1 Secondary Content Area Reading An introduction

2 Bell-Ringer Question: Think of a typical class of students in your school. What would your estimates be for the percentage of students who are solid in each of the following: Identifying the main idea of a piece of text and summarizing appropriatelyIdentifying the main idea of a piece of text and summarizing appropriately Understanding and using critical vocabulary for your contentUnderstanding and using critical vocabulary for your content Fluently reading multisyllabic words essential for meaningFluently reading multisyllabic words essential for meaning Accurately citing text evidenceAccurately citing text evidence Are unmotivated to read more than the minimum to get by in a classAre unmotivated to read more than the minimum to get by in a class Be ready to share out your percentages. Discussion

3 The Ideal Progression of Reading Elementary (K-3) – learn to read Secondary (4-12) – read to learn Unfortunately, some students have not learned to read well enough to be functional in your classes. Numbers in red reflect 2013 national percentages 2013 Michigan NAEP Results Below Basic BasicProficientAdvanced 4 th Grade36% (33)33% (33)24% (26)6% (8) 8 th Grade23% (23)45% (42)30% (31)3% (4)

4 Some Still Need to Learn to Read

5 Universal screening Data-based decision making and problem solving Continuous progress monitoring Focus on successful student outcomes Continuum of evidence-based interventions –A core curriculum is provided for all students –A modification of this core is arranged for students who are identified as nonresponsive –A specialized and intensive curriculum for students with intensive needs Focus on fidelity of implementation MTSS – Guiding Principles

6 The Ideal Progression of Reading Elementary (K-3) – learn to read Secondary (4-12) – read to learn Even if we get all students to a basic level of reading, we must be careful not to buy into the “inoculation fallacy” that suggests students who can read the words no longer need reading instruction.

7 College and Career Readiness (the need to learn to read to learn) College and Career Readiness (CCR) means: A high school graduate has the foundational and necessary to succeed in certification programs, and college courses, that provide preparation for careers leading to a wage, pathways to, and competitiveness in the economy core knowledge skills workforce training credit bearing academic without remediation, self-sustaining advancement global

8 Higher Education (the need to learn to read to learn) In , ? of first-year undergraduates reported enrolling in at least one remedial course (NCES Statistics in Brief, 2013) 20%

9 Higher Education (the need to learn to read to learn) Of Michigan’s 2014 High School Graduating Class, only ? have a decent shot at a B or C in a first-year social science class in college, compared to 44% nationally (based on the percent meeting the ACT Benchmark in Reading). 36%

10 Some students continue to struggle with knowing how to read. You will need to have structures and systems ready to build those skills. Many of your students need to be explicitly taught content area reading strategies in order to gain meaning from higher level texts. Bottom Line

11 Adolescent Literacy (4 th -12 th grade) –Emphasis is on “content area literacy” “the kind of reading skills students need to be able to “read to learn” in most content area classrooms” –Common Core State Standards (CCSS) provide the mandate for shared responsibility across all teachers for developing literacy skills Adolescent Literacy

12 Explicit and Systematic Instruction in: Essential Components of Reading for Adolescents (Murray, et al., 2010) Word Study Fluency Vocabulary Compre- hension Motivation

13 Read the first 5 paragraphs of the “Overview” of the IES Practice Guide “Improving Adolescent Literacy: …) pp.4-5. After you read this segment: Construct a 2-3 sentence summary of the authors’ main emphasis of this portion of the overview. Share with an elbow partner. Activity

14 Goal: To create an integrated Behavior and Reading MTSS framework that… implements with fidelity sustains over time utilizes data-based decision making at all levels impacts students outcomes Our Goal

15 Day One – School Leadership Team: Guiding Principles of MTSS The Compelling Why and A Vision of What Can Be Understanding the Essentials of Adolescent Literacy Functions of the Leadership Team Content Area Reading Strategies: Content Area Teachers: Installation: Establishing the Need Best Practices for Instruction Practices for Content Area Literacy and Academic Engagement Day Two – School Leadership Team: Developing an Implementation Plan Establishing the systems and structures to support initial Implementation Secondary Content Area Reading Sequence

16 Ensure sustainable systems and structures are in place to facilitate effective and efficient reading instruction for all levels of learners. Role of the Leadership Team

17 Support the overall development of literacy skills for all students through the use of reading strategies, routines, and data-based problem solving Role of the Content Area Teacher

18 On the staff training day, the following strategies will be trained and practiced: 1.Explicit Vocabulary Instruction 2.Summarization of Informational Text 3.Citing Text Evidence Content Area Teachers Day

19 Intended for all teachers Will provide background information on three high-yield Content Reading Strategies Will provide practice opportunities Content Area Reading Strategies Day

20 What Questions Do You Have?

21 On the sheet provided, complete the following statements: 1.I am excited about the upcoming emphasis on secondary reading because … 2.I am concerned about the upcoming emphasis on secondary reading because … Reflection

22 Biancarosa, G., & Snow, C. (2006). Reading next: A vision for action and research in middle and high school literacy. A report to Carnegie Corporation of New York (2 nd ed.). Washington, DC: Alliance for Excellent Education. Retrieved April 28, 2008 fromhttp:// National Institute for Literacy, National Institute for Child Health and Human Development, and United States Department of Education. (2006). What content-area teachers should know about adolescent literacy. Washington DC: Author. Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., Rivera, M. O., & Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. Recommended Resources

23 Reed, D., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. Guilford: New York. Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007), Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE # ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from Windram, H., Bollman, K., and Johnson, S. (2012). How RTI Works in Secondary Schools: Building a Framework for Success. Solution Tree: Bloomington, IN. Recommended Resources