Transcript Collaboration throughout the School

It’s Not Magic:
How to Improve MAP Reading Skills
Dr. Pat Antrim
Dr. Odin Jurkowski
Dr. Jenny Robins
Ms. Patsy Svarvari
Missouri Association of School Librarians (MASL) Spring Conference
04.24.2006
Session V
3:15 – 5:15 pm
http://faculty.cmsu.edu/libraryscience/MASL/2006_MAP
Last updated 04.21.2006 12:30pm
Introduction
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Inspiration
Preparation
Presenters
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Patsy Svarvari
Jenny Robins
Pat Antrim
Odin Jurkowski
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Agenda
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Literature on SSR
DESE Resources
Lower Elementary Strategies
Break
Upper Elementary and Middle School
Strategies
High School Strategies
Wrap Up / Discussion
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Sustained Silent Reading
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Patsy Svarvari
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MAP Website Resources
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Grade Level Expectations
http://dese.mo.gov/divimprove/curriculum/GLEDocuments.html
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Released Questions
http://www.coe.missouri.edu/~map/mapcd/released.htm
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Interpretation of the Standards
(Gatekeeper: 1.6, 3.5, 3.6, 3.7)
http://dese.mo.gov/divimprove/curriculum/commarts/revStandInterp04.pdf
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Glossary of Terms
http://dese.mo.gov/divimprove/curriculum/GLE/10.29.04GLOSSARY.pdf
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Framework Annotations
http://dese.mo.gov/divimprove/assess/annotations/comart/index.htm
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Lower Elementary
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Frame the Learning
Work with the Text – Processes
Decoding Example
Blue Bird Activity
Work with the Text – Vocabulary
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Frame the Learning
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Know the standards and the sequencing
Be aware of what is being taught in the classroom
Know what is essential in the lesson
Help Stamp out Bewilderment!
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Tell students what they will learn
Tell students why the learning is important
Tell students how they will learn
Tell students how you will know they have learned
Reinforce lessons with words
Reinforce lessons with information
Reinforce lessons with activities
Spark Inquiry! Build Enthusiasm!
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Work with the Text - Processes
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Break learning into steps
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Infer
Analyze
Describe
Decoding Example
Encourage discussion
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Ask Students What they are Learning
Ask Students Why they are Learning it
Ask Students How they Know they are Right
“Prove It!!”
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Have a community Vocabulary at your school
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Decoding Example
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Look for the word within the word.
Does it make sense? Use your common knowledge.
Look for clues, similar words, rhyming words, words with
similar letters.
Skip and read on. Let other words in the sentence help.
Reread sentences.
Look for key clues, use context and pictures.
Look at the first letter, then reread to see if the word “pops
out” at you.
Sound out the word. Look at letter sounds.
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Blue Bird Activity
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Assign someone to read out loud.
Assign a group note-taker and a reporter.
Read the handout along with the reader.
Answer the questions as a group.
Write down your proof that the answer is correct.
Write down the skills a second grader needs.
How can a student learn these skills in the library?
Have the group reporter share with the larger group.
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Work with the Text - Vocabulary
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Key words:
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Teach lexicons by accessing prior knowledge
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Not keywords
Look for words in the question that appear in the text
Words that go together topically (related words)
Look for related words in the question and the text
Look for similarities and differences in concepts
Teach vocabulary related to ‘processes’ through repetition
• List
• Apply
• Demonstrate
• Reflect
• Infer
• Describe
• Explain
• Analyze
• Predict
• Summarize
• Paraphrase
• Retell
• Illustrate
• Interpret
• Conclude
• Extend
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
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Upper Elementary / Middle
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Build Vocabulary
Encourage Curiosity
Extend Understanding
Teach Question Starters
Question for Understanding
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Upper Elementary / Middle
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Building Vocabulary
Marzano, R. J. (2004). Building
background knowledge for
academic achievement: Research
on what works in schools.
Alexandria, VA: ASCD.
MAP Test Words, GLE Glossary
terms, Content area vocabulary
http://www.puzzlemaker.com/
Word Wall (LM_NET
discussion)
PPFOR ESHAD OWSR ZOR
D N S M MYN J H TALW M O I
O E LSAMDALO E HYPRM
F N M I Y B L R I L E TA E AA E V
C LI O V G LPI G TT D RAI TA
F LO O U VAR OARYE R O R
BI S N I NAPC U R STO R EE S
TTD B ORALN OE NX D H M
CAM ETD IAPU I M EE MU E
TI X O JYVFR M E J F DS OAP
FHDFEECGNOONSCIHP
AR G O M E D TR LYT I X E LP
M O C D S J PE R S O N I F I CAT
ION
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Upper Elementary / Middle
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Encourage curiosity
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Teach questioning starters
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Koechlin, C., & Zwaan, S. (2006). Q tasks: How to
empower students to ask questions and care about
answers. Markham, Ontario, Canada: Pembroke.
Who, what, when, where, why, how, I wonder if, if, could,
might, should, etc.
Questioning for Understanding
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On the line
Between the lines
Beyond the lines
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What’s Your Question Line?
Student name:_______________________ Title of Text:__________________________
On the Line __?__
____
Between the Lines __?__
Beyond the Line 
What was the big thing
Jefferson bought in 1803?
Did his work as an
ambassador give him an
advantage when negotiating
for the Louisiana Purchase?
I wonder what the Native
Americans thought about the
President of the US buying the
land where they lived?
I would like to know more about …
Perhaps I can …
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Upper Elementary / Middle
Puzzlemaker.com
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High School
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Vocabulary
Writing
Reading
Gatekeeper Questions and GLEs
Released Items
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High School Vocabulary
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Reading
 Active voice
 Irony
 Sound devices
 Style
 Tone
Listening and Speaking
 Poise
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Writing
 Active Voice
 Citations
 Reflective Paper
 Resume
 Rhetorical Devices
 Style Manual
 Stylistic Devices
Information Literacy
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High School Achievement Level
Descriptors (Grade 11)
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Step 1…
Progressing
Reading—Students comprehend simple fiction and nonfiction; initiate
research; compare source accuracy and reliability; identify author’s
purpose, main idea, and basic literary elements; organize information; and
recognize consequences. MAP combined score range: 687–705.
Nearing Proficiency…
Proficient…
Advanced
Reading—Students evaluate fiction and nonfiction; analyze literary
elements; evaluate reliability of sources; make complicated inferences;
analyze and evaluate strategies and solutions from multiple
perspectives; and create organizers for analysis and
presentation. MAP combined score range: 783 and above.
http://dese.mo.gov/divimprove/curriculum/handouts/Comm%20Arts/cashort.htm
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High School Gatekeeper Questions
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1.6 Discover and evaluate patterns and relationships
in information, ideas and structures
3.5 Reason inductively from a set of specific facts
and deductively from general premises
3.6 Examine problems and proposed solutions from
multiple perspectives
3.7 Evaluate the extent to which a strategy addresses
the problem
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High School Gatekeeper GLEs
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R2B – Analyze and evaluate author’s use of figurative language
(especially irony), imagery and sound devices
R2C – Analyze character, plot, setting; proposed solutions,
development of theme across genres; style and literary techniques
(tone)
R3A – Evaluate author’s use of text to clarify meaning in multiple
primary and/or secondary sources
R3B – Analyze and evaluate author’s use of figurative language,
imagery and sound devices in nonfiction text
R3C – Analyze and evaluate the logic or faulty reasoning of the text,
and evaluate proposed solutions
W3D – Complete research papers that develop a thesis, contain
information from multiple sources and conform to a style manual
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High School Released Items
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This is an actual released question: “Is Far
North an appropriate title for this passage?
Use details and/or examples from the passage
in your explanation.”
Choose a gatekeeper question and create a
graphic organizer to connect with the
passage.
How else can you support students and
teachers?
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Questions
Comments
Discussion
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THANKS!
Library Science & Information Services
Dept of Educational Leadership & Human Development
Central Missouri State University
Lovinger 4101
Warrensburg MO 64093
http://www.cmsu.edu/lis
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