REGIONAL LITERACY TEAM January 7, 2010

1. REGIONAL LITERACY TEAMJanuary 7, 2010 • Welcome/Introductions/Norm • History/Controversial Issues Nonfiction Mentor Texts http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9159#toc III. Share Personal/Professional Read

2. Regional Literacy Team IV. Topic: Online Reading Test Process-for students www.watesting/com/online V. I CAN DO STANDARDS! -Review work done -next steps-Feb 4 revise • Learning from Informational Texts

3. Learning from Informational Texts! Overview of Books and Ideas Chris Crubaugh Regional Literacy Team January 7, 2010

4. Recipe for Informational Literacyby Linda Hoyt Measure 2 cups of curiosity Add I caring teacher Stir gently with interesting information Allow to steep in student-generated questions Blend in time to read and time to write Sprinkle generously with think alouds, reading strategies, and craft lessons for informational writing Add a dash of hands-on experience Mix thoroughly with small-group instruction and assessment Whisk in a rich mix of tools for gaining meaning Simmer in an atmosphere where information is celebrated all day Spread over a lifetime of reading and writing

5. Make It Real: Strategies for Success with Informational Text Hoyt • What information text have you read in the past 24 hrs?

6. How can we make it real? • As adults, 86% of what we read is informational • 50-85% of Standardized tests are based on Nonfiction • “We are learning about the real world, and learning how to read.” 1st gr. student • Are my students spending 50% of their time on info texts?

7. What works for you? • Improving reading comprehension with info texts • How have you engaged students?

8. Reading Don’t Fix No ChevysLiteracy in the Lives of Young MenSmith & Wilhelm • Music as text -cartoons -videos -TV shows -songs-memorize lyrics easily

9. Reading Don’t Fix No Chevys • Texts that are storied -story of slavery and how the person got through -not lists in books (no emotion) -action important “jump start my head”

10. Reading Don’t Fix No Chevys • Texts that are visual -visual or multimedia texts-movies, cartoons -important to use what they are using-like Youtube -websites, TV, comic strips, graphic novels

11. Reading Don’t Fix No Chevys • Texts that are exportable -easily exported into conversations -read front page to communicate with Dad -sports scores to be part of crowd -headlines, box scores, “cool parts” of movies and books

12. Reading Don’t Fix No Chevys • Texts that sustain engagement -serial books-more time to get to know the topic -rereading and rewatching brings familiarity -first reading, plot and pleasure-decoding meaning -second reading understanding-textual conventions

13. Reading Don’t Fix No Chevys • Texts that provide multiple perspectives -civil war controversy, both sides -just facts are boring, learning opinions is engaging -issues from all sides -chat rooms online about religion and different beliefs

14. Reading Don’t Fix No Chevys • Texts that are novel -need new, different or surprising -internet is up to date -Far Side and political cartoons with satire and irony

15. Reading Don’t Fix No Chevys • Texts that are edgy or subversive -push the edges of acceptable -Into the Wild -Kite Runner -Full House-controversial issues

16. Reading Don’t Fix No Chevys • Texts that have powerful ideas -powerful or positive ideas in musicals, plays, even quilts like the AIDS quilt -political, moral or life expanding • Texts that are funny -like to laugh-like at stupid sitcoms

17. Do I Really Have to Teach Reading? (6-12) Cris & Tovani • What virus does almost everyone carry? • Why not use real articles instead of textbooks? • SEVEN KEYS TO COMPREHENSION • I READ IT BUT I DON’T GET IT • Thinking strategies used by proficient readers p.5

18. Do I Really Have to Teach Reading? • Fix Up Strategies -have to teach students how to read at all levels -teach them how to remember to reuse information we ask them to read -create a reason for learning the information -Make connections -Meaning arrives because we are purposefully engaged in thinking while we read -inadvertently we water down content when we cover so much -have to keep focused on the instructional purpose -how will this improve my life

19. When Kids Can’t ReadWhat Teachers Can Do -Beers • Visual features key • Two page spreads w/all info • Beyond the book format-mags, guides, web, etc • Thin Bk-some readers prefer • High Interest Topics-looking for specific info that interests them • Vocabulary Development at Point of use-not in glossary • Wander Around Books-start & stop anywhere • Biographies-like true life stories • Appendix: bookmarks, lists of words, etc.

20. Reading Tools, Tips & Techniques J. Burke • Reminders: • Student response opportunities lists • P. 130 Textbooks-Questions to begin discussion lists • What’s the big idea, strategies, examples and graphic organizers

21. Strategies That Work Harvey & Goudvis • What are wonder questions? • Thick and Thin Questions • Question webs to expand thinking: Why was it called the underground RR-Civil War

22. Strategies That Work Harvey & Goudvis • Visualizing Nonfiction Text: making comparisons • To better understand size, space and time, length, distance • Illustrations , charts graphs, timelines • Creating Mental Images That Go Beyond Visualizing • Images from the senses-taste a meal

23. Strategies That Work Harvey & Goudvis • Inferring & Questioning to Understand Historical Concepts • Encounter picture book, Taino boy suspicious of Columbus and his men • The Nonfiction Connection • Most important info-highlighting • Gaining info & acquiring knowledge rather than discerning themes

24. Strategies That Work Harvey & Goudvis • *The Kobrin Letter • Quarterly publication that reviews nonfiction trade literature • Very little nonfiction in classrooms

25. Strategies That Work Harvey & Goudvis • P. 119 Nonfiction Matters-Harvey • Overviewing • Highlighting • Nonfiction features that signal importance: boldface, subtitles, etc • ***p. 121 Strategy lessons Ex: becoming familiar with the characteristics of Nonfiction Trade Books

26. Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer & Barton • 7 Common Ways to organize info • Chronological Sequence • Compare/Contrast • Concept/Definition • Description • Episode • Generlization • Process/cause-effect

27. Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer & Barton • Step by Step Mini lessons • 1-3rd grade process • P. 69 List of Reading Strategies for Information Text

28. Nonfiction Matters HarveyReading, Writing & Research Gr 3-8 • Book study? • Conditions for successful inquiry • Nurture Wonder • Mentors • Reading/Writing Connection • Dr. Gardner “….purpose of education is to enhance understanding.”

29. Nonfiction Matters • Follow an interest to its conclusion • Gradual release of responsibility • Based on Donald Graves work • Teachers share their passion • Research begins w/question • To write nonfiction, read nonfiction • Writers write about thing s they know • Writers need to own their topics and projects • Writers need opportunities to share their products • Nonfiction inquiry must be authentic • Putting it all together

30. Reading with Meaning Primary Grades D. Miller • P. 141 explicit teaching the difference between fiction and nonfiction • Modeling the differences • Noticing and Remembering when we learn something new • Conventions Notebooks • Locating Specific Information • P. 155 List of Bks for Determining Importance • P. 168 Evidence of Understanding Independence

31. Constructing Meaning:Kid Friendly Comprehension Strategies N. Boyles • Segment text into chunks • Monitor reading w/comp strategies • P. 85 strategies to be actively engaged in text before, during and after • Assessing student’s comp • Prompting Strategic Thinking • Rubrics for Assessing of integrated strategies • Comp Strategy activities-Blk line masters • Book lists for specific strategies

32. Make It Real: Strategies for Success with Informational Text -Hoyt • Informational texts “info texts” • Reading to learn information • Read to pursue our own questions-anyone right now?

33. Make It Real: Strategies for Success with Informational Text Hoyt • ***Most recommended**** • Through a New Lens: Informational Text at the Heart of Reading • Read Alouds: Celebrating Informational Text • Shared Reading: Big Books and Overheads on Deck • Independent Reading with Informational Texts: Making It Personal

34. Make It Real: Hoyt 5. Yes, They Can! Emergent Readers and Informational Texts 6. Supporting ELL: Building Content Knowledge and Language 7. Teaching Reading Skills with Informational Text • Where’s the Door? Finding a Path Through Informational Texts • Prereading Strategies: Building Understanding for Content and Vocabulary • Taking Time to Wonder: Questioning Strategies to Build Comprehension

35. Make It Real: Hoyt 11. Love Those Visuals: Photographs, Diagrams, and Learning to Love Captions • Text Features: It Isn’t Just the Words • Guided Reading with Informational Texts • Multilevel Theme Sets: Support for Differentiation Strategies • Literature Circles with Informational Text • Move Over Guided Reading: Reciprocal Teaching Comes Back

36. Make It Real: Hoyt • Write All About It • Modeled, Shared, and Interactive Writing of Informational Texts • Guided Writing with Nonfiction • Research Strategies • Investigations: These Are So Cool!

37. More ideas for learning • Night of the Notables-website • G.L.A.D.-Guided Language Acquisition Design • SDAIE Strategies-webite • English from the Roots Up • Words Their Way and Words Their Way for ELL • Info in Packet: strategies, tips, rubrics, booklists

38. Instructional Materials Center • Read, Write and Talk: Stephanie Harvey & Ann Goudvis-classroom lessons • Bridges to Independence: Guided Reading with Nonfiction-classroom lessons

39. OESD RLT Posted Documents • www.oesd.wednet.edu • Instructional Services-toolbar • Literacy • Regional Literacy Team-on left hand sidebar

40. ELEMENTARY AND SECONDARY COLLABORATION -Informational Text Curriculum and Instruction -Action Plan for sharing back @district -turn in textbook survey

41. Regional, State & National News • Dear Writing Movers and Shakers, • The Writing Assessment Office at OSPI is proud to announce the launch of our newly designed Web site.  Please visit us at http://www.k12.wa.us/Writing/default.aspx. • The site has been redesigned with you in mind: • ·        Streamlined look • ·        Sections broken down into narrower categories • ·        Materials you request the most directly linked from the home page • ·        A direct link to the State Report Card and prompt analysis data

42. Regional, State & National News • We value your feedback, so please feel free to let us know what you think. We will be adding new materials soon, including student exemplar writing samples and student samples for instruction, so please check back in the new year! • Nikki Elliott-Schuman • Writing Assessment Specialist • Office of Superintendent of Public Instruction

43. Regional, State & National News • Kathleen Rice • National Core Standards-1970ish • Racing to the Top-state consortium • Secondary Reading Project • School Improvement is Teachscape-Marzano

44. Regional, State & National News • Online Testing Secondary • North Thurston Power Standards Math-website • PTA Essay Contest-website

45. Paperwork Requirements • RLT Feedback • OESD Evaluation • Clock Hrs • Action Plan • Be sure to sign in!

46. Next Meeting February 4th • Dyslexia • Kathleen Rice • Say You Are One of Them