Transcript Slide 1
Connecting
Reading and Writing with
Effective Strategies
Renee Murray
October 2, 2008
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Essential Questions
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Why do we need to change the way we
assign reading?
How will understanding text structures
help students read better?
Which literacy skills are the most
important for students to master?
What strategies will help students
master essential literacy skills?
Protocols
“Sandy” agenda
Two-feet rule
Try!
Respect others’ comments.
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Where are we?
Based on your experience,
what is the problem?
Spend one minute writing.
Spend two minutes sharing.
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Where are we?
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Half high school graduates have necessary
reading and writing skills (ACT)
40% seniors proficient readers (NAEP)
Half of high school graduates plan to get an
advanced degree (FSU)
Half of high school graduates failed to meet
the college readiness benchmark for reading
and one-third failed to reach the benchmark
in English composition (ACT 2005)
70 percent of the college instructors
dissatisfied with their students’ ability to
read and comprehend complex materials and
half said they were dissatisfied with
students’ ability to express complicated
ideas in writing. (Achieve)
International Center for Leadership
in Education:
“the readability levels of
workplace documents, forms and
text sources are higher than many
people would have imagined,
higher, in fact, than much of the
reading material that students use
in educational settings.”
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Where are we now?
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What is the current state of literacy
among high school students in the
United States?
What is the disconnect with
postsecondary studies?
How does this impact my
understanding of my students?
What, if anything, do “we” need to do
differently?
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Jigsaw Articles
Count to 3
Each person read one article.
Compare with others who read the
same article.
Return to original group.
Now what do we know?
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How Will Understanding Text
Structures Help Students
Read Better?
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Common Text Structures
Enumeration
Chronological Order
Compare and Contrast
Cause and Effect
Problem/Solution
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Application
Read paragraphs
One of each
Legalized cheating
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Which Literacy Skills are the Most
Important for Students to Master?
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The Six
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Summarizing
Paraphrasing
Categorizing
Inferring
Predicting
Recognizing Academic
Vocabulary
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How do we know these are
important?
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Direct links to most items on
ASSET/COMPASS reading placement
tests.
Included in ACT
Consistently in state standards
Recognized by postsecondary
faculty for importance
Linked to all content areas
Linked to careers
Summarizing
Only skill identified in both
Reading Next and Writing Next
as improving essential literacy
skills
Essential in research and other
expository writing
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Paraphrasing
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Reduces plagiarism—considered
one of the biggest academic
“crimes”
Show adaptation for audience
and purpose—essential writing
skills
Reflects a deeper understanding
of material
Categorizing
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Ability to group information into
manageable chunks
Essential for study skills
Mandatory for problem analysis
and solution—especially in
workplace or laboratory
Only easy for naturalist
intelligence—must be taught to
others
Inferring
Reading “between the lines”
Encourages connection within
a text, across texts and to other
contexts
Shows that a reader “really gets
it”
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Predicting
Form of inferencing
Requires support for prediction
Forward thinking based on
backward knowledge
Required to solve non-routine
problems in the real world
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Using academic/technical
vocabulary
Separates success for secondlanguage students
Technical language (jargon)
Understanding roots and
affixes
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How Can We Help Students
Read Better?
Summarizing and
Paraphrasing Techniques
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Reading and Writing Enhances
Learning
Cornell Notes
Jigsaw
Groups of 4
Take notes on page 10
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2-column note-taking
Step 1:
Draw a grid with 3 sections
Step 3:
Identify
key
concepts
or
questions
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Step 2:
Take notes
here; use
abbreviations
Step 4:
Summarize lesson here
Benefits of 2-column note-taking
Many exposures to text
Matches most textbook styles
Easy to teach
Study guide
Differentiation
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Teaching Secrets
3-Identify 3 pieces of advice given to
new teachers.
2-Explain how the advice fits into 2
categories.
1-Describe one way that taking the
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advice will help novice teachers.
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3-2-1
Increasing level of difficulty
Requires summarizing and
paraphrasing
Pre- or post-reading
Requires teacher preparation
Students can construct.
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How Can We Help Students
Read Better?
Vocabulary and Categorizing
Strategies
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Story Impressions
Topic: American cities in the late
19th century
Write paragraph with all words on
left.
Same order.
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Story Impressions
Pre-reading
Teacher preparation
Stimulates interest
Identifies misconceptions
Can connect to word walls or
other vocabulary strategies
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Redefining Rigor
Skim through text
Identify five words that are
Important
Someone might not know
Put each on separate sheet of
paper
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Redefining Rigor
On back, write a predictive
definition.
Read article.
Use context clues to confirm
meaning.
Write definition on front with word.
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Redefining Rigor
Create categories for words.
Now you have a word wall!
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Word Walls
Pre-reading
Visual learners
Choices can be surprising
Vocabulary and prediction
Supports writing
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How Can We Help Students
Read Better?
Predicting and Inferring
Strategies
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Student and Teacher Work
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For each statement, score on 1-6
scale on left.
Discuss answers with group.
Read article. You are looking for
evidence for each statement.
Confirm answers on right.
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Anticipation Guides
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Set purpose for reading
Allow for collaboration
Ensures correct notes
Should not be trivia
Some statements should be
“touch that” and some “between
the lines.”
Metaphors/Similes/Analogies
Learning on conceptual level
Allows for prior knowledge
Allows for differentiation
Stretches understanding
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Metaphors/Similes
Using literacy strategies to teach
is like
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Analogies
Literacy is to ___________
as ________ is to _____________.
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RAMPS/RAFT
Role
Audience
Format
Topic
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page 25
RAFT
Deeper understanding
Student choice
Authentic or demonstrating
learning
Use to analyze prompts
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Our RAFT
Role: Workshop Participant
Audience: Others in my department
Format: Memo
Topic: What I learned
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How Do I Plan?
Content
Skill
Learning Strategy
Demonstration Strategy
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Page 30
How do I teach strategy?
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Teacher Talk:
1. Name,
2. How to use,
3. Explicit modeling (“think-aloud”),
4. Examples of when to use the strategy,
5. Possible adjustments for different tasks,
6. Usefulness.
Guided practice
Independent practice and debriefing
What Next?
Practice
Share
Determine accountability
Rock your world!
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