LITERACYLITERACY

RENEWALRENEWALImproved Literacy for Greater Improved Literacy for Greater

Academic AchievementAcademic Achievement

OVERVIEW OF OVERVIEW OF PRESENTATIONPRESENTATION

“ “Come Read With Us” – the RCS planCome Read With Us” – the RCS plan Literacy a national, provincial and Literacy a national, provincial and

board priorityboard priority Why all teachers need to be worried Why all teachers need to be worried

about reading comprehensionabout reading comprehension How to incorporate reading How to incorporate reading

comprehension strategies in content comprehension strategies in content areasareas

““COME READ WITH COME READ WITH US”US”

WHAT’S IT ALL WHAT’S IT ALL ABOUT?ABOUT?

The Goal: We want to ensure our The Goal: We want to ensure our students are reading at the students are reading at the

appropriate learning capacity.appropriate learning capacity.

Why are we focusing on Why are we focusing on literacy renewal?literacy renewal?

Do not confuse functional literacy with Do not confuse functional literacy with deep reading comprehension – our deep reading comprehension – our students are functionally literate!students are functionally literate!

Literacy renewal at the high schools is Literacy renewal at the high schools is fueled by data from PIZA 2000, 2006 fueled by data from PIZA 2000, 2006 Reading AFL, and Cat-3 scores. Reading AFL, and Cat-3 scores.

This data tells us students need help This data tells us students need help in deconstructing non-fiction and need in deconstructing non-fiction and need to be more inferential and critical to be more inferential and critical readers.readers.

Why do students need to Why do students need to become expert readers?become expert readers?

According to the work of Dawn Reithaug According to the work of Dawn Reithaug ((Supporting Adolescent Readers 2007)Supporting Adolescent Readers 2007)::

“…“…in our knowledge based society in our knowledge based society adolescents need to be expert readers, adolescents need to be expert readers, writers, and thinkers to compete and writers, and thinkers to compete and succeed in the global economy and to succeed in the global economy and to navigate through a technological world.”navigate through a technological world.”

““Reading is central to learning – in school, in Reading is central to learning – in school, in the workplace, and in everyday life.”the workplace, and in everyday life.”

Isn’t reading comprehension Isn’t reading comprehension the job of the ELA teacher?the job of the ELA teacher?

YES…The 5 keys to deconstructing text: phonemic YES…The 5 keys to deconstructing text: phonemic awareness, phonics, reading fluency, vocabulary awareness, phonics, reading fluency, vocabulary development, and reading comprehension must be development, and reading comprehension must be explicitly taught in the ELA classroom.explicitly taught in the ELA classroom.

BUT…when students are not proficient in reading we BUT…when students are not proficient in reading we know it affects their learning in every other subject.know it affects their learning in every other subject.

THEREFORE…Modeling effective reading strategies THEREFORE…Modeling effective reading strategies for content area texts and teaching students content for content area texts and teaching students content area vocabulary are the responsibilities of all area vocabulary are the responsibilities of all teachers, regardless of subject area. These teachers, regardless of subject area. These strategies must also be reinforced at home. strategies must also be reinforced at home.

The Problem with Reading The Problem with Reading ComprehensionComprehension

The Batsmen were merciless against the The Batsmen were merciless against the Bowlers. The Bowlers placed their men in slips Bowlers. The Bowlers placed their men in slips and covers. But to no avail. The Batsman hit and covers. But to no avail. The Batsman hit one four after another along with an occasional one four after another along with an occasional six. Not once did their balls hit their stumps or six. Not once did their balls hit their stumps or get caught. get caught.

1.1. Who were merciless against the Bowlers?Who were merciless against the Bowlers?

2.2. Where did the Bowlers place their men?Where did the Bowlers place their men?

3.3. Was this strategy successful?Was this strategy successful?

4.4. Who hit an occasional six?Who hit an occasional six?

5.5. How many times did the Batsmen’s balls hit a stump?How many times did the Batsmen’s balls hit a stump?

Watterson, Bill. The Essential Calvin and Hobbes. Kansas City: Universal Press Syndicate, 1988.

What can we do? What are we What can we do? What are we doing?doing?

“Come Read With Us”“Come Read With Us”Four Keys to Support Adolescent Four Keys to Support Adolescent

Readers:Readers:(Reithaug 2007)(Reithaug 2007)

1.1. Increase the Volume of ReadingIncrease the Volume of Reading

2.2. Build VocabularyBuild Vocabulary

3.3. Enhance ComprehensionEnhance Comprehension

4.4. Offer Support When NeededOffer Support When Needed

What, Where, How, and What, Where, How, and WhyWhy

What is it?What is it? Educators create opportunities for practicing reading, Educators create opportunities for practicing reading, reading comprehension strategies and vocabulary building. reading comprehension strategies and vocabulary building. Students read independently at school and home for Students read independently at school and home for pleasure and to learn more about certain topics.pleasure and to learn more about certain topics.

Where is it done?Where is it done? Regular classroom – all subject areas, resource room, at Regular classroom – all subject areas, resource room, at home.home.

How is it done?How is it done? Teachers and parents can match books to students’ reading Teachers and parents can match books to students’ reading level, encourage a wide variety of texts, do reader’s theatre, level, encourage a wide variety of texts, do reader’s theatre, chant poems, choral reading, etc. Students can read chant poems, choral reading, etc. Students can read independently – SSR, read in spare time. Teachers provide independently – SSR, read in spare time. Teachers provide explicit instruction on how to build vocabulary and reading explicit instruction on how to build vocabulary and reading comprehension strategies for a variety of texts.comprehension strategies for a variety of texts.

What, Where, How, and What, Where, How, and WhyWhy

How is it done?How is it done?Teachers demonstrate the strategies, allow students Teachers demonstrate the strategies, allow students to practice them with the teacher’s guidance, and to practice them with the teacher’s guidance, and teach students to apply them frequently so they can teach students to apply them frequently so they can ultimately use them independently. ultimately use them independently.

Why is it done?Why is it done?To have students be actively involved in their own To have students be actively involved in their own learning, to build oral language, to increase learning, to build oral language, to increase understanding of text, to recognize more words and understanding of text, to recognize more words and increase fluency, to capture relationships between increase fluency, to capture relationships between words. To have students actively be involved in words. To have students actively be involved in their learning, to increase their ability to construct their learning, to increase their ability to construct meaning before, during, and after reading, to meaning before, during, and after reading, to enable students to understand the content that is enable students to understand the content that is being taught in class.being taught in class.

Mr. D. Ennay’s Bio 20 ClassMr. D. Ennay’s Bio 20 Class““All right, Joey, sit down, please. All right, everyone, before All right, Joey, sit down, please. All right, everyone, before bell you can get started on your homework assignment – bell you can get started on your homework assignment – read Chapter 17 of the textbook and respond to the read Chapter 17 of the textbook and respond to the questions at the end for tomorrow’s class. You’ll be turning questions at the end for tomorrow’s class. You’ll be turning these in at the start of that class. I would strongly suggest these in at the start of that class. I would strongly suggest you pay particular attention to the section on meiosis and you pay particular attention to the section on meiosis and mitosis because one of these days, I’m not saying, when, mitosis because one of these days, I’m not saying, when, but one of these days we are going to have a pop quiz.”but one of these days we are going to have a pop quiz.”

Cut to Friday. The kids straggle in, after a not-so gentle Cut to Friday. The kids straggle in, after a not-so gentle reminder they take out their homework. Joey whines, “ Can reminder they take out their homework. Joey whines, “ Can I please go to my locker, I left my homework there.” As Mr. I please go to my locker, I left my homework there.” As Mr. D. Ennay collects the assignments he is met with the usual D. Ennay collects the assignments he is met with the usual excuses – “I had football last night.” “I forgot the text at excuses – “I had football last night.” “I forgot the text at school”, but for the most part the students are done. After school”, but for the most part the students are done. After quickly flipping through them, he notices that for the most quickly flipping through them, he notices that for the most part the students have answered the questions correctly.part the students have answered the questions correctly.

Read this for FridayRead this for Friday

““O.K., gang,” Mr. D. Ennay announces, “Remember O.K., gang,” Mr. D. Ennay announces, “Remember my words yesterday – it’s quiz time!”my words yesterday – it’s quiz time!”

Despite the whining students, the 10 question Despite the whining students, the 10 question multiple choice quiz is distributed. After the quizzes multiple choice quiz is distributed. After the quizzes are collected Mr. D. Ennay orally checks their are collected Mr. D. Ennay orally checks their responses. The majority of the class fails. So, he responses. The majority of the class fails. So, he tries another tactic – “Let’s discuss this orally - what tries another tactic – “Let’s discuss this orally - what is the difference between meiosis and mitoses?” is the difference between meiosis and mitoses?” There is no response but a lot of nervous shuffling. There is no response but a lot of nervous shuffling. D. Ennay is baffled. The questions on the quiz were D. Ennay is baffled. The questions on the quiz were directly linked to the homework assignment which directly linked to the homework assignment which the majority of them read. Clearly they have not the majority of them read. Clearly they have not retained any of the information, and more retained any of the information, and more disturbingly, they do not seem to care.disturbingly, they do not seem to care.

Watterson, Bill. The Essential Calvin and Hobbes. Kansas City: Universal Press Syndicate, 1988.

Why Content Area Teachers Why Content Area Teachers Care About ReadingCare About Reading

According to Daniels and According to Daniels and Zemmelman in their book Zemmelman in their book Subjects Subjects Matter (2004)Matter (2004)::

““There are two main problems with There are two main problems with reading in secondary subject fields; reading in secondary subject fields; first, students are reading the wrong first, students are reading the wrong stuff and second, they don’t stuff and second, they don’t understand what they read.”(14)understand what they read.”(14)

Content Area ReadingContent Area Reading

Read the “right stuff.” Textbooks Read the “right stuff.” Textbooks can’t nor shouldn’t be the only can’t nor shouldn’t be the only reading resource.reading resource.

Support the reading with explicit Support the reading with explicit instruction of comprehension instruction of comprehension strategies.strategies.

The Problem with Reading The Problem with Reading ComprehensionComprehension

The Batsmen were merciless against the The Batsmen were merciless against the Bowlers. The Bowlers placed their men in slips Bowlers. The Bowlers placed their men in slips and covers. But to no avail. The Batsman hit and covers. But to no avail. The Batsman hit one four after another along with an occasional one four after another along with an occasional six. Not once did their balls hit their stumps or six. Not once did their balls hit their stumps or get caught. get caught.

1.1. Who were merciless against the Bowlers?Who were merciless against the Bowlers?

2.2. Where did the Bowlers place their men?Where did the Bowlers place their men?

3.3. Was this strategy successful?Was this strategy successful?

4.4. Who hit an occasional six?Who hit an occasional six?

5.5. How many times did the Batsmen’s balls hit a stump?How many times did the Batsmen’s balls hit a stump?

What does our reading of the What does our reading of the passage tell us about the reading passage tell us about the reading

our students are doing in our our students are doing in our classrooms?classrooms? Reading is more than decodingReading is more than decoding

Reading is an active, constructive process.Reading is an active, constructive process. Good readers have a repertoire of thinking Good readers have a repertoire of thinking

strategies they use to comprehend texts.strategies they use to comprehend texts. Prior knowledge is the main determinant of Prior knowledge is the main determinant of

comprehension.comprehension. Reading is a staged and recursive process.Reading is a staged and recursive process.

Successful Content-Area Successful Content-Area ReadingReading

The purpose of reading is not just to pass The purpose of reading is not just to pass the test or get through the textbook.the test or get through the textbook.

The teacher selects some, but not all of The teacher selects some, but not all of the readings – the students make the readings – the students make choices.choices.

Teachers teach (instruct, model, monitor) Teachers teach (instruct, model, monitor) specific reading strategies suitable for specific reading strategies suitable for the text.the text.

Reading is seen as a social, not just a Reading is seen as a social, not just a solitary activity.solitary activity.

Successful Content-Area Successful Content-Area ReadingReading

Instead of a focus on the “right Instead of a focus on the “right answers” there is room for debate answers” there is room for debate and discussion.and discussion.

Reading is linked to action in the real Reading is linked to action in the real world.world.

The assessment of content area The assessment of content area reading relies less on quizzes and reading relies less on quizzes and worksheets and more on worksheets and more on performances, and products.performances, and products.

Factors That Affect Reading Factors That Affect Reading Comprehension (Comprehension (Reading Strategies Reading Strategies

Unplugged – Unplugged – Muldoon/Marshall 2007)Muldoon/Marshall 2007) Student’s reading attitudes (motivations and Student’s reading attitudes (motivations and

interests)interests) Time truly engaged in readingTime truly engaged in reading Effective comprehension strategy instruction Effective comprehension strategy instruction

across all subject areasacross all subject areas Vocabulary and world knowledgeVocabulary and world knowledge FluencyFluency Type of text or genreType of text or genre Opportunities for rich discussion or written Opportunities for rich discussion or written

responseresponse Understanding and implementing the strategies Understanding and implementing the strategies

used by effective readers.used by effective readers.

Reading Strategies Across the Reading Strategies Across the Curriculum – Teaching TipsCurriculum – Teaching Tips

Introduce one strategy at a time and Introduce one strategy at a time and then have students practice it then have students practice it repeatedly. Apply to short passages at repeatedly. Apply to short passages at first and then extend.first and then extend.

Model the activity yourself, as you Model the activity yourself, as you explain to students how to use it.explain to students how to use it.

Practice the strategy as whole class Practice the strategy as whole class first so kids can see how it works.first so kids can see how it works.

Provide reinforcement and follow up.Provide reinforcement and follow up.

What Good Readers Do Before What Good Readers Do Before ReadingReading

Tap, activate, and build prior Tap, activate, and build prior knowledge.knowledge.

Ask questionsAsk questions Preview the textPreview the text Determine the rateDetermine the rate Anticipate the message and the Anticipate the message and the

author’s purposeauthor’s purpose Predict what the text will be aboutPredict what the text will be about Set purpose for readingSet purpose for reading

Some “Before Reading” Some “Before Reading” StrategiesStrategies

1. Brainstorming1. BrainstormingTeacher provides a key word or idea Teacher provides a key word or idea from the passage and the students call from the passage and the students call out their associations, ideas and out their associations, ideas and response to that cue. This activates and response to that cue. This activates and taps prior knowledge. This can be done taps prior knowledge. This can be done as a class or independently.as a class or independently.

2. Clustering 2. Clustering Similar to brainstorming but with a web- Similar to brainstorming but with a web- circle key ideas and link and connect circle key ideas and link and connect circles with linescircles with lines

Some “Before Reading” Some “Before Reading” StrategiesStrategies

3.3. KWLKWLThe teacher leads students, usually as a a whole The teacher leads students, usually as a a whole class, to list first what they think they already class, to list first what they think they already know about a topic, then what they want to know, know about a topic, then what they want to know, and later, after reading, what they’ve learned. Use and later, after reading, what they’ve learned. Use for expository text.for expository text.

4.4. Anticipation GuideAnticipation Guide Anticipation Guides are brief sets of questions (3-5 Anticipation Guides are brief sets of questions (3-5

items) that help kids activate prior knowledge, items) that help kids activate prior knowledge, make predictions, and engage in important issues make predictions, and engage in important issues that will surface in the reading. Thus, they enter that will surface in the reading. Thus, they enter the text passage thinking about the content.the text passage thinking about the content.

““Before Reading” StrategiesBefore Reading” Strategies

5.5. Think AloudsThink Alouds Teacher reads a passage aloud and stops Teacher reads a passage aloud and stops

repeatedly to explain his/her mental repeatedly to explain his/her mental processing of the ideas portrayed. processing of the ideas portrayed.

How it Works:How it Works:

Before beginning, let students know you will be Before beginning, let students know you will be stopping and why. Use a short passage and stopping and why. Use a short passage and make sure every student has a copy. Stop make sure every student has a copy. Stop periodically, verbalizing to the students your periodically, verbalizing to the students your processes. Model re-reading for clarification. processes. Model re-reading for clarification. After modeling allow students to practice with After modeling allow students to practice with a partner.a partner.

What Good Readers Do During What Good Readers Do During ReadingReading

Connect and construct meaningConnect and construct meaning Construct mental imagesConstruct mental images Make, confirm and adjust predictionsMake, confirm and adjust predictions Make, confirm, and adjust inferences and Make, confirm, and adjust inferences and

draw conclusionsdraw conclusions Use cueing systems to construct meaningUse cueing systems to construct meaning Note key ideas and what supports themNote key ideas and what supports them Ask questions and self-monitor Ask questions and self-monitor

comprehensioncomprehension Adjust rate and/or strategyAdjust rate and/or strategy

Some “During Reading” Some “During Reading” StrategiesStrategies

1. Post – it Response Notes1. Post – it Response Notes

Students use small sticky notes to Students use small sticky notes to mark spots in text flagging important mark spots in text flagging important passages and noting questions.passages and noting questions.

2. Coding Text 2. Coding Text

INSERT (interactive notation system INSERT (interactive notation system for effective reading and thinking)for effective reading and thinking)

Some “During” Reading Some “During” Reading StrategiesStrategies

3. Book Marks3. Book Marks By a folding a piece of paper in thirds, each By a folding a piece of paper in thirds, each

student makes a bookmark – on it the students student makes a bookmark – on it the students write or illustrate their thoughts about key write or illustrate their thoughts about key concepts or information encountered in the text. concepts or information encountered in the text. Show them a model first, then have them apply Show them a model first, then have them apply for a passage. This works well if after reading the for a passage. This works well if after reading the passage they pair and share.passage they pair and share.

4. Cornel System – Double Entry Journals4. Cornel System – Double Entry Journals Students divide their paper into two columns – Students divide their paper into two columns –

one column is their notes – summarizing, re-one column is their notes – summarizing, re-stating key ideas from text; the other column is stating key ideas from text; the other column is their personal response to the information.their personal response to the information.

Some “During Reading” Some “During Reading” StrategiesStrategies

5.5. It Says/I Say/And So…It Says/I Say/And So… Provide the students a question addressed by Provide the students a question addressed by

the text – this becomes the “It says.” Have the text – this becomes the “It says.” Have students add their own interpretation – this students add their own interpretation – this becomes the “I say.” The “and so” is the becomes the “I say.” The “and so” is the conclusion they come to.conclusion they come to.

6.6. Say SomethingSay Something Students pair up and following an agreed plan Students pair up and following an agreed plan

(either student or teacher designed) they stop (either student or teacher designed) they stop periodically during the reading to reflect upon periodically during the reading to reflect upon what they’ve read.what they’ve read.

What Good Readers Do After What Good Readers Do After ReadingReading

Recall, paraphrase, summarize and Recall, paraphrase, summarize and synthesizesynthesize

Reflect and interpretReflect and interpret EvaluateEvaluate Extend and apply new understandingExtend and apply new understanding Respond personallyRespond personally Listen, read, view again, speak, write Listen, read, view again, speak, write

and represent to deepen understandingand represent to deepen understanding

Some “After Reading” Some “After Reading” StrategiesStrategies

1.1. Note Cards Note Cards

At the end of class students write on a At the end of class students write on a note card one idea, question or prediction note card one idea, question or prediction about the text. These are collected by the about the text. These are collected by the teacher and used to guide the next lesson. teacher and used to guide the next lesson. They could also be used for evaluation.They could also be used for evaluation.

2.2. MappingMapping

Concept mapping, semantic mapping, Concept mapping, semantic mapping, time-lines, Venn diagrams, and graphic time-lines, Venn diagrams, and graphic organizers.organizers.

Some “After Reading” Some “After Reading” StrategiesStrategies

3.3. Written ConversationsWritten Conversations Takes advantage of the theory that kids like to Takes advantage of the theory that kids like to

pass notes! After reading the passage students pass notes! After reading the passage students write notes back and forth about the passage. write notes back and forth about the passage. Students respond 2 or 3 times and the pay off Students respond 2 or 3 times and the pay off comes when they wrap the activity with a comes when they wrap the activity with a verbal conversation.verbal conversation.

4.4. Save the Last Word for MeSave the Last Word for Me Group discussion based on individual members Group discussion based on individual members

of a group coping a passage or section from the of a group coping a passage or section from the reading and responding to it on the opposite reading and responding to it on the opposite side of the paper. The leader reads all the side of the paper. The leader reads all the responses saving his/hers for last.responses saving his/hers for last.

B.O.O.K.B.O.O.K.

Subject: New Technology - B.O.O.K.Subject: New Technology - B.O.O.K.

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