Transcript Document

AEA 9 Second Chance Reading
2007-2008

Second
Chance
Reading
Developed by
Beverly Showers
SCR
Objectives
Second Chance Reading
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
To learn the instructional strategies and
management procedures of Second Chance
Reading sufficiently to begin immediate
implementation in classrooms;
To understand how Second Chance Reading
fits into the context of the Iowa Professional
Development Model and your district’s Career
Development Plan; and
SCR
“Second Chance” Reading
Purpose
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Rapidly improve comprehension and
fluency for secondary students reading two
or more years below grade level
Prepare students for secondary academic
work
SCR
SCR Results
Data: see Handout
SCR
Other “Second Chance” Results
Des Moines Public Schools
4 high schools, 9 middle schools, 3 alternative schools
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Mean Growth
(SDRT)
Mean Growth
(SDRT)
Mean Growth
(SDRT)
Mean Growth
(SDRT)
(regular ed)
2.1 GLE
(mainstreamed SpEd)
1.9 GLE
(Low SES)
2.0 GLE
(self-contained SpEd)
.9 GLE
SCR
SCR Implementations
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North Scott Sr and Jr High
Columbus Junction MS
Muscatine High
Durant Jr High
Des Moines (MS & HS)
Wapello Jr High
Winfield-Mt. Union
West Burlington
2.0/yr
2.0/yr
1.0/yr
1.0/yr
3.0/yr
1.0/yr
1.0/yr
1.0/yr
SCR
SCR Research Base
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Researched Strategies
–
Think Aloud
–
Inductive Thinking
–
Graphic Organizers
–
Questioning Strategies
SCR
Researched strategies cont.
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Cooperative Learning (primarily pairs)
Vocabulary (mixture of definitional and
contextual, mnemonic, practice methods)
Fluency (specific, targeted strategies have
positive effects; “Round Robin” has negative
effects)
SCR
Advocated by Reading Experts
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Extensive Independent Reading (IRA, NAEP,
Reading Next)
Self-selection, variety of high interest reading
materials (Moore, Balfanz, Allen, Codding)
Mini-lessons on skills (Codding, Pressley,
Sinatra)
SCR
Advocated . . . Cont.
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Cooperative Learning (Balfanz, Moore, Kucan
& Beck)
Think Alouds (Balfanz, Moore, Kucan & Beck)
Specific classes for secondary struggling
readers (Balfanz, Moore)
SCR
SCR Teaching Strategies
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Numbered Heads Together
Cooperative
Comprehension
Dictated Writing
Inductive Thinking
Graphic Organizers
Round Table
Pair
Share
Skills/Fluency
Teacher
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–
–
Book Talks
Diagnosis
Timed Tests
Student
–
–
Independent Reading
Comprehension and
Fluency
Weekly Structure - Second Chance Reading
Monday
Tuesday
Wednesday
Thursday
Friday
Independent
Reading* (1520 minutes)
Read Aloud
(model
comprehension
strategies and
ask questions of
pairs) – (15-25
minutes)
Independent
Reading* (1520 minutes)
Independent
Reading* (1520 minutes)
Independent
Reading* (1520 minutes)
Pair Share*
with generic
questions (5-10
minutes)
Individual
Vocabulary
Cards* (10-15
minutes)
Vocabulary
Pairs*
Reading Skill
Lesson
(context clues,
fluency drills,
etc.) – (20
minutes)
Vocabulary
Pairs* (10-15
minutes)
Pair Share*
with generic
questions (5-10
minutes)
Vocabulary for
Read Aloud
(15-20
minutes)
Comprehension
Activity (Coop
Comprehension,
Dictated
Writing or
Inductive
Thinking, etc.) –
(20-35 minutes)
*Opportunity for teacher to work with individual students: Book talks, vocabulary tests, oral reading, etc.
Vocabulary
tests
[Bi-weekly
fluency tests]
SCR
Read/Think Aloud for…
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Modeling of comprehension strategies, especially
engaging with author to determine meaning
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Modeling the use of prior knowledge and making
connections
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Modeling fluency
Increasing student engagement with
comprehension tasks
SCR
Read/Think Aloud
Process Overview
1.
2.
3.
4.
Select a reading selection that is interesting,
complex and difficult for students.
Organize students into pairs.
Read the selection, stopping at critical points to
model comprehension strategies.
Pose questions about selection to pairs to
provide immediate practice in using modeled
comprehension strategies.
SCR
Think Aloud: Examples of
Modeling
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Making connections to prior knowledge
Inferring
Predicting
Summarizing
Clarifying word meanings
SCR
Think Aloud Video Demonstration
SCR
Numbered Heads Together for…
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Vocabulary Meaning
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Checking for Understanding
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On-task Behavior, Individual Accountability
SCR
Numbered Heads Together
Process Overview
1.
2.
3.
Pronounce and define words for entire
class.
Organize students for peer tutoring (pairs),
first modeling the strategies you want
them to use as they teach each other.
Test mastery of the material learned using
the “Numbered Heads Drill”
SCR
Numbered Heads Together
Video Demonstration
SCR
Cooperative Comprehension for…
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Reading Comprehension: Lower Order and
Higher Order
Increased student engagement with task
SCR
Cooperative Comprehension
Process Overview
1.
2.
3.
Choose reading selection. Design three to five
comprehension questions, ranging from easy to
difficult. The last question should measure your
higher-order comprehension objective.
Organize students into pairs. The teacher reads
the selection or students read it silently.
Debrief team answers with the entire class using
the “Numbered Heads” drill.
SCR
Dictated Writing
for…
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Higher order comprehension
Modeling of writing process
SCR
Dictated Writing
Process Overview
1.
2.
3.
After the Read/Think Aloud of the selection, elicit
from students what they remember about critical
categories. Record their comments for all to use.
Present the prompt for the first paragraph to pairs.
All pairs construct one sentence they want to
include in the first paragraph and record it on a
sentence strip.*
As all students display their first sentence, the
teacher assists the class in constructing the first
paragraph and determining if it needs a summary
sentence.
SCR
Dictated Writing
Process Overview
4.
5.
6.
Proceed with the second and third paragraph
starters in the same manner.
Read through the finished product together,
editing for meaning.
Students copy the finished product or one
student may enter it on a word processor so all
students have copies for their folders.
*Paragraphs composed of sentences on sentence
strips can be posted on the wall or board with
tape or displayed in a pocket chart.
SCR
Round Table
for…
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Comprehension: Recall of Factual
Information
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Practice of skills
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Student engagement with non-fiction text
SCR
Round Table
Process Overview
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Organize students into pairs; provide one piece of
paper for each pair.
Read article or story to students.
Recall task is timed. When reading is paused,
students pass paper back and forth, alternating the
writing of one fact they remember from the reading.
When time is called after the final note taking,
teams count the number of items they
remembered.
While teacher records, teams share one item at a
time until all items are reported.
SCR
Inductive Thinking for…
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Identifying main ideas or central themes
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Concept Learning
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Development of critical thinking skills
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Increased student engagement with task
SCR
Inductive Thinking
Process Overview
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Identify concepts (categories or main ideas) in
subject matter.
Create a data set that includes five to seven
examples of each concept or category to be taught.
There are usually two to four categories in a data
set.
Students work with partners to categorize the data
set by forming groups with items sharing common
attributes. Students then summarize or name their
categories.
SCR
Inductive Thinking
Process Overview (continued)
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Students report their categories (and their
identifying attributes) to the entire class.
Students apply the categories they have
formed in new tasks. For our uses of
Inductive Thinking, that usually means
summarizing the author’s message or
interpreting a reading selection.
SCR
Management of
Second Chance Reading
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Classroom Setup
– Library (organization and checkout system
– Wall chart (track amount of student reading)
– Reading folders (in crates with hanging files)
– Vocabulary boxes, index cards, post-its
SCR
Management of
Second Chance Reading
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Student Responsibility
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Book Selection (appropriate level)
Record Keeping (reading folders)
Book Log
Vocabulary Tests
Fluency/Comprehension Tests
Book Summaries/Evaluations
Vocabulary Boxes
SCR
Book Talk Video Demonstration
SCR
Management of
Second Chance Reading
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Teacher Individual Work
Book Talks (records: wall chart, reading folder)
Vocabulary Testing
Oral Reading (diagnostic reading levels)
SCR
Suggested Sequence: Teaching
SCR to Students
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Library Organization and Use: Selecting a book and
recording it in reading folder
Independent Reading: Pair share
Numbered Heads Together; Vocabulary Cards;
Vocabulary Box
Think Aloud; Cooperative Comprehension
Readers Theater (fluency skills)
Individual Vocabulary Cards; Vocabulary Pairs;
Fluency Tests
Book Talks
SCR
Suggested Sequence: Teaching
SCR to Students (continued)

Stanford Diagnostic Reading Test
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–
Scheduled vocabulary test for one day
Comprehension test for another day during the
second week of school
SCR
Weekly Structure - Second Chance Reading
Monday
Tuesday
Wednesday
Thursday
Friday
Independent
Reading* (1520 minutes)
Read Aloud
(model
comprehension
strategies and
ask questions of
pairs) – (15-25
minutes)
Independent
Reading* (1520 minutes)
Independent
Reading* (1520 minutes)
Independent
Reading* (1520 minutes)
Pair Share*
with generic
questions (5-10
minutes)
Individual
Vocabulary
Cards* (10-15
minutes)
Vocabulary
Pairs*
Reading Skill
Lesson
(context clues,
fluency drills,
etc.) – (20
minutes)
Vocabulary
Pairs* (10-15
minutes)
Pair Share*
with generic
questions (5-10
minutes)
Vocabulary for
Read Aloud
(15-20
minutes)
Comprehension
Activity (Coop
Comprehension,
Dictated
Writing or
Inductive
Thinking, etc.) –
(20-35 minutes)
*Opportunity for teacher to work with individual students: Book talks, vocabulary tests, oral reading, etc.
Vocabulary
tests
[Bi-weekly
fluency tests]
SCR
Stanford Diagnostic Reading Test
Materials
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Student Booklets
Grade 6 & 7 – Purple Forms J & K
Grade 8+ – Brown Forms J & K
Answer Sheets (hand scorable)
Directions for administering (in packages of student
booklets
Norms Booklets (Fall and Spring)
Scoring Stencils for Forms J & K, Purple & Brown
SCR
Stanford Diagnostic Reading Test
Administration
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Vocabulary and Comprehension ONLY
Monitoring (follow ITBS/ITED)
Data Entry (web site)
SCR
Information on Jamestown Publishers
Timed Readings

In SCR we use the Jamestown Timed Reading
and the Timed Readings in Literature to check
fluency and comprehension every two weeks
SCR
“Second Chance” Agreements
Teachers
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–
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Name:
School:
Attend all “Second Chance” training sessions
Implement with fidelity
Collaborative planning and development
Data collection (including facilitation of data
collection by students)
Date:
District: ___________________
SCR
Second Chance Agreements
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Administrators
– Schedule common planning time for
teachers
– Commit financial resources for training,
classroom libraries, and other instructional
materials
– Assist with data collection
– Principals attend training with teachers
SCR
In addition to the 3 training days there
are 4 Follow-up Days, containing the
following:
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1 – Review, answer questions, develop, add
Round Table, share
2 – Begin Inductive Thinking, review, answer
questions, share and develop
3 – Continue Inductive Thinking, review,
answer questions, share and develop
4 – Graphic Organizers, review, develop,
answer questions and share
SCR
Any questions?
Contact:
Janet Stos at 563-344-6392
Or email at : [email protected]
Deadline for 2007-2008 SCR enrollment is:
May 15, 2007