Transcript Boosting Achievement Reading Comprehension

Boosting Achievement
through Content Area
Reading Comprehension
Strategies
Jim Miles
Senior Associate
International Center for Leadership in Education
[email protected]
Reading Instruction
Reading in the Content Area
Learn to Read
Read to Learn
K
1
2
3
4
5
6
7
8
9
10 . . .
Reading Research
 College vs. Workplace
 Entry-level vs. Management-level
 High-stakes State Tests
 NCLB Legislation
 Adequate Yearly Progress (AYP)
 Academic Rigor
 Reading Comprehension Strategies
 Best taught in the content area
Lexile Framework for Reading
 Process for managing reader progress and
reading comprehension
 Measures text readability and student
reading ability; can match text with student
reading level
 Determines difficulty of reading by word
frequency and sentence structure/length
 Most widely used reading measure
Lexile Framework for Reading
 Lexile measure reported in increments from
200L to 2000L
 Can be used in any curriculum content
 Tens of thousands of books, tens of millions
of articles, hundreds of publishers, and all
major standardized tests have Lexile
measures
READING COMPREHENSION
CAN BE INCREASED BY





Teaching reading comprehension
strategies
Matching text to student’s reading level
Using collaborative activities
Using technology
Writing before, during, and after reading
Literature / Text Lexile
Grisham, The Firm
Word 2003; Glencoe/McGraw-Hill
Brown, The DaVinci Code
Harry Potter Series
World Cultures: A Global Mosaic; PH
Pride and Prejudice
War and Peace
Psychology: An Introduction
The Scarlet Letter
680L
800L
850L
940L
900L
1100L
1200L
1300L
1400L
Personal Reading
Aetna Health Care Discount Form
Medical Insurance Benefit Package
Application for Student Loan
Federal Tax Form W-4
Installing Your Child Safety Seat
Microsoft Windows User Manual
G.M. Protection Plan
CD DVD Player Instructions
1360L
1280L
1270L
1260L
1170L
1150L
1150L
1080L
Newspapers
NY Times
Washington Post
Wall Street Journal
Chicago Tribune
Associated Press
USA Today
1380L
1350L
1320L
1310L
1310L
1200L
16 Career Clusters
Department of Education
Agriculture and Natural Resources
Arts, Audiovisual Technology, and
Communications
Business and Administration
Architecture and Construction
Education and Training
Finance
Health Science
Hospitality and Tourism
Human Services
Information Technology
Law and Public Safety
Manufacturing
Government and Public Administration
Retail, Wholesale, and Service
Scientific Research and Engineering
Transportation, Distribution, and Logistics
Entry-Level Occupational
Reading Materials
 Agriculture / Natural Resources
 Architecture / Construction
 Business & Administration
 Health Science
 Hospitality / Tourism
 Human Services
 Law & Public Safety
 Retail / Wholesale Sales
 Transportation, Distribution
1270-1510L
1210-1340L
1210-1310L
1260-1300L
1230-1260L
1050-1200L
1420-1740L
1180-1270L
1170-1350L
Advanced
Lexile Reading Level Range: 890 - 1000
Intermediate
Lexile Reading Level Range: 1210 - 1370
Entry Level
Health Services
Lexile Reading Level Range: 1050 - 1200
Advanced
Lexile Reading Level Range: 1300 - 1340
Intermediate
Lexile Reading Level Range: 1230 - 1330
Entry Level
Business and Administration
Lexile Reading Level Range: 1210 - 1310
Advanced
Lexile Reading Level Range: 1310 - 1370
Intermediate
Lexile Reading Level Range: 1180 - 1310
Entry Level
Architecture and Construction
Lexile Reading Level Range:
1210 - 1340
Advanced
Lexile Reading Level Range: 1330 – 1500L
Intermediate
Lexile Reading Level Range: 1350 – 1620L
Entry Level
Government & Public Administration
Lexile Reading Level Range: 1670 – 1800L
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x x x
x
x
x
x
x
x
x
x x
x x
x
x x
x
x
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
* Source of National Test Data: MetaMetrics
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
Reading Comprehension
Strategies
 increase student’s comprehension and
retention of information
 activate student’s prior knowledge
to connect with new information
 teach / reinforce skills that all good
readers normally use
Teaching key reading
comprehension
strategies for only 15
minutes a week can
significantly increase
student achievement.
Increase Reading Comprehension by
 Instruction in and support for strategies
 Engaging discussion of reading content
 Set rigorous level for text, conversation,
questions, and vocabulary
 Use practices to increase motivation and
engagement with reading
 Use specific instructional strategies for
learning and retention of content
Reading Comprehension
Strategies
 Affinity
 Pairs-Read
 Anticipation Guide
 Paraphrasing
 Cloze
 QAR
 Concept Definition Map
 RAFT
 Cornell Graphic Organizer
 Reciprocal Teaching
 DR/TA
 Rock Around the Clock
 Fishbone
 SQ3R
 K-W-L-S
 Structured Note-taking
 Learning Logs
 Summarizing
 Minute Paper
 Venn Diagram
 Vocabulary in Context
Essential ELA Skills
 Preview text to anticipate content
 Identify, collect, select pertinent
information while reading
 Discriminate important ideas from
unimportant ideas while reading
 Apply, extend, and expand on
information while reading
Tips for Reading Specific
Text
 Brochures
 Illustrations and
 Classified Advertisements
 Editorials

 Electronic Mail

 Employee Handbooks

 Forms and Applications

 Graphs and Charts

 Instructions

 New Stories

 Operational Manuals

Captions
Primary Sources
Reference Books
Research Reports
Secondary Sources
Tables
Textbooks
Timelines
Web Sites
Direct Reading Thinking
Activity
Reading Comprehension Strategy
DIRECTED READING / THINKING ACTIVITY (DR/TA)
What I know I know:
FOCUS
FACTS
SURE ABOUT
What I think I know:
FACTS AND ASSUMPTIONS I THINK I KNOW
REVEALS MISINFORMATION
UNCLEAR THINKING
What I think I’ll learn:
PREDICT
FORECAST
AROUSES INTEREST
What I know I learned:
FACTS LEARNED FROM:
READING
DISCUSSION
Concept
Definition Map
Reading Comprehension Strategy
VENN DIAGRAM
Reading Comprehension Strategy
Venn
Diagram
Bacteria
Virus
Unique to
Virus
Venn
Diagram
Common
to Both
Unique to
Bacteria
Vocabulary is the Gateway to
Inferential Thinking
Most of us learned to teach vocabulary by having students:
 Write the word several times
 Find the definition
 Write it in a sentence
Meta-research from William Nagy, Teaching Vocabulary to
Improve Comprehension, ERIC, 2000 reports that…
Verbal Rehearsal
 Connect with prior learning
 Association method
 Think-Pair-Share
Visual Clueing
 Post key words
 Color code or place
with pictures, clip art
Larry Bell’s 12 Powerful Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
Explain
Summarize
Compare
Contrast
Predict
List in steps
Break apart
Read between the lines
Judge
Create
Tell all about
Back up with details
Tell how
Give me the short version
All the ways they are alike
All the ways they are different
What will happen next
Graphic Organizers
 Brain friendly
 Creates patterns for the brain
 Supports concept development
 Multi-purpose
 Cross content application with little
modification (101 Uses)
 Motivating to reluctant writers – small
spaces
Frayer Method
Examples
Non-linguistic
Representation
Non-examples
Concept
Use or
Application – put in
context
Now write your own definition:
Vocabulary Strategies, Writing
Strategies and Graphic
Organizers Combine for High
Payoff
Add some cooperative grouping
and you have instant results
based learning
Writing Strategies
When Students Write
They are obliged to organize concepts,
 to place concepts in their own language,
 and to connect concepts with their own
analogies.
Writing often, several times a week, provides
constant reinforcement of the content.
Writing to Learn
 1 to 3 minutes at the beginning,
during, or at the end of class
 Several times a week - Daily
 Writing to Learn becomes a habit
in the classroom.
Writing in response to course
content helps students
 Think independently
 Develop insight
 Explore thoughts and feelings
 Develop intellectual courage
Examples of Quick Writes
Learning Logs
Entry and Exit Slips
Prompts for Exit / Entry Slips
 What one idea from today’s lesson most
interested you? Why?
 What was the clearest point? The foggiest point?
 What are the main points we made today in
class?
 If you had to restate the concept in your own
terms, how would you do that?
 How does today’s discussion build on
yesterday’s?
Advantages of Exit / Entry Slips
 Check for Student Understanding
 Judge if Lesson Needs Re-teaching
 Students Gain Confidence
 Chance to “Listen” to Students
 Develop a Dialogue with Students
Quick Write Prompt
Unit:
Topic:
Question / Prompt:
Key Points:
I have come to a frightening conclusion.
I am the decisive element in the
classroom. It is my personal approach
that creates the climate. It is my daily
mood that makes the weather. As a
teacher, I possess tremendous power to
make a child's life miserable or joyous. I
can be a tool of torture or an instrument
of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my
response that decides whether a crisis
will be escalated or de-escalated, and a
child humanized or de-humanized."
Haim Ginott