High Leverage Targeted Reading Strategies that Work NISD ENGAGE Thursday, August 11, 2016 Presented by: Brittnie Bragg Secondary ELA Curriculum Coordinator

Learning Targets I can show my understanding of High Leverage Targeted Reading Strategies that work with any grade level and any content area. In order to be able to do this, I must learn and understand what Close Reading is, how it is defined, and why it benefits all students, in all content areas, at all grade levels, and allows students to think about and understand any type of text at much deeper levels the critical role that academic vocabulary plays in strengthening student understanding and comprehension of complex text how Socratic Seminars and Socratic Questioning can allow students to gain a deeper understanding of a text I will show I can do this by demonstrating my learning through participating in a scaffolded simulation of a Close Reading creating visuals, graphic organizers, and games that allow students to build upon their academic vocabulary take part in a mini-Socratic Discussion/ Seminar writing a written reflection of my learning

Reading Strategies That Work/ Don’t Work What are some reading strategies that you have found to work best for you and your students? What reading strategies have you found to not be as successful?

Quick Assessment of Prior Knowledge of Close Reading Hold up 1, 2, or 3 fingers showing your level of comfort of Close Reading. 1= “I know little to nothing about Close Reading.” 2= “I know some, and have had some experience/ training in Close Reading.” 3 = “I’m an expert. I’ve taught it, have used it with my students, and I could easily be teaching it to this group right now.” Quick Share Out- What do you know about Close Reading?

What Exactly is Close Reading? It’s a careful and purposeful reading and re-reading of a text. This text can take on many different forms of non-fiction such as a speech, or an article as well as literary components such as a poem, drama, short story, an excerpt from a novel, songs, art, etc…- works with all content areas! Occurs when a reader independently stops at moments in a text, to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings. It’s an intensive analysis and encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us. Students must re-read the text because they will have to respond to text dependent questions that require that they go back into the text and search for answers. Source: Rigorous Reading: 5 Access Points for Comprehending Complex Texts by Nancy Frey and Dr. Douglas Fisher pp. 43-72

Why Close Reading? When we have students really read carefully, they pay attention to the words, the ideas, the structure, the flow, and the purpose of that text. This allows them to be ready to answer more complex questions that require that they really think about what the author said, and compare that with what they know, what they believe, and what they think. Source: Rigorous Reading: 5 Access Points for Comprehending Complex Texts by Nancy Frey and Dr. Douglas Fisher pp. 43-72

What Occurs During the 1st Reading of the Text? A first reading is about figuring out what a text says; it is purely an issue of reading comprehension. An added layer can be added to this step that involves “diffusing” some unknown vocabulary words used in context with the text. “Diffusing” means replacing unfamiliar words with synonyms or definitions to make the meaning more clear. If a student is reading a story, they should be able to easily retell the plot; if someone is reading a science, social studies, or math chapter or article, they should be able to answer questions about the key ideas and details about the text. Source: Timothy Shanahan: Distinguished Professor of Education at the University of Illinois at Chicago and Founding Director of the Center for Literacy and Chairman of the Department of Curriculum and Instruction, and past president of International Reading Association

Let’s Experience a 1st Read You’ve just received/ read a short article from Educational Leadership, titled: Get All Students to Speak Up. Read through the article independently, on your own. As you read, you are going to be “diffusing” any unknown words, or phrases used in context with the text. “Diffusing” means replacing unfamiliar words, or phrases with synonyms or definitions of what you think the unknown word might mean based on the context that it is used in. When you come to a word, or phrase, that is unfamiliar to you, underline it, and in the margin, write what you think the word might mean, and the evidence of why this word might mean what you think it does. (This process of writing your thinking in the margins is also called “annotation”.)

Let’s Experience a 1st Read (continued) You may also look for repetition of words and underline them, as well as words that may be the same, but might mean something different depending on the content. Ex. “table” (math or science- looking at the table of data; ELA- table of contents; SS- “The president tables a discussion regarding the military.”) After diffusing the text, write “Key Idea#1”on the upper left hand side of the paper, and underline the text evidence that proves your thinking. Write “Key Idea #2” on the upper right hand side of the paper, and underline the text evidence that proves your thinking. Be ready to share out with the large group.

What Occurs During the 2nd Reading of a Text? Focuses on figuring out how this text worked. How did the author organize it? What literary devices were used, and how effective were they? What was the quality of the evidence presented? If data were presented, how was that done? Why did the author choose this word or that word? Was the meaning of a key term consistent, or did it change across the text? For this second reading, many times the teacher will read it aloud, since the student has already read it independently the first time, and circles words, and or phrases (other than the underlined words) that they do not know or that they feel might be important to the meaning of the passage. Source: Timothy Shanahan: Distinguished Professor of Education at the University of Illinois at Chicago and Founding Director of the Center for Literacy and Chairman of the Department of Curriculum and Instruction, and past president of International Reading Association

Let’s Experience a 2nd Read I will read you the text the 2nd time through. As I read, be listening for/ looking for/ annotating/ marking your evidence of the following questions… 1. Who did the author intend to make his primary targeted audience? How do you know this? (Underline/ Highlight the Evidence?) 2. What was the author’s purpose of writing this article? (Underline/ Highlight the Evidence?) 3. How did the author organize this article? How did the organization contribute to the overall effectiveness of the article? (Evidence?) 4. Any other “A-Ha’s” that you find yourself thinking about while listening to this article. * Be ready to share out a couple of your findings with the large group.

What Occurs During a 3rd Reading? The reader goes even deeper than with the first two readings, asking themselves… What does this text really mean in the grand scheme of things? What’s the “So What?” of the piece of text? What was the author’s point? What does this text have to say to me about my life, or my world? How does this text connect to other texts I know? Students will highlight their text evidence that supports their answer. Source: Timothy Shanahan: Distinguished Professor of Education at the University of Illinois at Chicago and Founding Director of the Center for Literacy and Chairman of the Department of Curriculum and Instruction, and past president of International Reading Association

Let’s Experience a 3rd/ Final Read Read the article to yourself one final time. After you read, answer the following on the back of this article… 1. Write a “So What?” statement about the entire article. (In the grand scheme of things, what does this article really mean/ is trying to teach us?) 2. What does this text have to say to me about my life and my world? (“Text to Self” and “Text to World” connection.) 3. How does this text connect to other texts I know, or have read? (“Text to Text” connection.)

The Power of Academic Vocabulary What vocabulary strategies have you used that you’ve found to be successful? Not successful?

Creating Visuals utilizing Divided Circle Maps/ Frayer models Games- make it FUN and Challenging!!

Let’s Create Take a word that you diffused in our Close Reading article. Create either a Divided Circle Map, or a Frayer Model with your chosen word Let’s Share our Creations!!!

Welcome to the $25,000 Pyramid Show!!!!! Let’s give it a try!!! Academic Vocabulary is a huge focus for both our advanced as well as our struggling and ELL learners Sophisticated word choice can help students move to from being considered a “proficient” writer to an “advanced” writer on STAAR and AP and beyond Frontloading academic vocabulary for ELL students can help reinforce reading comprehension and when paired with a word wall, can help reinforce their writing proficiency

Michael Phelps Rio Star Spangled Banner USA Gold Medal Olympics 200 points Olympics 100 points 100 points Michael Phelps Rio 50 points 50 points 50 points Star Spangled Banner USA Gold Medal

Learning Targets TEKS Close Reading Academic Vocacbulary Frayer Model 200 points Close Reading 100 points 100 points Academic Vocacbulary Frayer Model Think of your specific grade level… In what ways could you see yourself utilizing this strategy? 50 points 50 points 50 points Learning Targets Workshop Model TEKS

The Power of Socratic Seminar Dates back to Socrates answering student questions with another question An excellent way to hold students accountable for deep comprehension of the text Select an article/ piece of text that can be read ahead of time by all students Create both an inside and outside circle with your students Inside circle has opportunity to respond and then students switch out Outside circle can be making notes of new knowledge gained Students must always refer to the text in their response citing text evidence Open-Ended/ High Level Questions work best Teacher Generated Questions as well as Student Generated Questions What kind of questions could be generated from our Close Reading article? Rubrics for scoring

Reflecting on My New Learning Grab a post it and complete the following sentence stem… A reading strategy I am going to challenge myself to implement this year is _____________ because I know it will benefit my students by ________________________.

Questions??? and Thank You!!! Thank you for your time today! If you have any questions, please feel free to contact me at… bbragg@nisdtx.org Happy Reading and have a great year!!!!!!