Southern Regional Education Board Working with Middle School English Language Learners Getting All Subgroups to Make AYP for NCLB February 21-22, 2008 Rootstown, Ohio William P. Bintz, Ph.D. SREB Consultant

Southern Regional Education Board Introduction  “The Rat Trap”  Five Little Fiends  Quick Write  Time Spent on Teaching Science  Time Spent across the Curriculum  Engaging texts and strategies to use across the curriculum

Southern Regional Education Board Reflections: Quick Write Quick Write strategy (in planner)

Southern Regional Education Board Objectives  Understand the needs of middle school English language learners;  Examine a variety of practices to integrate literacy across the curriculum;  Learn how to address the need for targeted instruction for students not on grade level;  Identify principles and effective strategies for providing supplemental instruction  Practice teaching at least one strategy/best practice to introduce to your colleagues

Southern Regional Education Board Workshop Format Day 1 – February 21, 2008  Concurrent Session A (2 hrs)  Meet with all Strand 2 participants  Following this session, meet with home team in Great Hall C - Team De-Briefing - Session A (45 min.)  Concurrent Session B (2 hrs)  Meet with all Strand 2 participants  Following this session, meet with home team in Great Hall C - Team De-Briefing - Session B (45 min)

Southern Regional Education Board Workshop Format Day 2 – February 22, 2008  Team Report Out – Day 1 (45 min)  Meet in assigned team groups – see agenda for locations  Concurrent Session C (2 hrs)  Meet with all Strand 2 participants  Following this session, meet with home team in Great Hall C - Team De-Briefing - Session C (45 min.)  Teach Back/Team Report-Out – Day 2 (1 hr)  Meet in assigned team groups – see agenda for locations

Southern Regional Education Board Strand Format  Introduce strategies and best practices  Discuss key indicators of success  Review research  Determine status of school practices  Actions taken by successful schools  Practice strategies  Decide on strategies to implement

Southern Regional Education Board Five Literacy Goals  Students read 25 books.  Students write every week.  Students use reading and writing strategies.  Students complete research(ed) papers.  Students take rigorous English courses. LAC page 17

Southern Regional Education Board Four Process Readiness Indicators (MMGW, p. 7-13)  Reading: Read the equivalent of books of various types and lengths each year;  Writing: Write every day, including a paper to be graded each week;  Speaking: Speak and present information frequently in a variety of formats;  Listening: Listen to presentations frequently for a variety of purposes.

Southern Regional Education Board Four Process Readiness Indicators: Reading Type of Material  Novels  Short Stories  Nonfiction texts  Poems  Technical Reading  Magazine or Newpaper articles Amount Per Year  6  15  4   5  1 per week

Southern Regional Education Board Four Process Readiness Indicators: Writing Type of Writing  Response to reading, listening, or viewing  Short paper of 1-3 pages  Longer paper, over 5 pages, including fiction, persuasive, etc.  Research paper with appropriate documentation, 5+ pages Amount per year  Daily  Weekly  Monthly  Annually

Southern Regional Education Board Four Process Readiness Indicators: Speaking Type of Speaking  Individual speech or presentation  Reading aloud or acting in a play  Leading discussion or delivering instructions  Group discussion Amount per year  3-5 per year  2-3 per year  Monthly  Weekly

Southern Regional Education Board Four Process Readiness Indicators: Listening Type of Listening  Respond to live or recorded presentations  Take notes  Organize information from listening Amount per year  3-5 per year  Weekly

Southern Regional Education Board The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004) 1. Direct, explicit comprehension instruction; 2. Effective instructional principles embedded in a content; 3. Motivation and self-directed learning; 4. Text-based collaborative learning; 5. Strategic tutoring; 6. Diverse texts; 7. Intensive writing; 8. A technology component;

Southern Regional Education Board The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004) 9. Ongoing formative assessment of students; 10 Extended time for literacy; 11 Professional development; 12 Ongoing summative assessment of students & programs; 13 Teacher teams; 14 Leadership; 15 A comprehensive & coordinated literacy program.

Southern Regional Education Board Session Topics  Topic 1: Read & Think Alouds  Topic 2: The Big Six Reading Skills  Topic 3: Practicing the Big Six Reading Skills

Southern Regional Education Board Topic 1: Read & Think Alouds  “Read to me, Daddy”  Readers’ Theater  Punctuation Takes a Vacation (ELA)  How the Fractions Squeezed Between the Counting Numbers (Math)  Gotta Go, Gotta Go (Science)  Overview & rationale for read-aloud & think-aloud

Southern Regional Education Board Reflection and Evaluation Concurrent Session A Grand Finale Comment

Southern Regional Education Board Team De-Briefing Concurrent Session A

Southern Regional Education Board Topic 2: The “Big Six” Reading Skills  The Incredible Book Eating Boy  Summarizing  Paraphrasing  Categorizing  Inferring  Predicting  Recognizing Academic Vocabulary

Southern Regional Education Board How do we know these are important?  Direct links to most items on ASSET/COMPASS reading placement tests.  Included in ACT  Consistently in state standards  Recognized by postsecondary faculty for importance  Linked to all content areas  Linked to careers

Southern Regional Education Board Summarizing  Only skill identified in both Reading Next and Writing Next as improving essential literacy skills  Essential in research and other expository writing

Southern Regional Education Board Strategies to teach summarizing  Jigsaw  Paired Questioning  GIST  KWL  Cornell Notes  Reciprocal Teaching

Southern Regional Education Board Paraphrasing  Reduces plagiarism—considered one of the biggest academic “crimes”  Show adaptation for audience and purpose—essential writing skills  Reflects a deeper understanding of material

Southern Regional Education Board Strategies to teach paraphrasing  Jigsaw  Paired Questioning  KWL  Cornell Notes

Southern Regional Education Board Categorizing  Ability to group information into manageable chunks  Essential for study skills  Mandatory for problem analysis and solution—especially in workplace or laboratory  Only easy for naturalist intelligence— must be taught to others

Southern Regional Education Board Strategies to teach categorizing  KWL  Graphic Organizers  Concept Definition Map  Frayer Model  Cornell Notes

Southern Regional Education Board Inferring  Reading “between the lines”  Encourages connection within a text, across texts and to other contexts  Shows that a reader “really gets it”

Southern Regional Education Board Strategies to teach inferring  RAFT  Questioning the Author

Southern Regional Education Board Predicting  Form of inferring  Requires support for prediction  Forward thinking based on backward knowledge  Required to solve non-routine problems in the real world

Southern Regional Education Board Strategies to teach predicting  KWL  Anticipation Guides  Visual Prediction Guide  Reciprocal Teaching

Southern Regional Education Board Recognizing academic vocabulary  Separates success for second- language students  Technical language (jargon)  Understanding roots and affixes

Southern Regional Education Board Strategies for teaching vocabulary  Vocabulary Clues  Concept Definition Map  Mathematics Reading Keys  Frayer Model

Southern Regional Education Board The Big Six Reading Skills Linked to Literacy Across the Curriculum  Group 1: summarize problem 1 (LAC 20-21)  Group 2: paraphrase problem 2 (21)  Group 3: categorize problem 3 (21-22)  Group 4: infer problem 4 (22-23)  Group 5: predict problem 5 (23)  Group 6: vocabulary problem 6 (24)  Group 7: summarize problem 7 (25)  Group 8: paraphrase problem 8 ( 25-26)  Group 9: categorize problem (27)

Southern Regional Education Board Topic #3: Practicing the Big Six Reading Skills  Summarizing  Paraphrasing  Categorizing  Inferring  Predicting  Recognizing Academic Vocabulary

Southern Regional Education Board Practicing the Six: Summarizing  GIST  “The Demon in the Freezer”

Southern Regional Education Board Practicing the Six: Inferring  The English Patient  “Hocked Gems”  “Petoskeys”  The Reading Process  What are you thinking about?  “Mr. Jones”  Collaborating with an Author  I Never Knew Your Name

Southern Regional Education Board Reflection and Evaluation Concurrent Session B Grand Finale Comment

Southern Regional Education Board Team De-Briefing Concurrent Session B

Southern Regional Education Board Practicing the Six: Paraphrasing & Predicting  Story Impressions in ELA and across the curriculum  The Wretched Stone  Predictive and Story Summaries  Retelling Strategy  Low-Level vs. High-Level comprehension questions

Southern Regional Education Board Practicing the Six: Categorizing & Recognizing Academic Vocabulary  Concept Sorts  Wordstorming A-Z  Word Questioning

Southern Regional Education Board Additional Resources (in planner)  Some interesting research findings on vocabulary instruction  Great Books for Supporting Inferential Thinking

Southern Regional Education Board Team De-Briefing Concurrent Session C

Southern Regional Education Board Prepare for Teach Back Select a strategy Partner and prepare Present Receive positive feedback

Southern Regional Education Board Reflection and Evaluation Concurrent Session D Grand Finale Comment Next Steps Evaluation Form

Southern Regional Education Board Safe travels home!