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Data Collection Administrators Teachers Credit (All of the above Plus) Dropout LRE ITEDS Survey Teachers Track 3-4 students Track # & type of Content Reading Strategies Credit (All of the above Plus) Chart # of Variations of Co-Teaching Models

6 Models of Co-teaching One Teach,One Observe Station Teaching Parallel Teaching Alternative Teaching Teaming One Teach, One Drift Show the “Power of Two” section on the models here

Know Your Partner What are the three most important beliefs you have about students? What are the three most important beliefs you have about the role of teachers? What are the three most important beliefs you have about learning? Share out in large group for some of the groups after this time period.

5 Big Ideas in Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension

The Cueing System for Reading Semantics-Meaning Syntax -Grammar Grapho-Phonics Letters & Sounds

“Ultimately, we want teachers in all content areas to understand that teaching reading in their discipline is teaching the content; that the text and ways of talking about and interpreting the text are at the heart of their discipline” -Cynthia Greenleaf

“The man who does not read good books has no advantage over the man who cannot read them.” -Mark Twain

“Students who read little are the majority of our students “Students who read little are the majority of our students. The amount of book reading done outside of the school day by average readers (50th percentile) was 4.6 minutes per day in 6th grade.” - Paul Wilson 1992

“Nearly 50% of 9, 13, and 15 year olds read 10 or less pages per day both in and out of school. (This includes homework)” -Nat’l Center on Educational Statistics 1997 “In 4th grade 45.7% of students reported reading something for pleasure every day. By the time students were in the 12th grade, only 24.4 % reported reading pleasure reading daily” -National Reading Report Card

“In 6th grade the top 3 readers will read more words than the lowest 3 reads will read in 46 years!” -Stanovich 1986

Literate high school grads need to know at least 60,000 words Literate high school grads need to know at least 60,000 words. The average student enters school with only 5,000; they need to learn about 4,000 words per year or 70 words per week. The best strategy for learning this number is to read a large amount of narrative and informational text (23-35 books a year; one million to one and a half million words of text from first grade on)

Reading experts say that 14 exposures are needed to learn a vocabulary word, BUT you can master it with only 9 exposures in context that is meaningful. Providing students with those meaningful contexts becomes our goal, if we are to increase student’s vocabulary.

Strategies need to be tried on just like we try on clothes.

Content Area Literacy Content Area Literacy includes the use of reading, writing, talking, listening and viewing to learn subject matter in any given discipline. - Vacca 2004

Effective Comprehension Instruction Strategies integrated into subject matter learning improves comprehension Vocabulary knowledge is strongly related to comprehension Explicit instruction is needed to benefit students use of strategies

Comprehension Strategies Before Reading During Reading After Reading

Text Preview Have each team go through the text that they brought and do a walk through to determine what it is they want students to know about their text.

Content Vocabulary Content Vocabulary is tied to major concepts. - e.g. “spinnerets Content Vocabulary is rarely associated with familiar concepts. -e.g. “trudged” vs. xenophobia Content area words are often related to each other. -e.g. aorta,ventricle

Role of Direct Instruction Average students may need 6-14 exposures to learn new words. -Marzano 2001 Moats 1998 Students with learning disabilities may need up to 40 exposures. If students receive direct instruction on the critical words needed to understand a concept, students score 33% higher than students do who received no direct instruction. -Marzano 2001

Vocabulary Strategies Frayer Model Four Square SAW Semantic Feature Analysis

Lunch 11:30 Return 12:28 Start Afternoon 12:30

Locks to Learning Input Affective Information Processing/Retention Attention Perception Sequencing Discrimination Affective Frustration Motivation Information Processing/Retention Confusion Organization Reasoning Memory Metacognition Output Persistence Production

Keys that Unlock Doors to Learning Text Preview Anticipation Guide Preteaching Vocabulary KWL Semantic Grid Semantic Map

Text Preview Organization Confusion Page 65

Anticipation Guide Motivation is increased Attention is heightened Discrimination Memory is enhanced Page 122

Preteaching Vocabulary – Fryer Model Confusion Frustration Completion Page 101

KWL Motivation Attention Perception Discrimination Confuse Memory Page 127

Semantic Grid Perception Discrimination Memory Organization Attention Frustration Page 31

Semantic Mapping Motivation Attention Discrimination Organization Page 169

K-W-L Strategy What do I/we already Know? What do I/we Want to learn? What did I/we Learn?

K-W-L Variations K-W-L-Where did I learn this? K-W-L-How did I learn this? K-W-L-A What additions can I make to the info from the text? K-W-L-What else do I want to know? K-W-L-Plus What categories can I make of my learning? Then write about it. K-W-L-S What strategies did I use for this?

Anticipation Guides Used before reading Used to engage prior knowledge Used to engage critical thinking in students Used to have student reflect on their learning Usually has no more than 3-8 statements Avoid fact questions unless they are very relevant to the learning

Reading in the Mathematics Classroom

Reading Requirements for Mathematics Text Research has shown that mathematics texts contain more concepts per sentence and paragraph than any other type of text. The text can contain words as well as numeric and non-numeric symbols to decode. The page layout has the eye travel in different patterns than the traditional left-to-right one of most reading.

Reading Requirements May be graphics that must be understood for the text to make sense. Mathematics texts include a variety of sidebars containing prose and pictures both related and unrelated to the main topic. Key ideas in a mathematics problem often comes at the end of the paragraph in the form of a question.

Same Words, Different Languages Many mathematical terms have different meanings in everyday use. Mathematical statements and questions understood differently when made in non-mathematical context. Students must be taught that the language we read and speak in math class is a technical jargon.

Small Words, Big Differences The words of and off cause a lot of confusion in solving percent problems The word a can mean any in mathematics. Helping students distinguish the mathematical usage of “small” words can significantly improve mathematics computation.

Strategic Reading Before Reading Previews the text by looking at the title, pictures and the print to evoke relevant thoughts and memories. Builds background by activating appropriate prior knowledge about what he or she already know about the topic, vocabulary and the form. Set purposes for reading by asking questions about what he/she want to learn during the reading.

Strategic Reading During Reading Checks understanding of the text by paraphrasing the author’s words. Monitors comprehension by using context clues to figure out unknown words and by imagining, inferencing, and predicting. Integrates new concepts with existing knowledge, continually revising purposes for reading.

Strategic Reading After Reading Summarizes what has been read by retelling the plot of the story or the main idea of the text. Evaluates the ideas contained in the text. Makes applications of the ideas in the text to unique situations, extending the ideas to broader perspectives.

Mathematics Teacher’s Role Model the process by reading the problem out loud and paraphrasing the author’s words. Talk through how they use context clues to figure out meaning. Reinforcing the idea that mathematics text needs to make sense and that it can make sense.

Questions the Mathematics Teacher needs to ask What is the major concept? How can I help students connect this concept to their lives? Are there key concepts or specialized vocabulary that needs to be introduced because students could not get meaning from the context? How could we use the pictures, charts and graphs to predict or anticipate content? What supplemental materials do I need to provide to support reading?

Reading Strategies for Mathematics Textbook Preview: allows students to become familiar with the textbook Frayer Model-uses four quadrants to define a given term in own words, list fact known, list examples, list non-examples K-W-L: enables students to see what they know about a topic, encourage students to discover what they want to learn and reflect on what has been learned.

Reading Strategies for Mathematics Anticipation Guides: Challenges students to explore their knowledge of concepts prior to reading the text and discover through reading the text’s explanation of the concepts. Semantic Feature Analysis Grid-helps students compare features of mathematical objects that are in the same category by providing a visual prompt of their similarities and differences.

Mathematics teachers don’t need to be reading specialists in order to help students read mathematics texts, but they do need to recognize that students need their help reading in mathematical contexts.

Closing Review Questions Assignment