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Reading Strategies for Career Academies & CTE
Nicole Hochholzer
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The BatsmenThe Batsmen
The Batsmen were merciless again the Bowlers. The Batsmen were merciless again the Bowlers. The Bowlers placed their men in slips and The Bowlers placed their men in slips and covers. But to no avail. The Batsmen hit one covers. But to no avail. The Batsmen hit one four after another along with an occasional six. four after another along with an occasional six. Not once did their balls hit their stumps or get Not once did their balls hit their stumps or get caught.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?
ANSWER THE BIG QUESTIONS:
Why?
Where?
What?
But most importantly:
HOW???
How is reading science and technical reading different from other types of reading?
• Focus is on claims and counter claims
• Precise details, complex details and processes
• Analyze results by comparing• Determining what question is
being raised• Navigate text, graphs, tables,
charts• Evaluate basis for claims
Grade LevelsGrade Levels
Do I want to buy a 5Do I want to buy a 5thth
grade shoe?grade shoe?
Why would I want to buy a 5Why would I want to buy a 5thth
grade book?grade book?
USING LEXILESUSING LEXILES
Using lexile data gives staff helps with the Using lexile data gives staff helps with the WHY - the argument “it’s not my job to WHY - the argument “it’s not my job to teach reading” seems rather petty when a teach reading” seems rather petty when a student with a 400L is facing a textbook of student with a 400L is facing a textbook of 1300L1300L
It’s up to the literacy leadership team to It’s up to the literacy leadership team to help staff understand HOW to use lexiles help staff understand HOW to use lexiles to differentiate instructionto differentiate instruction
Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind; 1500 - The Making of Memory: From Molecules to Mind;
DoubledayDoubleday
1400 - Philosophical Essays; Hackett Publishing1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill800 - Word 97; Glencoe/McGraw-Hill 700 - 700 - World Explorer: The U.S. & Canada; Prentice HallWorld Explorer: The U.S. & Canada; Prentice Hall
600 - Science (Grade 4); Addison-Wesley600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc.400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace300 - My World; Harcourt Brace
Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across Consistent Across CountryCountry
ConstructionConstruction
AdvancedAdvanced Lexile Reading Level Range: 1310-1390Lexile Reading Level Range: 1310-1390
IntermediateIntermediate Lexile Reading Level Range: 1230-1340Lexile Reading Level Range: 1230-1340
Entry LevelEntry Level Lexile Reading Level Range: 1310-1350Lexile Reading Level Range: 1310-1350
Human ServicesHuman Services
AdvancedAdvanced Lexile Reading Level Range: 850-930Lexile Reading Level Range: 850-930
IntermediateIntermediate Lexile Reading Level Range: 940-1090Lexile Reading Level Range: 940-1090
Entry LevelEntry Level Lexile Reading Level Range: 1000-1140Lexile Reading Level Range: 1000-1140
2005-06 Lexile 2005-06 Lexile FrameworkFramework®® for Reading for Reading
StudyStudy Summary of Text Lexile MeasuresSummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Text Complexity Grade Bands and Associated Lexile Ranges
Text Complexity Grade Band in the
Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR
expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
10 College and Career Readiness Anchor Standards for Reading
• 10 Standards are divided into 4 categories:1.Key Ideas and Details2.Craft and Structure3.Integration of Knowledge and Ideas4.Range of Reading and Level of Text
Complexity
Key Ideas and Details
17
1. Cite specific textual evidence – • Humanities: support analysis of primary and
secondary sources
• Science/Technical: support analysis of science and technical texts
Strategies for Standard 1
• Think Aloud – Simply put, “think aloud” as you “read
aloud”. This enables students to hear what happens when good readers “read in their heads”.
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19
INSERT STRATEGYINSERT STRATEGY
Confirms what you thoughtConfirms what you thoughtContradicts what you thoughtContradicts what you thoughtRaises a questionRaises a questionConfuses youConfuses youSeems important Seems important Is new or interestingIs new or interesting
X
?
??
!
Key Ideas and Details
2. Determine the central ideas – •Humanities: of a primary or secondary source; provide an accurate summary
•Science/Technical: …or conclusions of a text; provide accurate summary or paraphrase
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21
Summarizing Strategies…Summarizing Strategies…
Summarizing Nonfiction: TFCNSummarizing Nonfiction: TFCN
TT – Topic – TopicFF – 2 Fascinating facts – 2 Fascinating factsCC – connection made – connection madeNN- new understanding- new understanding
*Then write a summary*Then write a summary
TFCN for “Engineering Majors”TFCN for “Engineering Majors”
T T –Types of Engineering Majors–Types of Engineering Majors
F F – 1)Of the approx. 20 majors, 4 make up 67% – 1)Of the approx. 20 majors, 4 make up 67% of degrees earnedof degrees earned
2) 10 of the 20 make up 10%2) 10 of the 20 make up 10%
CC – My three top major choices are all offered at – My three top major choices are all offered at UW-Madison. UW-Madison.
NN – I am going to further research UW-Madison – I am going to further research UW-Madison for my research projectfor my research project
Craft & Structure
4. Determine meaning – •Humanities: …of words and phrases as they are used in a text
•Science/Technical: …of symbols, key terms and other domain specific words and phrases
23
Vocabulary Knowledge Rating SheetVocabulary Knowledge Rating SheetUnit of study:___________Unit of study:___________
WORDWORD
33
Can define Can define it, use it, it, use it, teach itteach it
22
Heard it, Heard it, seen itseen it
11
Do not know Do not know itit
Definition, Definition, example, example,
and/or and/or imageimage
1.1.
2.2.
3.3.
4.4.
5.5.
Source: Kinsella and Feldman
Vocabulary Knowledge Rating SheetVocabulary Knowledge Rating SheetUnit of study:___________Unit of study:___________
WORDWORD
33
Can define Can define it, use it, it, use it, teach itteach it
22
Heard it, Heard it, seen itseen it
11
Do not know Do not know itit
Definition, Definition, example, example,
and/or and/or imageimage
1. 1. JointerJointer
2.2.Table SawTable Saw
3.3.Drill PressDrill Press
4.4.Surface Surface PlanerPlaner
5.5.ClampingClamping
Source: Kinsella and Feldman
Vocabulary SquaresVocabulary Squares
TermTerm DefinitionDefinition
ExampleExample How I will remember thisHow I will remember this
Vocabulary SquaresVocabulary Squares
TermTerm
JointerJointer
DefinitionDefinitionWoodworking machine used Woodworking machine used to produce a straight surface to produce a straight surface along the edge and face of a along the edge and face of a boardboard
ExampleExample
This machine would be This machine would be used when squaring up used when squaring up a boarda board
How I will remember thisHow I will remember this
Craft & Structure
• 5. Analyze Structure of a text - • Humanities: …to emphasize key points or advance an
explanation (9/10)• …to determine how a complex primary source is
structured (11/12)• Science/Technical:… for relationships among
concepts (9/10)• …to determine categories or hierarchies
28
29
Semantic Feature Analysis Grid
Category: Featu
res
Source: Doug Buehl
30
Semantic Feature Analysis Grid
Category: Featu
res
Corvette
Civic
SunfireM
ileag
e
War
rant
y
Cup H
older
s
31
Semantic Feature Analysis Grid
++ ++ ++
++ -- ++
++ --
++ ++ ++
++ ++ ++
Category: Featu
res
Cotton
Wool
SilkAbs
orbe
ntW
rinkle
s
Shrink
Linen
Rayon
Craft & Structure
6. Point of view or purpose – •Humanities: Compare (9/10) and evaluate (11/12) authors’ points of view•Science/Technical: Analyze the author’s purpose in providing an explanation, describing a procedure or discussing an experiment
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R.A.F.T.R.A.F.T.
RRole – What role will the student assume as a ole – What role will the student assume as a writer?writer?
AAudience – Choose an audience for writingudience – Choose an audience for writingFFormat – Specify format possibilities the writing ormat – Specify format possibilities the writing
will take (comic strip, letter to editor, feature will take (comic strip, letter to editor, feature article, poem)article, poem)
TTopic – Define the topic, determine questions to opic – Define the topic, determine questions to be answered and point to be madebe answered and point to be made
34
R.A.F.T.R.A.F.T.
RRole – Health Care Internole – Health Care Intern
AAudience – Parents of young childrenudience – Parents of young children
FFormat – Brochure or flyerormat – Brochure or flyer
TTopic – Ear infection, auditory system, opic – Ear infection, auditory system, treatment options, preventiontreatment options, prevention
Integration of Knowledge & Ideas
7. DTQ!!!•Humanities: Integrate quantitative or technical analysis with qualitative (9/10)…Integrate multiple sources of info in diverse formats (11/12)•Science/Technical: Translate charts & graphs into words (9/10)…Integrate multiple source of info in diverse formats (11/12)
35
Minute PaperMinute Paper
1.1. Discuss the Minute Paper chart and questions Discuss the Minute Paper chart and questions and tell students to focus on these questions and tell students to focus on these questions as they read. Do NOT record responses as as they read. Do NOT record responses as they read – need full context of reading.they read – need full context of reading.
2. 2. Students read text silently (or with partners Students read text silently (or with partners depending on reading levels).depending on reading levels).
3. 3. With discussion partners, discuss the reading With discussion partners, discuss the reading and their answers to the Minute Paper and their answers to the Minute Paper questions.questions.
4. 4. Write the Minute Paper, taking no more than a Write the Minute Paper, taking no more than a minute or two.minute or two.
Source: ICLE Strategic Reading Kit
Minute Paper tipsMinute Paper tips
You might want to review papers You might want to review papers immediately to correct any wrong immediately to correct any wrong responses, providing just-in-time responses, providing just-in-time remediation.remediation.Use the “Unanswered Questions” as an Use the “Unanswered Questions” as an opportunity to reteach concepts or opportunity to reteach concepts or content.content.Use correct responses to “Ah-ha’s” for Use correct responses to “Ah-ha’s” for discussion.discussion.
Agricultural Terrorism Agricultural Terrorism
Significant PointsSignificant PointsThe United States could be targeted by Al Qaeda and other groups. There are The United States could be targeted by Al Qaeda and other groups. There are
lots of chances to attack, either on farms, grocery stores or anywhere in lots of chances to attack, either on farms, grocery stores or anywhere in between. The US is working to stop these groups.between. The US is working to stop these groups.
Unanswered QuestionsUnanswered QuestionsDid Al Qaeda start mad cow disease?Did Al Qaeda start mad cow disease?
Ah-ha’s for ApplicationAh-ha’s for ApplicationNow I understand why we have to wash our hands all the time and why some Now I understand why we have to wash our hands all the time and why some
people get worries about big farms. people get worries about big farms.
Minute paper paragraphAl Qaeda or other terrorist groups could be targeting the United States for a bioterrorist attack. They could attack our farms, our grocery stores, or any spot on the food supply chain. The FDA is working really hard to prevent this and figure out what we can do to figure out where it would start. I think this is why we keep talking about food safety and big farms where there’s not a lot of control. I am wondering if Al Qaeda started Mad Cow disease?
Integration of Knowledge & Ideas
8. Delineate & evaluate arguments & claims-•Humanities: Assess & evaluate author’s claims, premises & evidence•Science: Assess & evaluate author’s claims/recommendations (9/10)…hypotheses, data, analysis and conclusions of text, verifying data (11/12)
40
41
Subject or Topic:Subject or Topic:
Thesis (from the text page):Thesis (from the text page):
In your own words:In your own words:
Supporting evidence (includes page numbers for each piece of evidence):Supporting evidence (includes page numbers for each piece of evidence):
1. 1.
2. 2.
3.3.
Summary:Summary:
Prior knowledge that helped you understand:Prior knowledge that helped you understand:
1.1.
2.2.
3.3.
4.4.
Synthesis – broader conclusions you can draw by combining your prior knowledge with the Synthesis – broader conclusions you can draw by combining your prior knowledge with the new information you have learned:new information you have learned:
HIP Assessment
42
Subject or Topic: Subject or Topic: Why reading to your child is important
Thesis (from the text page)Thesis (from the text page): : Reading to a child is one of the easiest ways to prevent future learning problems, and yet many people do not fully understand the enormous, positive impact that this simple act has on the life of a child
In your own words: In your own words: It’s a good idea to read out loud to your kid so they learn.
Supporting evidence (includes page numbers for each piece of evidence):Supporting evidence (includes page numbers for each piece of evidence):
1.1.Knowing how to read when starting school means more success (paragraph 3)
2. 2. Instills lifelong love of learning (paragraph 4)
3. 3. It doesn’t matter WHAT you read, just that you read (paragraph 5)
Summary: Summary: Reading to a child makes learning in school easier and they will want to read more.
Prior knowledge that helped you understand:Prior knowledge that helped you understand:
1. This connects to the video we watched that mentioned it’s important. 1. This connects to the video we watched that mentioned it’s important.
2. It reminds me of Three Men and a Baby when he reads Sports Illustrated.2. It reminds me of Three Men and a Baby when he reads Sports Illustrated.
Synthesis – broader conclusions you can draw by combining your prior knowledge with the Synthesis – broader conclusions you can draw by combining your prior knowledge with the new information you have learned: It’s very important to read to kids, starting when they new information you have learned: It’s very important to read to kids, starting when they are babies so they start school ready and don’t have to catch up.are babies so they start school ready and don’t have to catch up.
HIP Assessment
http://www.pvschools.net/speced/pdfs/Importance-of-Reading.pdf
Integration of Knowledge & Ideas
9. Compare/Contrast & Integrate – •Humanities: Compare/contrast treatments of same topic (9/10)…Integrate info from diverse sources (11/12)•Science/Technical: Compare/contrast findings in text to other sources (9/10)…Integrate info from diverse sources-11/12
44
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Compare/Contrast SummaryAt the end of the section determine main topics to compare/contrast.
Draw a venn diagram that contains the amount of circles that you have topics. Place each topic in the circle heading it represents.
Topic (section and page numbers)
In this area, after you have finished reading, go back over the recorded notes and reduce them down to key words, phrases or
concepts.
In this area, as you are reading, you will take notes on main ideas, supporting details as well as
vocabulary words.
Venn Diagram Notes
Terms/Concepts that apply only to this term
Terms/Concepts that apply to both terms
Terms/Concepts that apply to all of the terms/concepts
http://www.higheredeap.com/wp-content/uploads/2012/04/April-2012-HEd-Newsletter-Little-Things-Mean-A-Lot.pdf
Use the company copy machine for a noble but non business purpose? Joe is on the publicity committee of a local charity that is embarking on a fund raising project and uses the company’s copy machine and paper to reproduce fliers for this good cause. The company has a firm policy against using the copy machine for non business purposes. Yet, Joe figures that since the copies are for a worthy cause and not personal gain, it’s OK. What would you do?
Remain silent when a helpful manager is criticized? After work, Sarah will sometimes socialize with her co-workers from the IT department. The topic of conversation is usually the IT manager, who the co-workers “bash and trash.” This manager has been very supportive of Sarah and demonstrated great patience when she was new to the job. While somewhat uncomfortable with the conversation, Sarah nonetheless does not defend her manager, figuring that what is being said constitutes “free speech”. What would you do?
Pairs Read/Say SomethingPairs Read/Say Something
Put students in pairs (duh!) and ask Put students in pairs (duh!) and ask students to determine who is “A” and who students to determine who is “A” and who is “B”.is “B”.
Students will read the text paragraph by Students will read the text paragraph by paragraph, with Student A reading the paragraph, with Student A reading the paragraph and Student B paraphrasing paragraph and Student B paraphrasing what was read, then alternating.what was read, then alternating.
Source: ICLE Strategic Reading Kit
Alternatives for Pairs ReadAlternatives for Pairs Read
Students can read silently, then take turns Students can read silently, then take turns paraphrasing what was read.paraphrasing what was read.
Students can read, then choose one of the Students can read, then choose one of the following:following:
1. Make a comment1. Make a comment
2. Ask a question2. Ask a question
3. Make a connection3. Make a connection
4. Make a prediction4. Make a prediction
Prediction Comment Question Connection
I think it will tell us what to do on the job
Some people at my job are really unethical
What should you do if you know a coworker is acting unethically?
A guy I work with got fired for stealing stuff.
Say Something Chart
Main IdeaMain Idea Key Words and MeaningsKey Words and Meanings
Important PointsImportant Points
Ah-ha’s (Insights)Ah-ha’s (Insights) Unanswered QuestionsUnanswered Questions
Source: ICLE Strategic Reading Kit
Rock Around the Clock
Main IdeaMain Idea
Acting ethically on the job is really Acting ethically on the job is really important.important.
Key Words and MeaningsKey Words and Meanings
•EthicsEthics•ComplianceCompliance
Important PointsImportant Points•Little things sometimes cause more problems than big thingsLittle things sometimes cause more problems than big things•Someone is always watching you, for good or badSomeone is always watching you, for good or bad•Knowing what is right is good, but doing what is right isn’t always easyKnowing what is right is good, but doing what is right isn’t always easy•People should act ethically in their personal lives, tooPeople should act ethically in their personal lives, too
Ah-ha’s (Insights)Ah-ha’s (Insights)
There is a big section of my There is a big section of my employee handbook about acting employee handbook about acting ethicallyethically
Unanswered QuestionsUnanswered Questions
What can happen if you don’t act What can happen if you don’t act ethically on the job?ethically on the job?
Source: ICLE Strategic Reading Kit
Rock Around the Clock for “Little Things Mean a Lot”
The LessonThe LessonResearch Suggests a New FormatResearch Suggests a New Format
Prereading ActivitiesDiscussionsPredictionsQuestioning
BrainstormingSetting Purpose
GuidedACTIVE
Silent Reading
Activities to clarify, reinforce,
extendKnowl-edge
ReadingAssignment
Given
Discussion to see ifstudents learned mainconcepts, what they
“should have” learned
Independentreading
Traditional Format New Format
Remember…Remember…
Don’t expect perfectionDon’t expect perfection
Give yourself some time!Give yourself some time!
Start small and start strongStart small and start strong
Always focus on the WHYAlways focus on the WHY
Nicole Hochholzer(920)766-5948(920)766-6113 [email protected]
Thank you for attending!• If you have questions or suggestions
regarding upcoming webinars please contact the CTE Technical Assistance Center @ [email protected]
• This webinar will be available for viewing at NYCTECENTER.ORG within 72 hours
