Agenda:

1. High Schools That Work:A Framework for School Improvement Focus on Literacy Across the CurriculumFrank DuffinSchool Improvement SpecialistColumbia, SCFebruary 5, 2011

2. Agenda: • Welcome and Introductions • Please think about the following question: • What do you know about motivating students to read? (4 minutes)

3. Welcome and Introductions • Please think about the following question: • What Big Hairy Awesome Goal (B.H.A.G.) do you want to know about motivating students to read? (4 minutes)

4. Know—Want to Know—Learned KWL

5. Debriefing the KWL System: • KWL and motivation • Beginning, middle, and end structure • Motivates learners in the learning by having them identify what they want to learn • Invests teacher/facilitator in the learning by listening and responding to his or her audience • Involves these thinking skills: remembering, describing, understanding, analyzing, evaluating, synthesizing, reflecting, and creating.

6. Five school-wide goals will make a difference • Read 25 books—equivalent of 25 • Write weekly • Use reading and writing strategies • Write research papers • Teach all ELA classes as if gifted

7. Essential Questions: • As a team, briefly discuss which goal your school does the best and which goal you find most difficult (3 minutes). • Raise your hand when I call out the goal: • Best goal: • Most difficult goal:

8. The Six • Summarizing • Paraphrasing • Categorizing • Inferring • Predicting • Recognizing Academic/Technical Vocabulary

9. How do we know these are important? • Direct links to most items on ASSET/COMPASS reading placement tests. • Included in ACT • Consistently in state standards • Recognized by postsecondary faculty for importance • Linked to all content areas • Linked to careers

10. Summarizing • Only skill identified in both Reading Next and Writing Next as improving essential literacy skills • Essential in research and other expository writing

11. Paraphrasing • Reduces plagiarism—considered one of the biggest academic “crimes” • Show adaptation for audience and purpose—essential writing skills • Reflects a deeper understanding of material

12. Categorizing • Ability to group information into manageable chunks • Essential for study skills • Mandatory for problem analysis and solution—especially in workplace or laboratory • Only easy for naturalist intelligence—must be taught to others

13. Inferring • Reading “between the lines” • Encourages connection within a text, across texts and to other contexts • Shows that a reader “really gets it”

14. Predicting • Form of inferring • Requires support for prediction • Forward thinking based on backward knowledge • Required to solve non-routine problems in the real world

15. Using academic/technical vocabulary • Separates success for second-language students • Technical language (jargon) • Understanding roots and affixes

16. Essential Questions: • On page titled “Essential Reading Skills for All Students,” write down the strategies you use and the struggles you have had in addressing the skill (5 minutes to work alone).

17. Essential Questions: • At your table discuss what you wrote and identify, as a team, the most difficult skill and type your response (4 minutes to work as a team).

18. How Can We Help Students Improve Predicting Skills?

19. Anticipation Guide • Read the anticipation guide statements on your handout. • Rank how strongly you believe each is true on the left side. • Discuss with partner and revise, if appropriate, still on the left side. (4 minutes)

20. “Let the Students Do the Work” • Read the article titled “Let the Students Do the Work.” • Find information to support or refute the 5 statements. • Be an interactive reader! (4 minutes)

21. “Redefining Rigor” • Create 5 anticipation guide statements for the article “Redefining Rigor.” • Use both inferring and concrete statements. • Write down one statement per team and be prepared to report out (4 minutes).

22. Anticipation Guides • Set purpose for reading • Provoke lots of discussion • Require interactive reading • Ensure that students have “correct” notes • Which skill(s)?

23. Anticipation Guides: • As a team develop one sentence on how anticipation guides helped motivate you to read (2 minutes).

24. Story Impressions • Topic: Life in American Cities in the late 19th century • Write a paragraph using each of the words—in order. • Don’t worry if you don’t know exactly what each of the terms means.

25. Getting Ready for Another Story Impression • “Fin Whales’ Big Gulp” • Choose 10-15 important terms.

26. Story Impressions • Pre-reading • Teacher preparation • Stimulates interest and creativity • Taps prior knowledge • Identifies misconceptions • Connects to word walls or other vocabulary strategies

27. Homework • Identify a passage that would be appropriate for Story Impressions. • Identify 12-15 words/terms.

28. Story Impressions • Pre-reading • Teacher preparation • Stimulates interest and creativity • Taps prior knowledge • Identifies misconceptions • Can connect to word walls or other vocabulary strategies

29. Story Impressions: • As a team type up one sentence on how story impressions help students predict what they are going to be reading and motivate them to read. (2 minutes).

30. Essential Questions: • Which reading skills are essential for all students? • Which strategies motivate students to want to read and why are they motivational? • How do you use predicting as a strategy in your reading practice?

31. Literacy Across the Curriculum Understanding Academic and Technical Vocabulary

32. Essential Questions: • Why is it important for students to improve their academic and technical vocabulary? • What strategies most effectively help students improve their vocabulary and why are they most effective?

33. Standards Vocabulary Instruction Which vocabulary practices should we increase and which practices should we decrease?

34. Increase or Decrease • Time for reading • Use of varied, rich text • Looking up definitions as a single source of word knowledge • Assessments that ask students for single definitions • Opportunities for students to hear or use words in natural sentence contexts • Using context as a highly reliable tool for increasing comprehension • Finding the word or concept that will have the biggest impact on comprehension rather than “covering” many words superficially • Opportunities for inference

35. Multiple Levels of Understanding From Janet Allen’s Words, Words, Words.

36. Levels of Vocabulary

37. Vocabulary Process • Before Reading • During Reading • After Reading

38. Before Reading: List-Group-Label • List all of the words you can think of related to securities laws and conduct rules (major concept of the text). • Group the words that you have listed by looking for words that have something in common. • Once words are grouped, decide on a label for each group.

39. Standards List-Group-Label How does the List-Group-Label strategy help develop vocabulary understanding before reading? (Take 3 minutes as a team to discuss and record your team response)

40. During Reading: How well do I know these words? Directions: As I read the words listed below in the context of the story, you and your partner should decide if you know a meaning for the word that would fit the context. List the word and give your guess for the meaning of the word if you think or know that you know it under the appropriate column. Fraudulent, Markups, Interpositioning, Third Party From Janet Allen’s Words, Words, Words.

41. SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009 OPINION OF THE COMMISSION REGISTERED SECURITIES ASSOCIATION – REVIEW OF DISCIPLINARY PROCEEDINGS Violations of Securities Laws and Conduct Rules Unfair and FraudulentMarkupsInterpositioning Registered representatives of member firm of registered securities association fraudulently interposed a third party between their member firm and their customers and charged their customers undisclosed and fraudulently excessive markups. Held, association's findings of violations and sanctions are sustained.

42. During Reading: How well do I know these words? Directions: As I read the words listed below in the context of the story, you and your partner should decide if you know a meaning for the word that would fit the context. List the word and give your guess for the meaning of the word if you think or know that you know it under the appropriate column. Fraudulent, Markups, Interpositioning, Third Party From Janet Allen’s Words, Words, Words.

43. How Well Do I Know These Words How does the strategy “How Well Do I Know These Words” help during reading ?

44. Read Aloud • We’re going to use the same passage as we did with “How Well Do I Know These Words” strategy, but with a Read Aloud strategy.

45. Read Aloud Description: • The teacher reads aloud short articles, brief passages of interesting material, or successive installments of a story, biography, or high-interest book in her subject area • Individual students, pairs, or small groups may also read passages aloud How Does it Work? Choosing the Text: • Explore important issues, surprising facts or experiences, or fascinating, funny, or thought-provoking problems • The text must be well-written, in clear, vivid language • It must be read with expression If Students do the Reading: • Provide time for them to practice • Could use “Readers’ Theater” • Could read into a tape recorder From Harvey Daniels’ and Steven Zemelman’s Subjects Matter: Every Teacher’s Guide to Content-Area Reading.

46. SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009 OPINION OF THE COMMISSION REGISTERED SECURITIES ASSOCIATION – REVIEW OF DISCIPLINARY PROCEEDINGS Violations of Securities Laws and Conduct Rules Unfair and FraudulentMarkupsInterpositioning Registered representatives of member firm of registered securities association fraudulently interposed a third party between their member firm and their customers and charged their customers undisclosed and fraudulently excessive markups. Held, association's findings of violations and sanctions are sustained.

47. Read Aloud Guiding Question: What is the violation and why is it a violation? (Teams, record your thinking in writing. 1 minute.)

48. SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009 This case revolves around convertiblebondtrades that Applicants made at CIBC between August 2000 and January 2002. Convertible bonds, as with most bonds, provide a fixed return of principal. Unlike straight bonds, however, convertible bonds include a right to exchange the bonds for the common stock of the issuer at a predetermined price. The price of a convertible bond is thus directly related to the price of the underlying stock. The convertible bond price therefore tends to rise as the underlying stock price rises, and fall when the underlying stock price falls.6 http://www.sec.gov/litigation/opinions/2009/34-605 06.pdf

49. Read Aloud Guiding Question: What is a convertible bond trade and how is it related to the price of the underlying stock? (Teams, record your answer—2 minutes.)

50. How well do I know these words? Directions: As I read the words listed below in the context of the story, you and your partner should decide if you know a meaning for the word that would fit the context. List the word and give your guess for the meaning of the word if you think or know that you know it under the appropriate column. Fraudulent, Markups, Interpositioning, Bonds, Trades, Convertible Bond, Return, Fixed Return, Principal, Stocks, Straight Bonds, Common Stock, Underlying Stock From Janet Allen’s Words, Words, Words.