Transcript USA TODAY

Welcome!
Reading Across
the Contents
Professional
Development
Quick Quiz
1.
There are ____________ struggling readers between 4th and 12th grade.
2.
______% of students entering 5th and 9th grade read below grade level.
3.
______% of twelfth graders perform below grade level.
4.
_________________ students drop out of high school every school day.
5.
One of the most commonly cited reasons for dropping out is
_________________
6.
Only ____% of high schoolers graduate on time.
7.
Of high school grads that attend college, ____% enroll in remedial postsecondary courses.
8.
_________________ is the #1 college course.
9.
About _____% of high school graduates lack the literacy skills employers seek.
10. There are ___ million illiterate American adults.
11. There are ____ million American adults with below basic or basic
literacy skills.
Quick Quiz
1.
There are ____________
struggling readers between 4th and 12th grade.
8 million
2.
______%
of students entering 5th and 9th grade read below grade level.
70
3.
60
______%
of twelfth graders perform below grade level.
4.
Almost 7,000
_________________
students drop out of high school every school day.
5.
One of the most commonly cited reasons for dropping out is
deficient literacy skills
_________________
6.
Only ____%
of high schoolers graduate on time.
70
7.
Of high school grads that attend college, ____%
enroll in remedial post53
secondary courses.
8.
_________________
is the #1 college course.
Remedial reading
9.
About _____%
of high school graduates lack the literacy skills employers seek.
40
10. There are ___ million illiterate American adults.
11
11. There are ____ million American adults with below basic or basic
93
literacy skills.
Reading the Newspaper
Harvey Daniels and Steven Zemelman, two
master reading teachers with the Chicago
school district, argue, “We need to use
textbooks more appropriately (and
sparingly), as the reference books that
they are, and also infuse the curriculum
with authentic, real-world nonfiction—the
kind of informational, expository,
persuasive texts that adults really read”
(47).
The USA TODAY classroom program
includes:
Inside USA
TODAY
USA TODAY
Newspapers
Online
resources
The USA TODAY Newspaper
Features of USA TODAY
High interest sports
stories and stats
Newsline, Moneyline,
Stats and
Sportsline
& stocks
Lifelines
Color Coded
High-interest
entertainment news
Exclusive features &
investigative reports
Color photos
Clear & concise style
Graphics, Snapshots,
weather map & TV listings
Features of Inside USA TODAY
• Encourages
sustained reading
and higher-order
thinking
• Weekly cross
curricular activity.
• Content-specific
student graphic
organizer
• News resources
• Lesson Plan archives
• Special interest
• Lessons by core
subject
• Career education
• Event features
• Case Studies
• Project-based
learning
Experience a reading lesson
Adapt, Adopt, Apply
Reading Next’s components for effectively
teaching reading
The teacher . . .
1. Direct, explicit comprehension
instruction.
Explains “why” behind reading
strategies; teaches metacognition.
2. Effective instructional principles
embedded in content.
Guides pre-, during-, and post-reading
strategies
3. Motivation and self-directed
learning
4. Text-based collaborative
learning
5. Diverse texts
6. Intensive writing
7. Ongoing formative assessment
of students
Provides high-interest text, guided
practice & freedom of choices
Allows students to work together to
problem solve
Provides a wide variety of reading
topics, genres and lengths
Ensures every lesson always has a
writing component
Assess during every lesson
Reading Strategies
• Modeling
• Pre-reading strategies
• During-reading strategies
• After-reading strategies
Modeling
Steps
•Read aloud
•Think aloud
What?
Why?
Process used
to demonstrate
good reading
skills.
Allows
students to
access the
processes of a
skilled reader.
Pre-Reading Strategies
Steps
•Preview
•Predict
•Purpose for
reading
•Access prior
knowledge
What?
Process used to
prepare
students to
encounter the
text.
Why?
Proven to
increase
comprehension.
* From:Billmeyer, Rachel. And Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me,
Then Who?. 2nd ed. Aurora, Colorado. Mid-continent Research for Education and Learning, 1998. p. 59.
During-Reading Strategies
The Batsmen were merciless against the
Bowlers. The Bowlers placed their men in slips
and covers. But to no avail. The Batsmen hit
one four after another along with an occasional
six. Not once did their balls hit their stumps or
get caught.”
* From: Daniels, Harvey and Steven Zemelman. Subject Matter: Every Teacher’s Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. p. 21.
Quiz
1. Who were merciless against the Bowlers?
The Batsmen
2. Where did the Bowlers place their men?
In slips and covers
3. Was this strategy successful?
No
4. Who hit an occasional six?
The Batsmen
5. How many times did the Batsmen’s balls hit a
stump?
Zero
From: Daniels, Harvey and Steven Zemelman. Subject Matter: Every Teacher’s Guide to
Content-Area Reading. Portsmouth, NH: Heinemann, 2004. p. 21.
During-Reading Strategies
“I’m sick and tired of you telling the class that it’s our job to
know when we know and know when we don’t know. You’re
the teacher. Aren’t you the one who is supposed to know
when we understand something and when we don’t?”*
Steps
• Highlight/circle
• Read alouds
• ? the author
• Graphic organizers
• Post-it notes
• Visualize
What?
Actively engage
students with the
text.
Why?
• Help students stay
organized and
focused.
• Promotes
metacognition and
metacomprehension
* From: Tovani, Chris. I Read It But I Don’t Get It. Portsmouth, NH: Heinemann, 2000. p. 35
After-Reading Strategies
Steps
• Analyze
• Summarize
• Reflect
• Apply
• Graphic
organizers
• Reciprocal
Teaching
What?
Process used for
formative
assessment and
to capitalize on
student reading.
Why?
• Engage higherorder thinking
skills.
• Encourage
reflection on and
application of
the reading
strategies.
* From:Billmeyer, Rachel. And Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me,
Then Who?. 2nd ed. Aurora, Colorado. Mid-continent Research for Education and Learning, 1998. p. 43.
From a Brevard County Reading
Coach…
This past summer I used the USA Today Summer Program for
my 11th and 12th grade students who still have not passed the
FCAT. These students are really hard to reach and have
negative attitudes about reading in general. All I can say is
WOW! I have not seen this level of student so engaged and
interested in reading in I can't tell you how long! They would
come in, grab a paper, and sit down to start reading before the
bell even rang! And, getting them to do the work was no
problem because they were usually given a choice of article to
read, within the parameters of the lesson, which made the
reading relevant to them. I specifically asked them on the last
day if they would like to use the newspapers like this in their
reading classes next year and I received an enthusiastic
"Yes!" The lesson plans were easy to use and the curriculum
was aligned to our state standards. Well worth the money!
-Donna Spooner, Reading Coach
Space Coast High School, Brevard County, FL
Questions?
Julie Parslow
National Account Manager
[email protected]
407-851-2900, ext. 271