto believe in God and partake in their daily religious routines; however, he


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Literacy First

With a partner or at your table, discuss and jot down a response to the following questions:

1. HowdotheseexamplesinformusontheleveloflanguageusagestudentsareexpectedtohavewiththeCommonCoreStandards?

2. Whereareyourcurrentstudentsinthisregard?

3. WhatisyourroleingettingthemtotheexpectationsoftheCCSS(readtheCCSSthatreferencevocabularyonthenextpage)?

4. Whattoolswillyouneedtogetthemtothislevel?


Turn to a partner and discuss briefly what you recognize about the level of language students will be expected to read and use.SAMPLEneed

SAMPLEneed to

SAMPLEto get

SAMPLEget them

SAMPLEthem to

SAMPLEto this

SAMPLEthis level?

SAMPLElevel?

d

SAMPLEdE

SAMPLEEntifying

SAMPLEntifying

nt SAMPLEnt sSAMPLE

suSAMPLEuCCESAMPLE

CCEssSAMPLEss

Turn to a partner and discuss briefly what you recognize about the

SAMPLETurn to a partner and discuss briefly what you recognize about the level of language students will be expected to read and use.SAMPLElevel of language students will be expected to read and use.


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Literacy First

ObjECtivEs Participants will analyze the critical attributes for instruction of Tier Two Vocabulary in order to select, introduce and extend understanding of the words.


KnOwlEdgE

Consider that language is learned and developed through receptive (reading and listening) and expressive (writing and speaking) means. What types of activities would extend a students’ expressive use of vocabulary?

CRitiCAl AttRibutEs

1 Word learning is incremental. Word meanings are learned gradually, and deeper meanings are internalized through successive encounters in a variety of contexts and through active engagement with the words.

Levels of word knowledge:

UNKNOWN Having no knowledge or use of the word in receptive or expressive vocabulary.

ACqUAINTED General sense, such as knowing mendacious has a negative connotation

Having knowledge of a word but not being able to recall it readily enough to use it in appropriate situations.

Narrow, context-bound, such as knowing that a radiant bride is a beautifully smiling bride, but unable to describe an individual in a different context as radiant.

ESTABLISHED Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, and its extension to metaphorical uses, such as understanding what someone is doing when they are devouring a book.

(Beck, McKeown, & Omanson, 1987)

2 The Criteria for selecting Tier Two words includes;

• Importance and Utility — The word is central to understanding the text. Students are likely to see this word frequently

• Conceptual Understanding — The word is a more mature or precise label for concepts already known to students

Tier 2 Vocabularylesson

4

SAMPLELevels of word knowledge:

SAMPLELevels of word knowledge:

SAMPLESAMPLESAMPLEHaving no knowledge or use of the word in

SAMPLEHaving no knowledge or use of the word in receptive or expressive vocabulary.

SAMPLEreceptive or expressive vocabulary.

A

SAMPLEAC

SAMPLECq

SAMPLEqUAINTED

SAMPLEUAINTED General sense, such as knowing

SAMPLEGeneral sense, such as knowing a negative connotation

SAMPLEa negative connotation

Having knowledge of a word but not being

SAMPLEHaving knowledge of a word but not being able to recall it readily enough to use it in

SAMPLEable to recall it readily enough to use it in

14 Vocabulary Development

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Literacy First

• Instructional Potential — The word can be worked with in a variety of ways so that students can build deep knowledge of them and of their connections to other words and concepts.

3 There are three steps to use in introducing Tier Two words:

a Model student friendly explanations for the word rather than dictionary definitions. In the explanation use the word you, someone or something. For example, If something is feasible then…. ; If someone is belligerent to you then…

b Use the word in in sentences with several contextual differences. His friends thought Bob was irritated with them when his mood became more belligerent. North Korea’s belligerent attitude towards other countries is unquestionable with the testing of more nuclear weapons.

c Use prompts that would cause students to make personal connections with the word. What has caused you to have a belligerent mood? What have you ever done to cause someone to act belligerently towards you?

4 Students should record their understanding of the word in a vocabulary notebook along with a nonlinguistic representation. Students can also include synonyms, sentences and other forms of the word.

5 The goal of explicit vocabulary instruction for Tier Two words is to expand and extend understanding through the use of related words, contextual use and examples. Oral and listening activities focus on multiple meanings and extensions of definitions. In order to develop deeper understanding and extend the words to students’ expressive vocabulary, teachers should:

• Engage students in activities to think about and use the words orally and in writing

• Provide multiple encounters with the words in a variety of contexts over time

• Periodically review words


Summarizing strategy 3-2-1

3 ways to extend understanding, 2 considerations when choosing words for instruction, 1 important idea to remember when introducing words.

SAMPLEvocabulary notebook along with a nonlinguistic representation.

SAMPLEvocabulary notebook along with a nonlinguistic representation. Students can also include synonyms, sentences and other forms

SAMPLEStudents can also include synonyms, sentences and other forms

The goal of explicit vocabulary instruction for Tier Two words is

SAMPLEThe goal of explicit vocabulary instruction for Tier Two words is to expand and extend understanding through the use of related

SAMPLEto expand and extend understanding through the use of related words, contextual use and examples. Oral and listening activities

SAMPLEwords, contextual use and examples. Oral and listening activities focus on multiple meanings and extensions of definitions. In

SAMPLEfocus on multiple meanings and extensions of definitions. In order to develop deeper understanding and extend the words to

SAMPLEorder to develop deeper understanding and extend the words to students’ expressive vocabulary, teachers should:

SAMPLEstudents’ expressive vocabulary, teachers should:

•SAMPLE• Engage students in activities to think about and use the SAMPLE

Engage students in activities to think about and use the words orally and in writingSAMPLEwords orally and in writing

•SAMPLE• Provide multiple encounters with the words in a variety of SAMPLE

Provide multiple encounters with the words in a variety of contexts over timeSAMPLEcontexts over time

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Comprehension Skills and Strategic Reading Tools, Part 1

Literacy First

developedandpresentedbyCatapultLearning,LLC

SAMPLEStrategic

SAMPLEStrategic Reading Tools, SAMPLEReading Tools, Strategic Reading Tools, Strategic

SAMPLEStrategic Reading Tools, Strategic

Part 1SAMPLEPart 1Reading Tools, Part 1Reading Tools, SAMPLEReading Tools, Part 1Reading Tools,

Comprehension Skills iii

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Comprehension Skills

1 Lesson 1: Comprehension Skills Overview

3 Lesson 2: Comprehension—Summarizing

5 Lesson 3: Strategic Reading Tool: Basic Signal Words

9 Lesson 4: Strategic Reading Tools: Essential 7/Super 7, Story Impressions, and Vocabulary Prompts

15 Lesson 5: Strategic Reading Tool: KWLE

17 Lesson 6: Strategic Reading Tool: Cornell Note-taking

21 Lesson 7: Teaching a Summarizing Lesson

29 Lesson 8: Resource Activity Guide

Table of Contents

SAMPLEStrategic Reading Tool: Cornell Note-taking

SAMPLEStrategic Reading Tool: Cornell Note-taking

Teaching a Summarizing Lesson

SAMPLETeaching a Summarizing Lesson

Resource Activity Guide

SAMPLE Resource Activity Guide

Comprehension Skills 1

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Literacy First

Comprehension Skills Overviewlesson

1ObjECtivE Participants will clarify their definition of comprehension and

differentiate between comprehension skills and strategic reading tools.


KnOwlEdgE

Think-Pair-Share (Buehl, Classroom Strategies for Interactive Learning, p. 88): “Consider your discipline. How would you define comprehension AND what would it look like in your classroom?

CRitiCAl AttRibutEs

1 Comprehension instruction emphasizes explicit modeling and support of fundamental comprehension processes: making connections to background knowledge, generating questions, creating visual and mental images, making inferences, determining importance, synthesizing, monitoring, and problem solving. (Buehl, Developing Readers in the Academic Disciplines, p. 71)

2 The essential comprehension skills are retelling (Primary)/paraphrasing (secondary), summarizing, predicting, questioning, and clarifying.

3 Strategic reading tools facilitate a student’s comprehension.

4 Metacognitive processes are essential for students to be consciously competent “comprehenders.”

5 Explicit instruction of each comprehension skill and strategic reading tool is necessary.

6 Teachers must model the use of comprehension skills and strategic reading tools. The use of disciplinary complex text for Think-Alouds and scaffolding instruction is paramount.


Sort the puzzle pieces according to comprehension skills and strategic reading tools. Tell your table group a strategic reading tool you plan to use to teach a comprehension skill.

SAMPLEDeveloping Readers in the Academic Disciplines

SAMPLEDeveloping Readers in the Academic Disciplines

The essential comprehension skills are retelling (Primary)/

SAMPLEThe essential comprehension skills are retelling (Primary)/paraphrasing (secondary), summarizing, predicting, questioning,

SAMPLEparaphrasing (secondary), summarizing, predicting, questioning, and clarifying.

SAMPLEand clarifying.

3

SAMPLE3 Strategic reading tools facilitate a student’s comprehension.

SAMPLEStrategic reading tools facilitate a student’s comprehension.

4

SAMPLE4 Metacognitive processes are essential for students to be

SAMPLEMetacognitive processes are essential for students to be consciously competent “comprehenders.”

SAMPLEconsciously competent “comprehenders.”

5SAMPLE5 Explicit instruction of each comprehension skill and strategic SAMPLE

Explicit instruction of each comprehension skill and strategic reading tool is necessary.SAMPLEreading tool is necessary.

2 Comprehension Skills

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Comprehension Skills

Comprehension skills sTraTegiC reading Tools

Used to construct meaning

One purpose, a learned set of rules

Used to facilitate comprehension

Cognitive processes requiring decision making and critical thinking

• Retelling/Paraphrasing

• Summarize

• Predict

• Question

• Clarify

• KWLEChart

• AdvancedSignalWords

• GraphicOrganizer

• Fix-UpStrategies

• Think-Aloud

• BasicSignalWords

• QAR

• Note-taking

• VocabularyPrompts

• StoryImpressions

• Essential7/Super7SAMPLESAMPLESAMPLESignal

SAMPLESignal Words

SAMPLEWords

QAR

SAMPLEQAR

•

SAMPLE• Note-taking

SAMPLENote-taking

•

SAMPLE• Vocabulary

SAMPLEVocabulary Prompts

SAMPLEPrompts

•

SAMPLE• Story

SAMPLEStory Impressions

SAMPLEImpressions

•SAMPLE• EssentialSAMPLE

Essential

Comprehension Skills 13

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Strategic Reading Tool: KWLElesson

5k W l e

what we think we KnOw

•AfireinChicago

•Destroyedthecity

•Happenedalongtimeago

what we wAnt to find out

•Whatcausedthefire?

•Whendidithappen?

•Didthewholecityburn?

•Didtheweatherhaveanythingtodowithit?

•Didtheyrebuildit?

what we lEARnEd

•2/3structuresmadeofwood

•1871

the textual Evidence

•“2/3ofallofthesestructuresweremadeentirelyofwood”p.1line3.

•“Chicagoin1871wasreadytoburn”p.1line1

ObjECtivE Participants will read an article and practice using KWLE chart to provide textual evidence to answer comprehension questions.


KnOwlEdgE

Have you ever used KWL chart in your classroom? Give examples of the use of the KWL chart in a lesson. Discuss the effectiveness.

CRitiCAl AttRibutEs

1 KWLE is a strategic reading tool that can be used before, during, and after reading.

2 Four components:

a What we think we Know

b What we Want to know

c What did we Learn

d Textual Evidence of learning


With your partner, identify the components of the KWLE chart and how you would utilize it in a comprehension lesson.

SAMPLESAMPLESAMPLEit?

SAMPLEit?

Obj

SAMPLEObjEC

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SAMPLEE Participants will read an article and practice using KWLE chart to

SAMPLEParticipants will read an article and practice using KWLE chart to provide textual evidence to answer comprehension questions.SAMPLEprovide textual evidence to answer comprehension questions.

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Have you ever used KWL chart in your classroom? Give examples of SAMPLEHave you ever used KWL chart in your classroom? Give examples of

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14 Comprehension Skills

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ExtEnsiOn fOR wRiting

How: How could we find out the answers to the questions we did not answer?

COnduCt REsEARCh

Fill in “E” side of KWLE Chart with findings.

SAMPLE

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Literacy First


Comprehension Skills and Strategic Reading Tools, Part 2� iii

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� 1� Lesson 1: Comprehension Skill — Inferring

� 7� Lesson 2: Comprehension Skill — Predicting

� 23� Lesson 3: Strategic Reading Tool — Text Structures

� 43� Lesson 4: Strategic Reading Tool — QAR

� 47� Lesson 5: Comprehension Skill — Clarifying

� 53� Lesson 6: Strategic Reading Tool — Fix-Up Strategies

� 61� References for Inferring and Predicting

Table of Contents

SAMPLE—

SAMPLE—Clarifying

SAMPLEClarifying

Strategic Reading Tool

SAMPLEStrategic Reading Tool—

SAMPLE—Fix-Up Strategies

SAMPLEFix-Up Strategies

References for Inferring and Predicting

SAMPLEReferences for Inferring and Predicting

Comprehension Skills and Strategic Reading Tools, Part 2� 1

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Literacy First

Comprehension Skill: Inferringlesson

1ObjECtivE Participants will analyze the critical attributes for teaching the

comprehension skill of inferring.


KnOwlEdgE

Read the following sentences. Highlight each place in the text where you make an inference. Explain your inferences to a partner.

It seemed that the pitch had barely left the southpaw’s hand when the ballpark resounded with a loud thwack. Morgan dropped his head in dejection as Ramirez began to trot the bases.

CRitiCAl AttRibutEs

1 CCSS ELA — Literacy Reading Anchor Standard 1 states the students will, “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.”

2 Inferring is a powerful cognitive process skill for students to use and develop in all content areas. In the book Strategies that Work, Harvery and Goudis state that “inferring is the bedrock of comprehension not only in reading but in many realms.”

•�Inferring is not only a reading skill, but a natural thinking process that individuals use to pose and solve problems. Specifically, individuals continually create and evaluate hypotheses/assumptions to refine their thinking and to solve problems.

•�Inferring is also an integral part of the reading process. Inferring requires that readers do more than just read words in the text. Readers must be active, curious, use background knowledge, and text clues to make sense of the text. “Readers must understand seen and unseen text.” (Tovani, 2000),

3 Inference is not uninformed guessing. The distinction is important. Guessing does not necessarily require supporting textual evidence, but inferencing does. It requires that “readers merge their background knowledge with clues in the text to come up with an idea that isn’t written down in the text… Reasonable inferences are tied to the text.” (Harvey and Goudis, 2007)

4 Skilled readers use inferring to:

•�Draw conclusions from text

•�Make predictions

•�Interpret the meaning of language (figurative, idiomatic and metaphoric)

SAMPLEspecific textual evidence when writing or speaking to support

SAMPLEspecific textual evidence when writing or speaking to support conclusions drawn from the text.”

SAMPLEconclusions drawn from the text.”

Inferring is a powerful cognitive process skill for students to use

SAMPLEInferring is a powerful cognitive process skill for students to use and develop in all content areas. In the book

SAMPLEand develop in all content areas. In the book Work

SAMPLEWork, Harvery and Goudis state that “inferring is the bedrock of

SAMPLE, Harvery and Goudis state that “inferring is the bedrock of comprehension not only in reading but in many realms.”

SAMPLEcomprehension not only in reading but in many realms.”

•

SAMPLE• Inferring is not only a reading skill, but a natural thinking

SAMPLEInferring is not only a reading skill, but a natural thinking process that individuals use to pose and solve problems.

SAMPLEprocess that individuals use to pose and solve problems. Specifically, individuals continually create and evaluate

SAMPLESpecifically, individuals continually create and evaluate hypotheses/assumptions to refine their thinking and to solve SAMPLEhypotheses/assumptions to refine their thinking and to solve problems.SAMPLEproblems.

•SAMPLE• Inferring is also an integral part of the reading process. SAMPLE

Inferring is also an integral part of the reading process.

2� Comprehension Skills and Strategic Reading Tools, Part 2

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•�Figure out the meaning of unknown words using context clues

•�Figure out the grammatical function of an unknown word

•�Determine the author’s purpose

•�Create interpretations

•�Determine main ideas and themes

•�Recognize author’s bias.

•�Identify character traits

•�Evaluate what they read

•�Visualize

•�Answer questions

5 The skill of inferring is an important tool in critical thinking and in argumentative writing.

•�To think critically students must

3 form logical inferences

3 analyze assumptions, opinions and beliefs and weigh them against facts.

3 Look for evidence to support opinions and beliefs

•�To build logical arguments students must:

3 gather information

3 interpret what it means

3 evaluate its relevance and strength

3Use it to shape someone else’s thoughts.

6 Inferring is a complex skill that can be taught through explicit instruction with inferential strategies.

•�A variety of strategies and activities in each content area can be used to develop the skill of inferring. Examples include:

3Using an Inferring Graphic Organizer or the It Says, I Say, and So strategy to make connections between evidence in the text and prior knowledge

3Modeling inferential thinking through think-alouds

3 Teaching student to annotate or mark text to show their inferential thinking

3Using editorial and historical cartoons

3Using pictures and text features to gain meaning and infer.

3 Interpreting mood from music

3Developing and evaluating inferences based on data in mathematics

SAMPLEanalyze assumptions, opinions and beliefs and weigh them

SAMPLEanalyze assumptions, opinions and beliefs and weigh them

Look for evidence to support opinions and beliefs

SAMPLELook for evidence to support opinions and beliefs

To build logical arguments students must:

SAMPLETo build logical arguments students must:

gather information

SAMPLEgather information

3

SAMPLE3 interpret what it means

SAMPLEinterpret what it means

3

SAMPLE3 evaluate its relevance and strength

SAMPLEevaluate its relevance and strength

3SAMPLE3Use it to shape someone else’s thoughts. SAMPLE

Use it to shape someone else’s thoughts.

6SAMPLE6 Inferring is a complex skill that can be taught through explicit SAMPLE

Inferring is a complex skill that can be taught through explicit instruction with inferential strategies.SAMPLEinstruction with inferential strategies.

•SAMPLE• A variety of strategies and activities in each content area can SAMPLE

A variety of strategies and activities in each content area can


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3Using inferential reasoning in science to answer questions based on evidence gathered through observations and form information already discovered about a topic.

3Using advertisements


Complete the following sentence:

Inferring is an important skill which must be explicitly taught because...

SAMPLE


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Making Inferences

Clues from Text

�

My Prior Knowledge

InferenceSAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE


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Literacy First

It Says...I Say...And So

tARgEt sKills Making inferences, drawing conclusions

PROCEss 1 Introduce the strategy by using a picture or a short piece of familiar text.

2 Provide students with a question/questions requiring inferential thinking.

3 Model the use of the chart with students.

4 Have students evaluate their reasoning processes. It is helpful to have students discuss their responses in small groups.

INFERENCE CHART

QUESTION IT SAYS I SAY AND SO

Read the question.

Find information from the text to help you answer the question.

Consider what you know about the information. Use your prior knowledge,

Put together the information from the text with what you know, then answer the question.SAMPLE

SAMPLESAMPLESAMPLEI SAY

SAMPLEI SAY

Find information

SAMPLEFind information from the text to

SAMPLEfrom the text to help you answer

SAMPLEhelp you answer the question.

SAMPLEthe question.

Consider what

SAMPLEConsider what you know about

SAMPLEyou know about the information.

SAMPLEthe information. Use your prior

SAMPLEUse your prior knowledge,

SAMPLEknowledge,

SAMPLE


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It Says...I Say...And So

DIRECTIONS FOR COMPLETING THE CHART


Read the question.

Find information from the text to help you answer the question.

Consider what you know about the information. Use your prior knowledge,

Put together the information from the text with what you know, then answer the question.


SAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLESAMPLE


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Literacy First

Comprehension Skill: Clarifyinglesson

5ObjECtivE Participants will analyze the critical attributes and strategies of the

comprehension skill of clarifying.


KnOwlEdgE

When comprehension breaks down while you are reading complex text due to unfamiliar vocabulary, unfamiliar ideas and/or complex concepts, what do you do? Share a strategy with your partner/group.

CRitiCAl AttRibutEs

1 Readers must be explicitly taught to develop strategies for clarifying complex text and concepts rather than skipping over them.

2 When clarifying the reader monitors his/her thinking in order to ensure meaning is being constructed.

3 To clarify, one must categorize the information into

a What makes sense or is understood

b What does not make sense

4 The information that does not make sense can be divided into two categories:

a Information with which the reader can make a connection between text and his life, his knowledge of the world or another text.

b Information with which the reader can make no connection.

5 Use the following strategies to clarify text:

a Reread, reread, reread

b Adjust reading rate

c Read ahead for evidence of context clues (commas, antonyms, synonyms)

d Look for little words in big words

e Study word parts such as roots, prefixes and suffixes.


Identify the strategies a reader might use for clarifying complex text.

SAMPLEensure meaning is being constructed.

SAMPLEensure meaning is being constructed.

To clarify, one must categorize the information into

SAMPLETo clarify, one must categorize the information into

What makes sense or is understood

SAMPLEWhat makes sense or is understood

What does not make sense

SAMPLEWhat does not make sense

4

SAMPLE4 The information that does not make sense can be divided into

SAMPLEThe information that does not make sense can be divided into two categories:

SAMPLEtwo categories:

a

SAMPLEa Information with which the reader can make a connection

SAMPLEInformation with which the reader can make a connection between text and his life, his knowledge of the world or

SAMPLEbetween text and his life, his knowledge of the world or another text.SAMPLEanother text.

bSAMPLEb Information with which the reader can make no connection.SAMPLE

Information with which the reader can make no connection.


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Literacy First

Anatomy of a Lesson — Clarifying

ObjECtivE Participants will develop familiarity with the critical attributes and strategies of the comprehension skill of clarifying. Readers must be explicitly taught to develop strategies for clarifying complex text and concepts in order to become proficient, independent readers.


KnOwlEdgE

When you are reading complex text and come to a phrase, word or idea you do not understand, what do you do? Share your strategy for clarifying text.

sAP/tiP ME: “In the first sentence, I need to clarify what improbably means. I know im- means not and probable reminds me of the word probably. I then can deduce that an improbable idea might be one that is probably not true. So am I to conclude that America as an idea is not true?” I need to read on to see how the author justifies this statement.

WE: “The second sentence contains three words I need to clarify in order to understand the author’s message: mongrel, disparate and notion. Using the context, I know the passage refers to parts that are unlike one another and that notion is referring to an idea. The word mongrel is usually used when referring to dog that are not pure-bred. So I can conclude the author is describing America’s population of people with varying backgrounds. The title “A Quilt of a Country” is now making sense to me.

TWO: “With a partner, read through the rest of the paragraph stopping to clarify terms and concepts that might be unfamiliar to your students. Discuss how you would proceed through the passage with your students in order to make meaning of the text.”

YOU: Discuss how you will use the clarifying strategy with text you currently use in your classroom.


Given the increased demand of the CCSS, make a list of some “tools” or other means of support you might provide your students so they can independently use the clarifying strategy in their reading.

SAMPLEon to see how the author justifies this statement.

SAMPLEon to see how the author justifies this statement.

“The second sentence contains three words I need to clarify

SAMPLE“The second sentence contains three words I need to clarify in order to understand the author’s message: mongrel,

SAMPLEin order to understand the author’s message: mongrel, disparate and notion. Using the context, I know the passage

SAMPLEdisparate and notion. Using the context, I know the passage refers to parts that are unlike one another and that notion is

SAMPLErefers to parts that are unlike one another and that notion is referring to an idea. The word mongrel is usually used when

SAMPLEreferring to an idea. The word mongrel is usually used when referring to dog that are not pure-bred. So I can conclude

SAMPLEreferring to dog that are not pure-bred. So I can conclude the author is describing America’s population of people with

SAMPLEthe author is describing America’s population of people with varying backgrounds. The title “A Quilt of a Country” is now

SAMPLEvarying backgrounds. The title “A Quilt of a Country” is now making sense to me.

SAMPLEmaking sense to me.

TWO:SAMPLETWO: SAMPLE

“With a partner, read through the rest of the paragraph SAMPLE“With a partner, read through the rest of the paragraph stopping to clarify terms and concepts that might be SAMPLEstopping to clarify terms and concepts that might be unfamiliar to your students. Discuss how you would proceed SAMPLEunfamiliar to your students. Discuss how you would proceed through the passage with your students in order to make SAMPLEthrough the passage with your students in order to make

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Strategies for Complex Text

Literacy First


SAMPLE

Strategies for Complex Text� iii

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Strategies for Complex Text

� 1� Lesson 1: Complex Text

� 7� Lesson 2: Rigor

� 23� Lesson 3: Close Reading

� 43� Lesson 4: Comprehension Skill: Questioning

� 47� Lesson 5: Annotating Text

� 53� Lesson 6: Text Features

� 60� Work Habits Rubric

Table of Contents

SAMPLE

Strategies for Complex Text� 1

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Literacy First

Complex Textlesson

1ObjECtivE Participants will be able to:

1 Analyze and identify research to support complex text and tasks as prescribed in the Common Core State Standards (CCSS).

2 Apply knowledge of the CCSS dimensions of text complexity.

3 Identify classroom “look- fors” when observing the use of complex text, complex tasks, and the use of scaffolding strategies.


KnOwlEdgE

What texts do your students use in your content area classes? How are they used?

CRitiCAl AttRibutEs

1 One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

2 At the end of grade 12, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

3 Performanceoncomplextextsistheclearestdifferentiatorinreadingbetweenstudentswhoarelikelytobereadyforcollegeandthosewhoarenot.This is true for genders, all racial/ethnic groups, and all annual family income levels.

ACTReadingBetweentheLines

4 Text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations.

5 “Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings.”

PARCCModelContentFrameworks

6 The six instructional shifts for CCSS are:

a Increase the amount of informational text used in ELA

b Make literacy a priority in the content areas

c Use more grade-level complex text

SAMPLEOne of the key requirements of the Common Core State

SAMPLEOne of the key requirements of the Common Core State Standards for Reading is that all students must be able to

SAMPLEStandards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they

SAMPLEcomprehend texts of steadily increasing complexity as they progress through school.

SAMPLEprogress through school.

2

SAMPLE2 At the end of grade 12, students must be able to read and

SAMPLEAt the end of grade 12, students must be able to read and comprehend independently and proficiently the kinds of

SAMPLEcomprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

SAMPLEcomplex texts commonly found in college and careers.

3SAMPLE3 PerformanceSAMPLE

Performance onSAMPLEon complexSAMPLE

complexreadingSAMPLEreading betweenSAMPLE

betweenandSAMPLEand thoseSAMPLE

thosegroups, and all annual family income levels.SAMPLEgroups, and all annual family income levels.

2� Strategies for Complex Text

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d Increase the amount and rigor of your questions by using text-dependent questions

e Require more evidence-based writing, in all three text types

f Pay more instructional attention to academic vocabulary

7 Complex texts:

•�Contain more implicit meaning and use unconventional structures. Literary texts make use of flashbacks, flash-forwards, and/or multiple points of view. Informational texts may incorporate complex graphics and/or deviate from the traditional conventions and norms for that type of writing.

•�Use figurative language, ambiguity, archaic or unfamiliar language (academic or domain specific).

•�Assume the reader has life experience (cultural, literary and content knowledge) that will contribute to his/her understanding of the information in the text.

•�Have literal meaning that is intentionally at odds with the underlying meaning. The purpose of informational texts may be implicit, hidden or obscure.

8 Students who are not reading at grade level should have access to complex texts with appropriate scaffolding and support. Even many students who are reading at grade level may need scaffolding as they master higher levels within the text complexity band.


How will the Common Core Reading Standards Impact your decisions on text?

SAMPLEStudents who are not reading at grade level should have access

SAMPLEStudents who are not reading at grade level should have access to complex texts with appropriate scaffolding and support.

SAMPLEto complex texts with appropriate scaffolding and support. Even many students who are reading at grade level may

SAMPLEEven many students who are reading at grade level may need scaffolding as they master higher levels within the text

SAMPLEneed scaffolding as they master higher levels within the text complexity band.

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Strategies for Complex Text� 7

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Academic Rigor for Complex Instruction and Learning

lesson

2ObjECtivE Participants will assess their current understanding of rigor in

the classroom. Participants will develop a set of best practices for promoting academic excellence for rigorous instruction.


KnOwlEdgE

What is your definition of rigor? What does it look and sound like in your classroom?

CRitiCAl AttRibutEs

1 Rigor (n). An expectation that requires students to apply deeper levels of thinking and new learning to other disciplines and to predictable and unpredictable real-world situations.

International Center for Leadership in Education Rigor/Relevance

2 Academic rigor can be defined as the set of standards we set for our students and the expectations we have for our students and ourselves.

3 Rigor is much more than assuring that the course content is of sufficient difficulty to differentiate it from K-12 level work. Rigor supports instruction and learning which will meet all standards.

“Rigoriscreatinganenvironmentinwhicheachstudentisexpectedtolearnathighlevels,eachstudentissupportedsoheorshecanlearnathighlevels,andeachstudentdemonstrateslearningathighlevels.”

(Blackburn, 2008)

“Rigorismorethanwhatyouteach,it’showyouteachandhowstudentsshowyoutheyunderstand.”

4 Essential components of rigor in the classroom: Use complex Text including;

•�Content acquisition

•�Critical thinking

•�Relevance

•�Integration

•�Application of concepts

•�Long term retention

•�Responsibility

SAMPLEInternational Center for Leadership in Education

SAMPLEInternational Center for Leadership in Education

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SAMPLEAcademic rigor can be defined as the set of standards we set for our students and the expectations we have for our students

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3

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SAMPLEsupports instruction and learning which will meet all standards.

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8� Strategies for Complex Text

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5 Rigorous instruction for students includes:

•�Writing: journals, varied levels of writing, writing across the curriculum, etc.

•�Oral communication: turn and talk, summary presentations, role playing

•�Reading/comprehension: reading and analyzing — ie. in-class discussion, summaries, etc)

•�Collaborative group projects

•�Problem-solving: partner and small group

•�Research: quantitative and qualitative data collection, analysis, data report, and literature review

•�Socratic method/interactive discussion

•�Knowing your students: contact, interaction, praise, showing interest, meeting w/students

•�Balanced diversity of methods

6 Specific Strategies to Increase Rigor:

a Raise the Level of Content by increasing depth of understanding

b Increase complexity of assignments

c Give Appropriate Support and Guidance

d Increase the use of open ended tasks and assignments

e Incorporate text ambiguity — opportunity for multiple meanings

f Raise Expectations

g Increase student metacognition — “don’t connect all the dots”.


How will your instruction become more rigorous?SAMPLERaise the Level of Content by increasing depth of

SAMPLERaise the Level of Content by increasing depth of

Increase complexity of assignments

SAMPLEIncrease complexity of assignments

Give Appropriate Support and Guidance

SAMPLEGive Appropriate Support and Guidance

Increase the use of open ended tasks and assignments

SAMPLEIncrease the use of open ended tasks and assignments

e

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SAMPLEIncorporate text ambiguity — opportunity for multiple meanings

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fSAMPLEf Raise ExpectationsSAMPLE

Raise Expectations

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How will your instruction become more rigorous?

Documents

Literacy in the Content Area - Teacher's Manual (Sample)