Strategic reading in the content areas train the trainer
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Strategic Reading in the Content Areas: Train the Trainer. Terri Sessoms International Center for Leadership in Education. Purpose. Call to Action Survival Tools and Framework Leadership Training for Leaders

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Strategic reading in the content areas train the trainer

Strategic Reading in the Content Areas: Train the Trainer

Terri Sessoms

International Center for Leadership in Education


Purpose

Purpose

Call to Action

Survival Tools and Framework

Leadership Training for Leaders

Assist education leaders to understand the need for placing greater emphasis on strategic reading instruction at middle and high school levels.


No child left behind

No Child Left Behind

  • Provide focus upon student progress across all groups of learners.


Desired outcomes

Desired Outcomes

  • Leaders will be empowered to initiate a vigorous instructional focus on strategic reading – the reading skills and strategies that promote information literacy across all subjects and functional areas as study skills, test taking, and literacy for the world beyond school.


Desired outcomes1

Desired Outcomes

  • Students will be empowered with the skill needed to succeed – the ability to process information effectively.

  • Changes in content area instruction will be reflected in strategies that will serve the vast majority of students by incorporating reading skills instruction across the curriculum.


Not our purpose

Not Our Purpose…

  • Not here to turn content teachers into full time reading teachers.

    • These comprehension strategies help students better understand your course content which leads to improved content achievement (EOC).


Research shows

Research Shows…

  • Research shows that if content teachers use these strategies 15-20 minutes (a couple of times each week) students increase reading levels and significantly improve performance on content area standardized testing.


Myths vs facts

Myths vs. Facts

  • Reading as a Homework Assignment = home visits

  • Blame

  • Partners and Cooperative Learning

    • Walk and Talk

    • Inside/Outside Circles

    • A/B Partners


What s the big deal about content area reading

What’s the Big Deal About Content Area Reading?

Trading Spaces…


Strategic reading in the content areas train the trainer

Multiple logistic regression was

used to examine the association

between depression screening

and the model variables

hypothesized to be predictive

of screening behavior. For this

analysis, all significant variables

from the bivariate analysis were

entered into the regression as

dichotomous variables.


Challenges to reading and information gathering in the content areas

Challenges to Reading and Information Gathering in the Content Areas:

  • Concept Density – more ideas and skills in less time

  • Specialized Vocabulary - unique and multiple meanings

  • Readability – higher than student skill levels

  • Length – longer and more comprehensive

  • Graphs/Charts/Maps – complex information

  • Non-Print Sources – online information


Characteristics of poor and successful readers

Poor Readers

Think understanding occurs from “getting the words right”.

Successful Readers

Understand that they must take responsibility for constructing meaning using prior knowledge.

Characteristics of Poor and Successful Readers:


Characteristics of poor and successful readers1

Poor Readers

Use strategies such as rote memorization, rehearsal, simple categorization (test and forget).

Successful Readers

Develop repertoire of reading strategies, organizational patterns, and genre.

Characteristics of Poor and Successful Readers:


Characteristics of poor and successful readers2

Poor Readers

Successful Readers

Think strategically, plan, monitor their

comprehension, and revise their strategies.

Characteristics of Poor and Successful Readers:


Characteristics of poor and successful readers3

Poor Readers

Successful Readers

They have strategies for what to do when they do not comprehend.

Characteristics of Poor and Successful Readers:


Characteristics of poor and successful readers4

Poor Readers

Have a relatively low self esteem.

Successful Readers

Have self confidence that they are effective learners.

Characteristics of Poor and Successful Readers:


Characteristics of poor and successful readers5

Poor Readers

Have a relatively low self esteem.

Successful Readers

See themselves as agents able to actualize their potential.

Characteristics of Poor and Successful Readers:


Today s schools do not directly these comprehension strategies and skills beyond the 6 th grade

Today’s schools DO NOT directly these comprehension strategies and skills beyond the6th Grade.


Reasons for raising reading requirements

Reasons for Raising Reading Requirements

  • Reading levels of college freshman text is often lower than workplace text levels.

    Test benchmarks/standards are too low for workplace entry level reading requirements (auto tech, administrative assistants,


Customer focus

Customer Focus

  • U.S. Dept. of Education states there are 2 types of reading All workers must be able to do:

    1. Comprehend reading materials related to daily core job responsibilities.

    2. Read occupational materials related to organizations, trade journals, etc.


Adult reading and literacy roles

Adult Reading and Literacy Roles

  • The 2002 National Assessment of Adult Literacy defines literacy as:

    using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.


Lexile chart w jobs pg 69 71 leading with reading

Lexile Chart w/ Jobs (pg. 69-71 Leading with Reading)

Average high school graduate is 1150L

JobReading Requirements

Surveyor 1370L

Draftsperson1480L

Farm Mechanic1010L

Farmer1210

Hotel Manager1230

Housekeeper 910L


Earning potential as relates to lexile levels

Earning Potential as Relates to Lexile Levels

  • Between 1000 and 1300L, each additional 150 of reading ability doubles the income expectations of the worker.

  • Do you want your children living at home with you? READ!

  • Students below 1000 will not succeed in the workplace.


Testing standards debate

Testing Standards Debate

  • Proficiency should not be based upon perceptions of what children can or cannot do, but upon the reading and information proficiencies demanded by the workplace.


Workplace expectations

Workplace Expectations

  • *Learning to Learn

  • *Listening and Oral Communication

  • *Competencies in Reading, Writing, and Computation

  • *Adaptability thru Creative Thinking and

    Problem Solving

    *Personal Management

    *Group Interpersonal Skills & Teamwork

    *Organizational Effectiveness & Leadership


What s the best way to improve reading performance research says

What’s the Best Way to Improve Reading Performance? Research Says…

Teach Reading through Content Areas

  • Students read rather than teacher lecture

  • Challenge all Readers (Even the Best)

    • Expose to new vocabulary

    • Expose to difficult syntax

    • Expose to challenging literary features

    • Monitor constantly (Reading Logs, class selections, etc.)


What works best in schools why can t the english teachers do it all

What Works Best in Schools? Why Can’t the English Teachers Do it All?

Marzano says…

  • Involve students in a program of wide reading that emphasizes vocabulary development.

    • Content Reading – Wide reading opportunities each day in different subject areas exposes student to many more words than basal reader or direct vocabulary list instruction (750 – 1500 words vs. 350 words per year).


Research on effects of poverty on learning

Research on Effects of Poverty on Learning…

  • Students from Poverty enter kindergarten with one half of the speaking and listening vocabulary that their other classmates bring to school.

  • Students from Poverty “don’t get out much” – background information and vocabulary.

  • By the time students from Poverty enter 9th grade, they have one fourth the vocabulary that their classmates have.


Content area terms vocabulary

Content Area Terms/Vocabulary

  • Provide direct instruction in vocabulary terms and phrases that are important to specific subject matter content.

    • Exposes student to content rich vocabulary which is directly taught ahead of time to build comprehension.

    • Exposure to integrated and application based vocabulary (higher levels than traditional text book vocabulary) which is directly taught as needed (mini lesson, glossary, dictionary, etc.).


Students read text all day everyday

Students Read Text All Day, Everyday

  • Not just for Reading and English teachers anymore.

  • Improved Content Achievement goes Hand in Hand with Reading Achievement.

  • At Risk students should be reading at or below level at least 3 times per day across content areas.


Which paradigm will get our kids where they need to be

Which paradigm will get our kids where they need to be?

  • We’re going the wrong way, but we’re making good time.

  • Change is good as long as it doesn’t affect me?

  • Kids Need to Be Working Harder Than We Do? (How are we spending the only instructional time we have with students?)


Successful strategies

Successful Strategies

  • Content Area Teachers Needed

    • Natural setting for informational reading

  • Successful Strategies Needed

    • Strategic Reading in the Content Areas: Boosting Achievement in Grades 7-12

  • Good Leadership Needed – YOU!


Writing improves reading and content comprehension

Writing Improves Reading and Content Comprehension

  • At Risk students should be writing about what they have read and learned at least 3 times per day (math, careers, science, social studies, etc.).

  • Strategies in Handbook are perfect for both reading and writing.


Most effective learning strategies mcrel

Most Effective Learning Strategies – McRel

  • Identifying Similarities and Differences

    • Classification, Categorization

  • Summarizing/Notetaking

  • Cooperative Learning

  • Graphic Organizers

  • Providing Appropriate Practice (Guided & Independent)

  • Setting Objectives and Providing Meaningful Feedback

  • Reinforcing Effort and Providing Recognition


Strategic reading in the content areas train the trainer

Learning Activity Retention

Amount

of Transfer

Teach Others/Use Learning

90%

Practice & Real Application

75%

50%

Discussion Group

30%

Demonstration

20%

Audio Visual

10%

Reading

Lecture

5%

William Glasser, The Quality School


Framework for lesson planning reading thru content areas

Framework for Lesson Planning (Reading thru Content Areas)

  • Before Reading

  • During Reading

  • After Reading


Before reading

Before Reading

  • Activating background knowledge

  • Investigating Text Structure

  • Setting a Purpose for Reading

  • Predicting text content

  • Reviewing and Clarifying Vocabulary


During reading

During Reading

  • Establishing the purpose for each part of the reading

  • Self-Monitoring

  • Visualizing

  • Summarizing

  • Confirming, rejecting predictions

  • Identifying and clarifying key ideas

  • Questioning self


After reading

After Reading

  • Assessing if purpose of reading was met

  • Paraphrasing important information

  • Identifying the main idea and details

  • Making comparisons

  • Connecting

  • Drawing conclusions

  • Summarizing

  • Analyzing


Connections to the strategies

Connections to the Strategies…

  • Discipline Applications

  • McRel Connections

  • Values for Students

  • Workplace Connections


Strategies from kit

Strategies from Kit

  • Affinity – pg. 111

  • Anticipation Guides –pg. 117

  • Fishbone – pg. 154

  • Cloze – pg. 122

  • Paraphrasing – pg. 184 (Text pg. 213)

  • Concept Definition Map – pg. 129

  • Cornell Graphic Organizer - 137

  • Minute Paper – pg. 173

  • RAFT – Pg. 201

  • Tips on Reading Specific Text – pg. 271-327

  • Glossary, References, Lexile Library – pg. 331-343


Generate examples of text for your content area

Generate Examples of Text for Your Content Area…

  • Take 5 minutes with your table and generate the different types of text your students can use to better understand the content you teach.

  • Examples: textbook, rules, steps/procedure

  • Appoint a reporter.

  • Share Out


Affinity diagram

Affinity Diagram

POST ITS - Work in silence. Use phrases or sentences to answer the question.

PLACE IN CATEGORIES - Work in silence. Group like “post its” together.

LABEL CATEGORIES - Talk as a team and use phrases to label the categories.


Teacher to teacher

Teacher to Teacher

  • Values of strategy

    • (Marzano and Glasser)

    • Increase ALT (Academic Learning Time)

  • Determine a piece of text and topic that you can use this strategy with next week.

  • Share out & Record


Trainer to trainer

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer1

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Trainer to trainer2

Trainer to Trainer

  • Use each strategy in your own classroom before you train to generate student products to share with the teachers you work with.

  • Share one or two new strategies each time within your own department. Have them try out and bring in their own student products to share at next training session.


Anticipation guide

Anticipation Guide

  • Identify concepts you want students to learn from the reading

  • Create 4-6 statements that support or challenge beliefs or experiences

  • Have students check whether they agree or disagree with each statement prior to reading the selection


Anticipation guides

Anticipation Guides

  • Have students explain their responses to each statement

  • Have students read the selection to find evidence that either supports or disconfirms each statement

  • Have students rewrite false statements to make them true (individually, partners, or whole group

  • Discuss what was learned from reading


Strategic reading in the content areas train the trainer

Text: Generalization or PrincipleEvery composite number can be written as a product of prime numbers

Anticipation Guide (D, A, NS)

___ 20 = 2 X 2 X 5 ____ 14 = 3 + 11

___39 = 3 X 13 ____154=2 X 7 X 11

___36 = 3 X 12


Math text statistics anticipation guide

Math Text: Statistics …Anticipation Guide

  • ___ There are several kinds of averages for a set of data.

  • ___ The mode is the middle # in the set of data.

  • ___ Range tells how far apart numbers are in a set of data.

  • ___Outliers are always ignored.

  • ___Averages are always ignored.


Anticipation guide for algebra

Anticipation Guide for Algebra

Chapter 1: Algebra

  • ____ An algebraic expression contains a variable, a number, and at least one operation symbol.

  • ____ Operations that “undo” each other are called inverse operations.

  • ____ The distance a number is from zero is it’s absolute value.

  • ____ The value of the variable that makes the equation true is called the inequality.

  • ____ To find the value of an expression is to evaluate it.


Anticipation guide for science

Anticipation Guide for Science

Read the following statements. Mark each statement as

A= Agree D= Disagree NS= Not Sure.

Key characteristics of the African Elephants

1. _________ The trunk is an elongated nose and is used only for breathing.

2. _________ Make African Elephants are known as bulls.

3. _________ Female African Elephants are known as Heifers.

4. _________ Elephants repeatedly teeth grow and can be replaced up to 6 times in a lifetime.

5. _________ The average tusk weight for a sixty year old is Elephant is 36 pounds for a male and 20 pounds for females.


Music of the middle ages

Music of the Middle Ages

Mark each: A=AgreeD=DisagreeNS=Not Sure

________ 1. An early form of musical notation uses symbols called neums.

________ 2. Organum is an early form of harmony with a very specific sound.

________ 3. Secular Music is music written for the Church.

________ 4. Very early forms of music, such as plainsong, were always written with a specific meter.

________ 5. Music for the Church used a triple meter because of its religious significance.


Agricultural terrorism

Agricultural Terrorism

  • ____ Bovine Encephalopathy is more commonly known as “e coli”.

  • ____The outbreak of Newcastle disease led to the destruction of millions of pigs

  • ____Homeland Security officials have partnered with Agricultural officials to combat bioterror attack on domestic agriculture.

  • ____Anticrop agents can spread quickly by the wind.


Trainer to trainer3

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer4

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Cloze directions

Cloze Directions

  • Read the cloze passage and see how many blanks you can fill in using prior knowledge.

  • Read the complete text passage silently and look for information that would fill in blanks.

  • Turn over the complete passage, read the cloze, and fill in/change blanks.

  • Compare the pre and post reading results.


Cloze math example

Cloze Math Example

  • The prime is a whole number with exactly two ______ ( _____).

  • _____ is the only even prime number.

  • Every whole number can be written as a ______ of _______.

  • A factor is a whole number that ______ exactly into a given _____ number.


Cloze complete passage

Cloze Complete Passage

  • The prime is a whole number with exactly two divisors (factors).

  • 2 is the only even prime number.

  • Every whole number can be written as a product of primes.

  • A factor is a whole number that divides exactly into a given whole number.


Strategic reading in the content areas train the trainer

Language Arts Cloze

Why Banks is Robbed in Texas


Strategic reading in the content areas train the trainer

Band Class Cloze

Shackelford Banks

(Tale of Wild Mustangs)

Wild_______________ have been found on the barrier ______________ of Georgia, the Carolinas, and Virginia since the early _______________ first visited the continent. Some of the horses _______________ to shore as a result of shipwrecks. Others perhaps got ______________ from or were abandoned by ___________________ moving inward.

These hardy animals have withstood ____________________, and other harsh conditions. In a few cases they have ____________________ the incursion of man.

In 1998, the horses on Shackelford Banks, an uninhabited _______________ in the Outer Banks of ____________ ___________, were going to bee moved elsewhere. However, many _______________ gathered enough support for the horses to _____________ on the island and be ______________. These Mustangs proudly remain and flourish to this day.


Strategic reading in the content areas train the trainer

HIV

Human _________virus causes HIV syndrome, which is a long term serious _____ infection. When HIV enters the body, the ________ system fights by producing special molecules called ________. Because this virus spreads quickly, the ______ system becomes __________ from fighting it.


Trainer to trainer5

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer6

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Word activities and cooperative learning

Word Activities and Cooperative Learning

  • Word Walls – Read My Mind

  • Semantic Webs and Word Sorts (Human, Table, Walls)

  • Partner Finds (Terms, Definitions, Examples)


Semantic web example for word wall extension of word sort

Semantic Web Example for Word Wall – Extension of Word Sort

Category

Term

Term

Term

Category

Term

Term

Term

Concept

Category

Term

Term

Term

Category

Term

Term

Term


Semantic web example for word wall extension of word sort1

Semantic Web Example for Word Wall – Extension of Word Sort

3-D Figures

2-D Figures

Square

Rectangle

Rhombus

Cone

Prism

Cube

Geometry

Measurement

Angles

Circumference

Radius

Volume

Right

Acute

Obtuse


Semantic web example for word wall extension of word sort2

Semantic Web Example for Word Wall – Extension of Word Sort

Magnets

Currents

Alternating-AC

Direct-DC

Attract

Repel

Rotational

North

South

Electric

Motors

Parts Inside a

2 Pole DC

Household

Toys

Refrigerator

Dishwasher

Armature – Rotor

Brushes

Axle

Field Magnet


Concept definition map

Concept Definition Map

  • Write the term “virus” (concept) in the center of your concept map.

  • Read the text about viruses (concept) to find information to fill in the parts of the concept map.

  • Compare your map with a partner’s map, use text to defend, and adjust as needed.

  • Debrief with class and then write a one paragraph definition of “virus”.


Strategic reading in the content areas train the trainer

What category is

it in?

What are its

properties?

Examples:

Virus

What is it different from?


Strategic reading in the content areas train the trainer

Category:

Number Concept

Fraction w/denominator of 100 (per 100)

Examples:

Discounts

Test Scores

InterestRates

Properties

Percents can be written in fraction or decimal form

Percents

Benchmark Percents:

10% 50%

25%

Comparisons:

Ratios

Fractions

Concept Definition Map

Percents


Strategic reading in the content areas train the trainer

What category is

it in?

What are its

properties?

Animals

Examples:

Tame

Dogs

Cats

Birds

They live in or

around our

homes.

Pets

We play with

them.

What is it different from?

Zoo Animals


Strategic reading in the content areas train the trainer

What category is

it in?

What are its

properties?

Examples:

Fuel

Injection

What is it different from?


Strategic reading in the content areas train the trainer

What category is

it in?

What are its

properties?

Examples:

Simple

Interest

Loans

What is it different from?


Strategic reading in the content areas train the trainer

What category is

it in?

What are its

properties?

Examples:

Freezing

Foods

What is it different from?


Strategic reading in the content areas train the trainer

What category is

it in?

What are its

properties?

Examples:

Excel

Spreadsheet

What is it different from?


Trainer to trainer7

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer8

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Minute paper

Minute Paper

  • What are the most significant points?

  • What are your unanswered questions?

  • What are your ah-ha’s?


Cornell graphic organizer

Cornell Graphic Organizer

  • With a partner or group, survey passage. (Title, subheadings, captions, pictures, first and last sentences)

  • Develop questions from the above and write in the first column.

  • Read passage and highlight details that will help answer questions.

  • When you finish reading, use information to answer questions (second column).


Cornell graphic organizer1

Cornell Graphic Organizer

  • As a group, discuss the details/answers you recorded in the second column and determine a main idea (What do all of these details have in common?) and write the main idea in the third column.

  • Use the self evaluation key and code your details and questions.

  • Prepare a group presentation for the class on your section of the reading passage.


Strategic reading in the content areas train the trainer

Sample Solution

Cornell Method Graphic Organizer ________________

Questions

Details

Main Idea

  • Self Assessment Key:

  • Check mark = I know this.

  • ? = I have a question about this.

  • = I need to review this more.


Cornell math text example

Cornell Math Text Example

What are Polygons?

A polygon is a simple, closed, plane figure made up of three or more line segments. There are no dangling parts. Some examples of a polygon are:

*rectangle

*triangle

*hexagon

*pentagon

*trapezoid


Trainer to trainer9

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer10

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Fishbone cause and effect

Fishbone – Cause and Effect

  • Read the text on your own, looking for details as they relate to the bones.

  • Fill in details on bones/categories as your read.

  • Work with a partner to compare your fishbones. Use text to defend and adjust details in each category.

  • Share your results with another set of partners.

  • When your foursome has agreed on the details, be ready to share with the class.


World war ii causes

World War II Causes

People

Government

Social,Legal, Ethical

World

War II

Economy

Key Events


Math example

Math Example

Essential Characteristics

Non Essential Characteristics

May be one to one

Has a domain and range

Real Life Uses

May be linear (has a straight

Line graph)

Set of ordered pairs with no 2 pairs

Having the same first element

Function

y < x

F(x) = 2x + 1

Perimeter of a

Rectangle with

a given area

y = lxl

Examples

Non Examples


Boat engine won t crank

Boat Engine Won’t Crank

Engine Parts

Tools

Service Feesl

Properly

Working

Engine

Troubleshooting Guide

Key Events


Trainer to trainer11

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer12

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Minute paper process

Minute Paper Process

  • Read selection silently.

  • Pass out half slips of paper.

  • Ask students to respond to the 3 questions and pass in as they leave.

  • Teacher reviews responses and uses responses to design tomorrow’s instruction to affirm correct points, reteach misconceived points, and to address unanswered questions.


Minute paper1

Minute Paper

  • What are the most significant points?

  • What are your unanswered questions?

  • What are your ah-ha’s?


Trainer to trainer13

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer14

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Paraphrasing

Paraphrasing

  • Write the subheading for the section in the first blank.

  • Read the section silently.

  • Close the book and write what you remember about that section.

  • Write your thoughts or connections about the section (prior knowledge, ah-ha, etc.)

  • Reread and see if your paraphrase was accurate. Adjust as needed.

  • Repeat the process until you have finished the text selection.


Strategic reading in the content areas train the trainer

Paragraph/Subheading:My Paraphrase:

My Thoughts:

Paragraph/Subheading:My Paraphrase:

My Thoughts:


Paraphrasing math text example

Paraphrasing Math Text Example

What are Polygons?

A polygon is a simple, closed, plane figure made up of three or more line segments. There are no dangling parts.

Examples of a polygon?

*rectangle*pentagon

*triangle*hexagon

*pentagon*trapezoid

Think??? Why Can’t a Cube be a Polygon?


Trainer to trainer15

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer16

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Raft role audience format topic

RAFT: Role-Audience-Format- Topic

  • Connect what you read with a real life profession. (Role)

  • Determine the best ways this person might pass along the information to another (audience).

  • Determine the most appropriate format (technical reports, memo, brochure, video, presentations, etc.).

  • Create final topic and present.


Math applications raft

Math Applications: RAFT

Newspapers, Magazines, Business Surveys:

  • Build a Dream Team (Research Athlete Stats for given sport)

  • Best Buys Teen Publication:

    • Clothing Discounts

    • Music

    • Movies

    • Cars (Financed or Not)


Concert review raft

Concert Review RAFT

Role: You are a Music Magazine Columnist

Audience: Readers of your Music Magazine who may or may not have heard the Butner-Stem Middle School Band Concert

Format: Write a concert review in the form of a magazine article.

Topic: Butner-Stem Middle School Bands’ performance.


I just kept on smiling

“I Just Kept on Smiling”


Raft examples

RAFT Examples

RoleAudienceFormatTopic

Repeating Set of RationalPetitionProve You

DecimalsNumbersBelong to this

Set

ChemistChemical CompanyInstructionsDangerousCombinations

Frontier Woman SelfDiaryHardships in

the West

Newspaper Readers in the 1870’sObituaryQualities of

ReporterGen. Custer


Raft examples1

RAFT Examples

RoleAudienceFormatTopic

MozartProspectiveJob Composer

EmployerInterview Qualities

JosephGeorge OrwellBook Response

StalinReviewto Animal

Farm

Square RootWhole NumberLove LetterExplain

Relationship


Ideas for student products

Ideas for Student Products

  • Design a brochure

  • Write an action plan

  • Develop a proposal

  • Design a flyer

  • Write an employee handbook section

  • Write a letter of recommendation

  • Prepare a multimedia presentation

  • Write a speech


Trainer to trainer17

Trainer to Trainer

  • Materials you will need:

  • Generate examples for people you will train:


Trainer to trainer18

Trainer to Trainer

  • Anticipate questions/responses:

  • Responses to these:


Application

Application

  • Affinity

  • Anticipation Guide

  • Cloze

  • Word Work Activities (Semantic Web, Word Wall, etc.)

  • Concept Definition Map

  • Cornell Graphic Organizer

  • Fishbone

  • Minute Paper

  • Paraphrasing

  • RAFT


Tiered learning to differentiate for ability levels

Tiered Learning to Differentiate for Ability Levels

  • Everyone do the Anticipation Guide to set purpose for reading content.

  • Low Ability Students complete Paraphrasing strategy

  • Average Ability Students Complete the Cloze

  • Above Average Students complete Concept Definition Map


Presentation tips

Presentation Tips…

  • Always use the strategy before you train others – you need real examples to share.

  • Never argue with a participant.

  • Learn to deflect and defer (OK to say “I don’t know”).

  • Never let a participant abuse others’ time.

  • Value the time participants spend with you.

  • Be real, practical, and patient.

  • Remember change is difficult even when it is good change – don’t take it personally.


How to handle difficult participants

How to Handle Difficult Participants

  • Validate when you can.

  • Ignore when you can’t.

  • Acknowledge person’s comment and move on (“Wow”, “Interesting”, “Hmmm”.)

  • Deflect comments to break time (“I’d like to talk with you more about this, see me at break time or after the training”).

  • Body Language.

  • Don’t take it personally!

  • Don’t beat dead horses – let your administrator handle.


Implementation model

Implementation Model

  • No more than 1 hour per session

  • No more than 2 new strategies at each session

  • Have participants try the 2 new strategies and bring student products to next session

  • Help participants identify text they can use with new strategies & provide materials

  • Can be done during dept. or faculty meetings


Logistics

Logistics

  • Dates for training sessions?

  • Support group for cadre?

  • Materials for trainers to use and provide for participants to use strategies?

  • CEU’s?


Tools for implementation constancy of purpose

Tools for ImplementationConstancy of Purpose

  • Plan out the sessions – Action Plan Sheet

    • Organize and Do.

  • Weekly Meetings – Planning Sheet

    • This isn’t going away!

  • Administrative Walk-thru Forms

    • What Gets Measured, Gets Done

  • This and That – Reflection Sheet for Creating Time and Buy In


Resources

Resources

  • PowerPoint and Handouts are available from district contact.

  • Strategic Reading in Content Areas Kit

    Materials, Directions, Examples, Blacklines

  • [email protected]

  • 919-963-2165


Close outs

Close Outs

  • This and That

    • I will do more of this…

    • I will do less of that…

  • Evaluations

  • Thank you!


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