Good Morning Riverview Gardens High School Ram Tough

Good Morning, Riverview Gardens High School Ram Tough Faculty

Cambourne’s Conditions for Learning Immersion Expectation Meaningful Responsi- use bility Engagement Response Approximation Cambourne, Brian. 1988. The Whole Story: Natural Learning & the Acquisition of Literacy in the Classroom. Auckland, NZ: Demonstration

Gradual-Release-of-Responsibility Model P. David Pearson & M. C. Gallagher, 1983. The Instruction of Reading Comprehension. Contemporary Educational Psychology. 8, 317 -344 Demonstration Modeling Directinstruction Teacher (I do) Guided Practice Independent Practice & Assisted Application Teacher-to-Student-to-Student (We do) Application Student (You do)

The Gradual-release-of-responsibility Instructional Model Teacher-directed Instruction Whole Class Peer-supported Learning Small Group Self-directed Learning Independent Notice the gradual release of responsibility from teacher to student. This instructional model requires that whatever we want students to know, we must first model what it looks like, provide time for students’ guided practice so they achieve literate independence. P. David Pearson & & M. S. Gallagher, 1983. The Instruction of Reading Comprehension. Contemporary Educational Psychology, 8, 317 -344

What nonfiction have you read lately? A B C D E F G H I J K L M N O P Q R S T U V W X Y-Z

All Texts Aren’t Equal Narrative entertain tell a story reveal a “truth” Expository inform explain add to reader’s knowledge of subject Functional show reader how to do something or get somewhere plot structure peginning-middle-end literary elements prose or poetry chapters/titles stylistic illustrations visuals (drawings, graphs, charts, diagrams) maps, timelines headings/subhjeadings sidebars glossary/appendix/table of contents/index insets lists sequence words numbered items arrows instructions/procedures directional indicators degree words

• • Content/Specialized Vocabulary Text Features Text Structures Monitoring Understanding Previewing Text Activating Background Knowledge Questioning Noting, Organizing, and Retrieving Information Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning

Strategy Skill A strategy. . . • • is conscious use, shows “how to, ” transfers to other contexts, & transfers to other contents. develo ped by * Modeled lesson * Shared & guided practice * Independent use A skill is. . . • • • unconscious use, obtained when a strategy becomes automatic, & “a strategy gone underground. ” reinforced through • Independent use • Motivated problem-solving Revisit stages to facilitate transfer • Diverse applications

© Dr. Janet Allen Planning for Strategy Instruction Introduction • Find the “hook” for the concept. • Specify or define what students will learn. • Identify the language that needs to be taught. Guided Practice & Independent Learning *Determine attributes of the lesson or concept. *Choose a resource where students can practice the modeled lesson. *Choose a graphic organizer to support learning. Modeled Lesson • What is your teaching purpose? • What resource(s) will you use? • How will you “think aloud” the process? Closure *Revisit steps in the strategy. *Chart or record in academic journals *Plan for transfer to another text

Planning for Strategy Instruction Introduction Guided Practice & Independent Learning Modeled Lesson Closure © Dr. Janet Allen

I’m teaching students how to _______ (strategy) in order to ___________ (teaching purpose/learning goal) by using ___________. (context, scaffold) I’ll know they’ve got it when ____. (assessment) © Dr. Janet Allen

Name: ___________________ Date: _______ Deadly Invaders Lesson Guide B Power Strategy Lesson: Questioning Marburg Collage continued What details do you notice in the pictures? ______________________________________________ Based on the details, what questions do you have? ______________________________________________ © 2012 by Triumph Learning. For instructions, go to page 24 of the Core Text Teacher Guide.

Deadly Invaders WONDER WORKS! Lesson Guide B Power Strategy Lesson: Questioning Question Answer & Page New Question Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning Answer & Page

Exit Slip 1. How can questioning help you during Independent Reading? 2. How can questioning help you when reading your content area texts?

Sneak Peek Chapter Titles & Subtitles Pictures Fact Boxes Maps Background Knowledge Introduction Uganda Sri Lanka Afghanistan Bosnia Sudan Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning My Predictions

Exit Slip 1. Name one prediction you made that proved to be accurate. 2. Name one prediction you made that required revision or refinement. How did you refine your prediction?

& a little Vocabulary & Questioning Activating (or Building) Background Knowledge

Principles for Building Background Knowledge Bimodal Packets bully Enhancing Permanent Memory • Multiple exposures to information • Deep processing (add details) • Elaboration (make associations) informant Multidimensional & Value is Contextual bystander logogens imagens Background Knowledge Manifested by Vocabulary Knowledge Virtual Experiences Enhance Background Knowledge *Reading *Educational TV viewing *Talking/listening to others Surface-level Background Knowledge is Useful Never Heard of It Words are the ticket in To larger understanding Understand Key Elements Heard of It & Know Something about It Know It from Experience word sort Marzano, Robert. Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD, 2004.

Facts & Questions Ladder Bonobo is one of the great apes. Bonobos share 98. 7% of human DNA, more than any other mammal. Bonobos have learned how to communicate using American Sign Language. Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers

Admit Slip 3. List three words you think of when you look at this picture. 2. Write two ideas you have based on the picture and your words. If possible, use your words as you write your ideas. a. I think. . . b. I think. . . 1. Write one question you have. Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers

Wordstorming to Anticipate Content C–D E – F G – H I – J K – L M–N O – P Q – R S–T U – V WXYZ A – B Content Prediction: Questions Article should Answer: Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers

Brain Quest: BKWLQ Brain knowledge before quest: Knowledge we now have: What surprised us? What we’ve learned: Words we’ve learned: Questions we have: Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers

Content & Specialized Vocabulary

Four Components of a Comprehensive Vocabulary Program Fostering Word Consciousness Teaching Individual Words Word study Build excitement around language in general and words specifically. • Experience the rhythm of language as developed through words. • Understanding degrees of meaning and word choice. • Word Walls, Personal Dictionary, Word Sort Multiple-meaning words Homonyms, synonyms Frequent/extensive/varied Teaching Strategies for Learning Opportunities for Independent Words Independently Reading Context clues Structural analysis Next Slide, Please Linear arrays Conceptual vocabulary Baumann, J. F. Keme’eneu, E. J. (eds). 2004. Vocabulary Instruction: Research to Practice. NY: Guilford Press

unfair is not inclusive Example Nonexample is not is prejudice bias, exclusive is Example Nonexample On the Same Page 256

Word Questioning I think this word means. . . example s aly an comprehension Are there parts of the word I recognize? It is. . . is Target word in Context When, where, and under what conditions might I find this word? Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers nonexample It is not. . . sis What makes this an important word? he ev nt sy on ati u l a knowledge application How does this word fit with other words and concepts I know?

The Stunning Science of Everything Vocabutoons (Burchers, 1997) Directions: Create a cartoon about one of the vocabulary words below. Each cartoon should include the following: 1. The vocabulary word, 2. The definition of the word, 3. A rhyming word or phrase 4. A funny or interesting sentence that uses the word. 5. A cartoon picture that illustrates the sentence. atom genus proton element species energy quarks habitat cell pupa larva virus

Alike but Different What We Have in Common How I’ll Remember Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers

1. Integration 2. Repetition 3. Meaningful use

Previewing Text & Text Features Noting, Organizing & Retrieving Info

Textbook Activity Guide (TAG)

The Fast Track: The Importance of Previewing Text Directions: When reading nonfiction, it is extremely important to preview the text. The more information you have when you start, the more likely you are to remember the most important parts of what you read. There are lots of ways to preview a text. See what you can determine from reading this book on the fast track. 1. Look at the cover. Make a prediction about the book based on what you see. 2. Based on this cover, do you think you will like this book? Why or why not? 3. There are four chapters in this book. List the chapter titles below. __________________________________ 4. Based on these chapter titles, write three statements that relate to your predictions for what you will learn about Phineas Gage in this book.

The Fast Track: The Importance of Previewing Text continued 5. Take a picture walk by glancing at the visuals in this book. There a lot of photographs, , diagrams, charts and maps. Write three fast facts you learned from your picture walk. 6. Vocabulary can be challenging in some nonfiction books. Skim the captions that go with the visuals and look at the glossary. Complete the following sentences: I think the vocabulary in this book will be ____________. The words seem to be related to ________________. I think I’ll find the language in this book challenging because ______. Strategies I’ll use to make the vocabulary easier to read and remember are_____. 7. The Index can give you a quick sense of the some of the topics you will read about in a nonfiction book. What assumptions can you make about this book based on the index? 8. Based on conclusions from your fast track, draw an image of what you think this book will contain. You will revisit this after you read the book to make changes based on new information. B. Davey, Using Textbook Activity Guides to Help Students Learn from Textbooks. Journal of Reading 29. 489 -494

Janet’s 5 -finger Rule Write down all of the subheadings. Do a picture walk. Read the 1 st paragraph. Write down all of the headings. Read the last paragraph. © Dr. Janet Allen

Text Structures

Organizing Ideas: A Writer’s Gift to Readers Text Structure Sample from the Text Cue Words & Supports for Readers Sequence/chronology Dr. Harlow’s treatment of Phineas’ wound then, finally. . . The use of sequence helped me visualize the process Compare/contrast Cause/effect Problem/solution Question/answer Description Combination Plugged-in to Nonfiction by Dr. Janet Allen. Triumph Learning

Monitoring Understanding

Learning through Inquiry Origin of Information/ Who is the source? What are the facts? What are the opinions of this person? This makes me wonder. . . More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers

Expert Groups I/We’re Experts On ________ Front of Card Notes: Back of Card Illustration: N My thoughts/Connections: Important Dates, Names, Words: Important Points for Presentation: Sources/Citations: More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers

RAFT Writing Role Audience water droplet Format persuasive narrative about the water cycle residents of my neighborhood Topic Encourage more eco-friendly and efficient water usage Tools for Teaching Content Literacy by Dr. Janet Allen. © 2006. Stenhouse Publishers

Assessing the Reading-Writing Connection What’s working in this piece of writing? What’s not working? What’s most getting in the way for the reader? Plugged-in to Reading by Dr. Janet Allen. Triumph Learning Plan of action for the writer:

Note-taking, Organizing, & Retrieving Information

EXPLORE Example Purpose Language Organization Relate Evaluate More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers

Triple-entry Journal Significant to me. . . (text, visuals, layout, features) Made me wonder/think about. . . (questions, responses, reflections, connections, commentary) After more reading & discussion, I now think. . . More Tools for Teaching Content Literacy by Dr. Janet Allen. © 2008. Stenhouse Publishers.

Book Pass • • Each student has a book in front of them. First, fill out the Title and Author columns. Now, preview the text. Write comments in the space provided. Do you want to read this book? • Rank or rate the book based on your interest in reading it. • After 2 – 3 minutes, everyone will pass their book. • Continue until everyone has viewed all of the books.

Book Pass Title Author Comments/Ranking

Cross-Content Concept Ladder concept What does it look like in the arts? What does it look like in P. E. ? What does it look like in math? What does it look like in science? What does it look like in Social Studies/History? What does it look like in language arts?

Content-specific Concept Ladder Purpose for teaching Crosscontent concept Content-specific concept Content-area Applications Tools for teaching concept Assessment/Demonstration of leaning Cross-content connections

Developing Effective Practices in _________. INCREASE DECREASE

What does it take to beat the odds? Skills Instruction Test Preparation Connecting Learning Typical Beating the Odds Instruction is dominated by a single approach. Skills instruction is separated, simulated & integrated. Test prep is taught separately from on-going learning. Test prep is integrated into curriculum & instruction. Knowledge & skills are taught as isolated episodes of learning. Connections are made across grades, classes, texts, life and other lessons. Enabling Strategies There is no overt teaching of strategies. There is explicit teaching of strategies learners can use to plan, organize, complete and reflect on learning. Conceptions of Learning is completed when goal is met, and teacher moves to new activity. Learning is extended beyond the standard and learning goal to deeper understanding. Individual or group work does not involve rich discussion or problem solving. Instruction is organized for students to participate in collaborative, cooperative learning for deeper understanding of content. Classroom Organization Judith A. Langer. (2000). Beating the Odds: Teaching Middle and High School Students to Read and Write Well. American Education Research Journal, 38(4) 837 -880, Winter 2001.