I Won’t Read and You Can’t Make Me

Presented by Heather Willman and Nicole Mueller

September, Midwest Leadership Summit

Stand up if…..

•  You have read something great recently. •  You have traveled outside the country in

the last year. •  You have slept in past 10 am in the last

month. •  You can quote Monty Python or James

Bond.

Stand Up if…

•  You are a: – Curriculum director – School principal – School psychologist – Classroom teacher – Reading Specialist – Something I haven’t mentioned

Presentation Focus This presentation focuses on best practices

that should be found in tier 1 classrooms. They will also work with tier 2 or tier 3 interventions.

Learning Pairs

•  Find a partner. Stare at the person so they know you are their partner.

•  The oldest person should be a 1. The youngest is a 2.

•  1s tell 2s what teachers should do to get students ready to read.

How do teachers get kids ready to read?

•  68% say they tell students about the author, plot and setting.

•  19% said they discuss vocabulary words •  8% said they ask questions of students •  5% said they dress up like a character or

bring food or photographs in. » When Kids Can’t Read, What Teachers Can Do » By Kyleen Beers

What is the problem with each of these?

•  Talk with your partner about why these strategies might not work the best with struggling readers.

Before Reading Strategies Why do we need them?

•  “Dependent readers are dependent in part because of their passive reading. Once the text is in hand they just begin.” (Beers 74)

•  Research has shown that when students are given instruction in strategies they make significant gains on measures of reading comprehension over students trained with conventional instruction. (Educational Development Center)

•  Teachers spend most of their time assessing reading comprehension and almost no time actually teaching students to comprehend. ( Rice University )

Before Reading Strategies Why?

•  Students need to know at least 90 to 95% of the words they read if they are going to comprehend the text. Therefore, it is important to use several strategies to build background knowledge that leads to better reading comprehension and overall achievement for struggling students. – -Colorin Colorado Website

Give One, Get One

•  Your topic is Ancient Greece.

Give One, Demonstration

http://www.rochester.k12.mn.us/se3bin/clientgenie.cgi

Kids getting ideas

http://www.rochester.k12.mn.us/se3bin/clientgenie.cgi

After Reading, Give one, get One

http://www.rochester.k12.mn.us/se3bin/clientgenie.cgi

Pair Share

•  2s tell 1s when teachers could use this strategy. Why might it be better than telling kids background information?

Tea Party

•  This strategy is taken from the book When Kids Can’t Read, What Teachers Can Do by Beers.

•  It is great for introducing a novel, short story, or any kind of fictional reading.

Tea Party for Watsons go to Birmingham

• Read your card. •  Share your card with as many

classmates as possible. •  Listen to others as they read their card. • Discuss how these cards might be

related. •  Speculate on what the cards,

collectively, might be about.

Form a group of 4

• Write a we think statement using all of the clues that you heard from our tea party.

Pair Share

•  Talk about the tea party strategy. • Discuss how teachers in your district could

use this strategy.

Thieves Strategy

•  This is a great way to get students to access their textbooks and use the features that are there for them.

•  To begin, model this process with the class.

• Next, have them complete this with a partner.

•  Finally, have them complete the Thieves worksheet on their own.

Try it!

•  Try the Thieves Strategy.

•  PS….It’s called Thieves because you are trying to steal as much information as you can from your book before you begin reading.

Use it!

•  Talk with your partner about which of these three before reading strategies your staff could use. – Give one, Get one – Tea Party – Thieves

If you can’t think of a way to use these, let us know and we can give you ideas!

Pair Share

What should teachers ask students to do during reading to help their comprehension?

1s tell 2s

During Reading Strategies Why?

•  “Dependent readers often fail to see reading as an active process.”

•  During reading strategies pull the invisible process of comprehension to the visible level.

•  Re-reading is the number one strategy independent readers use when they get stuck. It’s the last strategy independent readers use.

•  - Kyleen Beers in When Kids Can’t Read what Teachers Can Do

During Reading Strategies Why?

•  Partner reading or rehearsal increases comprehension and provides scaffolding for the poor reader.

• When students “really read” they become more interested in the text and engaged in class.

Say Something

•  This strategy was also taken from the book When Kids Can’t Read, What Teachers Can Do.

•  This strategy is great for helping students interrupt their reading to be sure they are comprehending.

Say Something

•  With your partner, decide who will say something first. You can:

make a prediction Ask a question clarify something make a comment make a connection If you can’t do one of these things, then you need

to reread.

Try it!

•  Try the say something strategy with your partner using the short story Gift of the Magi.

Double Entry Journal

•  This strategy is a great way to get kids to think while they read.

•  As they read they create two columns

•  It said I say

Double Entry Codes •  PK= prior knowledge •  I learned this in….. •  ?= question •  I wonder why…… •  PR= prediction •  I bet that…….. •  S+T= self to text connection This reminds me of when

I…… •  T+T= text to text connection This reminds me of the

book……. •  T+W=text to world connection This is like the story in

the newspaper about…..

Try it!

• Read a section of the text and code the text. This is from The Americans a tenth grade American History textbook.

Pair Share

•  2s share what you wrote with 1s.

•  1s tells 2s which classes this would work well in.

Round Robin Reading

•  2s tell 1s what round robin reading is.

• What do you know about round robin reading?

What are the benefits? What are the drawbacks?

Instead try Rehearsed Round Robin Reading

• Read the handout on rehearsed round robin reading.

•  Try it! Get into a group of five. – Whisper read your section. – Read your section to your partner. – Now read your part aloud to your group.

Why might this be better for students?

•  They get to practice before they begin. •  They are able to ask for help on words

they don’t know. •  They will be able to concentrate on the

rest of the passage since they are confident about what they are reading.

Pair Share

•  2s tell 1s which of the during reading strategies would work best with your teaching staff or your own classroom:

say something double entry journal rehearsed round robin reading

After Reading Strategies

1s tell 2s what teachers should have students do after they have read something to extend meaning and increase comprehension.

After-Reading Strategies Why?

•  After-reading strategies: - encourage students to question what they

don’t understand or what is confusing in the text. -monitor their understanding of the text -identify ways to fix up what has confused them. -make inferences and draw conclusions ( Kyleen Beers in When Kids Can’t Read,

What Teachers Can Do)

RAFT Writing R- Role. You will decide which role students will need to

take on. Writer? Character? Historian? Journalist? A- Audience. Who should the students consider as their

audience? Students, Parents, Newspaper readers, F- Format. What is the best product that will demonstrate

their understanding of the task? News article, letter of complaint, poem, advertisement

T- Topic+strong verb. What’s the subject? Is it to persuade a goddess to spare your life? To lobby for a retest?

How to create a RAFT

1. Think about concepts or processes that you want students to learn as they read the selected passage.

2. Brainstorm possible roles they could assume in their writing.

3. Decide who the audience would be as well as the format for writing.

4. After students finish reading, identify the role, audience, format and topic for the writing.

5. You may want to let them work in groups.

Examples of RAFT assignments

Math Class Role: Square Audience: Parallelogram Format: Persuasive Speech Topic: I should be included in your club.

Social Studies

• Role: newspaper reporter

•  Audience: newspaper readers

•  Format: feature article

•  Topic: life in the Hoovervilles

Science

• Role: plant •  Audience: sun •  Format: thank you note •  Topic: explain the sun’s role in plant

growth

Health

• Role: addict •  Audience: drug •  Format: letter •  Topic: “Dear John” letter ending

relationship

Guidance

• Role: college admissions officer •  Audience: prospective students •  Format: brochure •  Topic: why you should come to our

college

Art

• Role: paintbrush •  Audience: art student •  Format: letter •  Topic: you can use me in many different

ways

English

• Role: the word good •  Audience: student writer •  Format: letter •  Topic: please stop overusing me

ESL/Newcomers

• Role: Statue of Liberty •  Audience: arriving immigrants •  Format: loudspeaker address •  Topic: the new rights and responsibilities

to expect in America.

FACS

• Role: Etiquette coach •  Audience: Rude Americans •  Format: Top Ten List •  Topic: If you want to be a member of

polite society, these are things to avoid.

Physical Education

• Role: the heart •  Audience: lazy teenager •  Format: persuasive letter •  Topic: please exercise to keep me

healthy.

Industrial Technology

Role: safety specialist Audience: careless students Format: safety quiz Topic: things you need to know before you

operate the mitre saw.

Your turn!

•  Take five minutes to complete a new RAFT for 1492.

•  Share it with the people at your table.

1492 Historical Period Sailor onboard Columbus anonymous note Mutiny brewing

Taino Indian Cacique (chief)

FYI memo Hospitality or hostility for newcomers?

Columbus monarchs Formal letter Update on investment

Cabin boy Helmsman Christmas message

How do I steer this thing?

Create a Rubric or Checklist You Rock! 4

Almost Perfect So-So Oops!

Information is complete and accurate.

Information is complete and accurate.

You are missing information or have incorrect facts.

You have little correct information represented.

Information is presented in an interesting manner.

Information is presented in an interesting manner but could have been more creative.

You could have been more creative in your presentation.

You writing lacked creativity.

Written work is free from any grammatical or spelling errors.

One or two errors are evident in your work.

Three are more errors are present in writing.

You have many errors in your writing.

Web Help for Creating Rubrics

•  http://rubistar.4teachers.org/index.php

Apply it!

•  2s tell 1s which classes might be able to use RAFT writing.

Pair Share

•  Talk to your partner about how you help students learn the words that are important for your discipline?

Why spend time teaching vocabulary?

•  The more students understand terms, the easier it is for them to understand information they read on the topic.

•  ( Marzano) •  Students from impoverished backgrounds may not have

acquired academic background knowledge. To close the gap we must provide systematic instruction in important academic terms. ( Marzano)

•  The Matthew Effect ( Stanovich). The rich get richer and the poor get poorer. The good reader reads more and understands more words and the poor reader reads less, understands less words. The gap gets larger

.

6 Ways to Make a Word Stick in their Brain

1.  Provide a description, explanation, or example of the new term. ( picture, key words, story)

2. Ask students to restate the description, explanation, or example in their own words.

3. Ask students to construct a picture, symbol or graphic representing the word or phrase.

How to make the words stick in their brains!

4.  Engage students in activities that help that add to their knowledge of the term.

5. Ask students to discuss terms with one another.

6.  Involve students occasionally in games that allow them to play with the terms.

( Marzano)

Vocab Ideas!

•  Build a Word Wall

A word wall is a systematically organized collection of words displayed in large letters on a wall in the classroom.

( Cunningham, 1995)

Secondary Math Word Wall Ms. Erin Rahman

Secondary Science Word Wall

Secondary Social Studies Word Wall- Mr. Scott Lyke

Secondary Music Word Wall Ms. Carrie Kouba

Secondary Social Studies Classroom

Mrs. Bev Knutson

Do the Word Wall

• Mind Reader • Hot Seat •  Koosh Ball • Word Jar

•  All of these activities can be done to help reinforce those words!

Math Word Wall

•  Vertex •  Variable •  Volume •  Vertical axis •  Area •  Base •  Perimeter • Obtuse angle

Frequently Asked Questions What if I don’t have my own classroom?

Try one of those science fair display boards to make it portable.

What if I teach in a gym? One of our high schools is using the locker room to display

their words.

How many words should I do each week? Five to seven words/week is about the right amount.

Pair Share

•  Talk with your partner about how you could incorporate the concept of word walls into your classroom or school.

Pair Share

•  Review the strategies presented today: – Give one, get one – Tea party – Thieves – Say Something – Double Entry Journal – RAFT writing – Word Walls – Choose two that your school could focus on this next

year.

Staff Development

• Read the book When Kids Can’t Read, What Teachers Can do as a professional book study.

• Have teachers try a strategy each month building-wide and bring student work to discuss.

•  Post student work and teacher created templates on your website.

Staff Development

•  Facilitate a best practices group during teacher’s lunch hour.

• Read a book on best practices in literacy to help focus your discussion and try to implement a best practice each month.

• Collect student work and teacher created materials for your website.

Questions?

•  You may contact us at nimueller@rochester.k12.mn.us or hewillman@rochester.k12.mn.us for more information on any of the slides or strategies shared.