Transcript Unit 9: Teaching Reading Comprehension and Vocabulary

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Raising Achievement and Closing Gaps
Between Students at High School
What is the cause of 60% of 10th graders not
achieving Level 3 on FCAT Reading?
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Text Complexity - ACT Study
• Purpose: Determine what distinguished the reading
performance of students likely to succeed in college
and not.
• Process:
• Set benchmark score on the reading test shown
to be predictive of success in college (“21” on
ACT composite score)
• Looked at results from a half million students.
• Divided texts into three levels of complexity:
uncomplicated, more challenging, and complex.
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Performance on the ACT Reading Test by
Comprehension Level
(Averaged across Seven Forms)
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Performance on the ACT Reading Test by
Textual Element
(Averaged across Seven Forms)
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Text Complexity Matters
• Performance on complex texts is the clearest
differentiator in reading between students
who are more likely to be ready for college
and those who are less likely to be ready.
• Texts used in the ACT Reading Test reflect
three degrees of complexity: uncomplicated,
more challenging, and complex.
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Performance on the ACT Reading Test by
Degree of Text Complexity
(Averaged across Seven Forms)
In this figure, performance on questions associated with uncomplicated and more
challenging texts both above and below the ACT College Readiness Benchmark for
Reading
follows a pattern similar to those in the previous analyses.
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Improvement on each of the two kinds of questions is gradual and fairly uniform.
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Recap of ACT Findings
Question type and level (main idea, word meanings, details) is NOT
the chief differentiator between student scoring above and below
the benchmark.
The degree of text complexity in the passages acted as the “sorters”
within ACT. The findings held true for both males and females, all
racial groups and was steady regardless of family income level.
What students could read, in terms of its complexity--rather than
what they could do with what they read—is greatest predictor of
success. FCAT has complex passages and highly cognitive
demanding questions.
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Text Requirements in Middle and High School
Students who arrive behind in reading or close to grade level
are often taught through courses that don’t demand much
reading.
Many students are engaged in shallow reading,
skimming text for answers, focusing only on details and
failing to make inferences in order to integrate different
parts of the text. Years of reading in this superficial way
will cause a student’s reading ability to deteriorate.
For many students the decline of text demands in the
courses that they take has both an immediate and long
term impact on student achievement.
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The Percent Of Students Who Have Previously Scored A
Level 3 Or Higher On FCAT Reading
2011 FCAT Results
Grade
Of Students Scoring Level 1 on the
FCAT Reading, the Percent who have
previously scored a Level 3 or higher
in Reading
Of Students Scoring Level 2 on the FCAT
Reading, the Percent who have
previously scored a Level 3 or higher in
Reading
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21
53
5
29
67
6
36
76
7
31
72
8
43
85
9
46
87
10
58
10
90
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Florida’s Common Core State
Standards Implementation Timeline
Year/Grade Level
2011-2012
K
FL
1
L
2
L
3-8
L
9-12
L
2012-2013
FL
FL
L
L
L
2013-2014
FL
FL
FL
BL
BL
FL
FL
FL
FL
FL
CCSS fully implemented
2014-2015
CCSS fully implemented
and assessed
F - full implementation of CCSS for all content areas
L - full implementation of content area literacy standards including: (1) text
complexity, quality and range in all grades (K-12), and (2) CCSS Literacy
Standards in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards
(NGSSS); last year of NGSSS assessed on FCAT 2.0
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Text Complexity & Text-based Questions
 Reading Standards include over exemplar texts (stories and
literature, poetry, and informational texts) that illustrate appropriate
level of complexity by grade
 Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and clarity,
and knowledge demands
2. Quantitative measures – readability and other
scores of text complexity
3. Reader and Task – background knowledge of
reader, motivation, interests, and complexity
generated by tasks assigned
Reader and Task
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Just Read, Florida! New Professional Development
The Comprehension Instructional Sequence
• An instructional model based upon research evidence
introduced this year to Florida’s teachers.
• The model assists teachers of students in implementing wholeclass examination of difficult texts and build students’
specialized knowledge.
•
This sequence helps students grasp textual nuances they
would not understand on their own.
• It is a “text-dependent” approach, ensuring the close
examination of key text details and utilizes complex text.
Teaching Students to Think as They Read
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What is Reading?
• “the process of simultaneously extracting and
constructing meaning through interaction and
involvement with written language” (RAND, 2002, p.
11)
• “Reading is an active and complex process that
involves
– Understanding written text
– Developing and interpreting meaning; and
– Using meaning as appropriate to type of text,
purpose, and situation” (NAEP Framework, 2009)
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Reading Is A Complex Activity
A skilled reader rapidly and accurately
decodes the words, attaches the meaning to
words and sentences, connects text information
to relevant background knowledge, maintains a
mental representation of what he or she has
already read, forms hypotheses about upcoming
information and makes decisions based on his or
her purpose for reading – all at the same
time.
Carlisle and Rice, 2002
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National Reading Panel On
Comprehension
• Directly teaching comprehension strategies leads to
improvements in comprehension.
• Strategies are most effective when taught in combination
and used flexibly in active, naturalistic learning situations
• Teachers can be taught to be effective in teaching
comprehension.
• There is a need for extensive teacher preparation to
teach comprehension.
National Reading Panel, 2002
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What the Research Says
About Comprehension
• Time spent reading is highly correlated with
comprehension
• Effective instruction using high-quality curriculum
materials can increase students’ comprehension
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Comprehension Strategy Instruction –
Teacher Actions important for Success
• Make explicit connection between strategy and
application in text
• Repeatedly state and model the “secret” to
doing it successfully so students “see” the
mental workings involved
• Provide students with multiple opportunities to
perform the strategy themselves
• Base assessment on both strategy use and text
comprehension
(Duffy, in Comprehension Instruction ed. by Block and Pressley, 2002) 18
Students need to practice
comprehension strategies at the
listening level before applying them
at the reading level.
This occurs through teacher-modeling
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Goal: To provide instruction and supports
that will enable every student to:
Read text written at their grade level with good
comprehension and fluency
Examples:
• Pick up a piece of fiction and read it with
enjoyment and good comprehension of plot,
characters, and action
• Read expository, or non-fiction text and grasp
the main ideas as well as their connection to
supporting details so that new concepts and
information are understood and learned.
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Comprehension of your
discipline is not something
that just happens.
Comprehension of your
discipline needs to be
taught.
(National Reading Panel, 2000)
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In fact, helping students
acquire the skills, knowledge,
and attitudes required for
proficiency in comprehension
of content area text is the most
important goal, PERIOD.
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Comprehension Instructional Sequence
Step One:
Read to Build Deep
Comprehension
Step Two:
Reread and
Generate Questions
to Deepen Text
Understanding
Step Three:
Read to Use Text
Evidence to Validate
Responses
Handout 3
A. Teacher introduces
benchmark(s), sets purpose,
asks essential question(s) and
reads/thinks aloud using
grade-level resource while
students mark text as directed.
B. Teacher poses written question
and facilitates directed note
taking.
A. Teacher models generation
of a complex question based
on a section of the text,
relating to a broad
perspective or issue.
B. Students work individually, in
pairs, or small groups to re-read
text and generate their own
questions.
A. Teacher posts a written
question aligned to the
cognitive complexity of FCAT
and models how the text
supports answering the
question using a graphic
organizer.
Students read text,
independently, in pairs, or small
groups and take notes based on
question presented by teacher.
B. Students respond to question
using the graphic organizer and
support their response with text
evidence and share their answers.
C. Students compare notes in
pairs or small groups and
discuss similarities and
differences. Teacher
facilitates text discussion
based on notes and directs
students to use text evidence
to support responses.
C. Teacher facilitates text
discussion using studentgenerated question(s).
Students respond to each
other’s questions, engaging
in text discussion.
C. Teacher facilitates
discussion, asking students
to support their response
with text evidence. Students
look at original answers and
can change their answer
based on new evidence or
keep their answers the same
and add additional
information to support their
answer.
Comprehension Instructional
Sequence
(CIS)
Step One
Handout 1
Topic Question
Before reading:
Would you eat genetically modified foods?
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Predictive Writing
Before text reading: Use the Essential Question
Handout to record your answer to this question:
Predict what you think are the potential risks
and benefits of genetically modified organisms.
Base your response on your current background
knowledge.
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Vocabulary Front Loading
– Words for Vocabulary Word Wall:
• Words introduced in this section: herbicides, pesticides,
resistance, tolerance, modified
• Words introduced previously in text-reading: gene,
pollen, vaccines
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Text Marking
• Listen as the facilitator reads the following text:
Genetically Modified Foods: Harmful or Helpful?
Question: What are the potential risks and benefits
of genetically modified organisms?
Mark the text with the following codes:
A – agricultural applications
M – medical applications
E – environmental applications
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Text Marking
• After text marking:
• In small groups, compare and discuss
differences in text coding.
• Support your suggested answers from the
text.
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First Writing Response After Reading
After the initial reading, use the Essential
Question Handout in the participant notebook
to answer the following question:
According to the text, what are the potential
risks and benefits of genetically modified
organisms?
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Comprehension Instructional
Sequence
(CIS)
Step Two
Directed Note-taking
• Guiding Question: What are some of the arguments
surrounding genetically modified organisms?
• Risk
• Benefit
• Neither
• Be sure to utilize the text features as you take notes
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After Directed Note-taking
• Compare notes in pairs or small groups
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After Directed Note-taking
• Take a position and discuss whether the
benefits of genetically modified organisms
are worth the risks. Use text to justify all
positions.
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Question Generation
What do we not know right now about what we
buy and eat and take as medicine?
Generate questions unanswered from your first text
reading. Record your questions on your Student
Question Generation paper as you work in pairs or
small groups.
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Question Generation
Share questions with the whole group to identify which are
common, and which questions are most relevant to the
topic and/or significant to learning
Record/post common and relevant/significant questions on
the Question Generation Poster for future use in:
*extended text discussion
*seeking answers in text-reading throughout the
remainder of the chapter/unit
* focusing on unanswered questions in collaborative
inquiry.
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Comprehension Instructional
Sequence
(CIS)
Step Three
Text Based Essential Questions
According to the text, what are the potential risks and
benefits of genetically modified organisms?
Use information from notes to help write final response on the
Essential Question Handout.
Share answers in small groups.
As part of whole class discussion, record responses to the
essential question in multiple choice format.
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