2. Reading

3. Importance of Literacy
In Alberta, a high percentage of dropouts have literacy problems.
In the U.S., 27% of adults did not read a book last year.
Early literacy programs can be effective; however many adolescents continue to struggle with reading.
These adolescents struggle reading to learn.
Recent estimates indicate 42% of Canadian adults lack functional literacy.
22% have serious reading problems.

4. Importance of Literacy
Most programs are either prepared or implemented poorly.
Most 4-12 teachers are poorly prepared to assess and treat reading difficulties.
More than two-thirds of new jobs are expected to required some post-secondary education.

5. Importance of Literacy
What do we expect of students?
Acquire, manipulate, remember and use large amounts of information from texts and lectures.
Books become longer and discussions are based on a presumed understanding, rather than to form understanding.
Understand and use specialized vocabulary
Identify validity of information found in media, on internet and sources of text

6. Importance of Literacy
All while…
Being required to cover material independently.
With little time for academic interaction.

7. CESD Data In a PAT analysis of a school within CESD:
we looked at the students that had not reach the acceptable standard in the math and science tests
Of those students, all but one of them had also failed the reading section of the English Language Arts PAT.

8. Is English a Dreadful Language?
Is English a Dreadful Language? – On each table, there is a poem titled, “Is English a Dreadful Language?” Before looking at it, choose one person to read it. Hand the paper to that person, and listen to them read this poem aloud.

9. Myths
Literacy is the job of Elementary / English Language Arts teachers.
“Content teachers feel out of control when it comes to literacy, and we need to change that.” – Dr. Barbara Ehren

10. Myths
Literacy is the job of Elementary / English Language Arts teachers.
It is fruitless to spend time and money on older students because they have passed the point at which instruction can make a real difference.
Little can be done for students who are not motivated to engage in literacy activities.
Disengagement in reading as a sign of intelligence – I don't enroll in remedial figure skating – the problem is kids need reading.

11. Motivation
Seven Rules of Engagement in Reading in The Reading Teacher (Nov. 2011)
When reading task and activities are relevant to their lives
When they have access to a wide range of reading materials
When they have ample opportunity to engage in sustained reading
When they have opportunities to make choices about what they read and how they engage in and complete literacy tasks
When they have opportunities to socially interact with others about the text they are reading.
When they have opportunities to be successful with challenging texts
When classroom incentives reflect the value and importance of reading

12. Myths
Literacy is the job of Elementary / English Language Arts teachers.
It is fruitless to spend time and money on older students because they have passed the point at which instruction can make a real difference.
Little can be done for students who are not motivated to engage in literacy activities.
Students with low IQs will never get it…so why bother.

13. Explain that you will show the original model – the explanation of the process has some value.

14. So here is our framework
So here is our framework. You’ll notice that the framework divides reading up into three main areas: Reading Readiness, Word Recognition and Comprehension. We want to give you a short introduction to the elements (the pillars) involved in reading.
Now when we do pd, it isn’t uncommon that we are looking for strategies. We’ve all said, “That pd session was great, I can use the stuff I learned tomorrow!” We are going to go over the big picture of reading first for a few reasons:
First, it gives us a complete picture of reading. It helps us to understand what elements of reading we are currently doing a good job covering, and points out to us other areas of reading that we may need to develop our teaching skills in. “I’m teaching reading!”
Once we know this reading framework, it can then be a foundation in which we can build our understanding of where students should be at in the different grades for decoding skills, fluency, vocabulary, and so on. We can build our assessment and instructional strategies that include personalization on each area.
Kids we don’t know what to do with – knowing big picture helps – “I don’t remember what I read”

18. ORAL LANGUAGE FOUNDATION
Word Poverty - 32 million (Gallagher, 2011)
“We cannot have secondary classrooms (or any level) that are quiet. We need interaction around text.” – Dr. Barbara Ehren
Word Poverty leads to difference of 1 million read words by grade 3. Kids need to be talking about text.
Kids with language impairments hit the wall in grade 7
Set up importance of background knowledge - comics

20. Reading Readiness turtle trdl YmP
Other languages become readable when put in common logos
Pre-readers use visual cues – beginning readers use phonemic cues

21. Word Recognition
4 ways to read words – sight word reading, decoding, reading by analogy, and prediction from context
When prediction from context is used it is only 10% successful

22. decoding
44 sounds
4 ways to read words
When prediction from context is used it is only 10% successful
word learning needs three things – recognition of writing, recognition of sound, recognition of meaning

23. Add in Phoneme table

24. Fluency
Word Automaticity + Phrasing/Stress/Intonation Fluency

25. fluency

26. So that was an introduction to the word recognition side…now to the comprehension side. The interesting thing is that…especially at the higher levels, the comprehension side is where the focus is. However, for 80% of students struggling with reading, the problem is with word recognition. But we can’t just focus over here either. Students need it all. These sides influence each other.

27. Comprehension

28. Background Knowledge Baseball Story
Life Experience – Baseball Story – sometime kids don’t come with that experience, so we provide it. importance of providing experience before reading – in science, demonstration first, English, show the movie, or part of it first. Then students have experience to understand.
Activating prior knowledge strategies – different than having background information

29. Vocabulary Heart and Soul of Reading Levels Tiers of Vocabulary
Morphology
Vocabulary – Heart and Soul of Reading Levels
Tiers of Vocabulary
Morphology
# of words students learn
Depth of understanding – don’t ever use a dictionary – they just won’t ask you again
Level – Microsoft word

31. DISCIPLINE LITERACY
Make clear what reading and writing in science is and how it is different than social studies. It is more than just textbook reading. Not just what ELA teacher taught – more than crossover
Teaching how to write helps reading

32. Metacognitive skills

33. Metacognitive skills
Asking Questions is the driving Metacognitive Skill
A close second is monitoring and repairing
The most powerful skill is comparing and contrasting.
Connecting is one that is asked for often in English – to other texts, to the world, and to self
Making Inferences is pretty important when reading texts from math, science or social. Forward inferences and Backward inferences.

34. Text structure
Narrative
Expository

35. Narrative

36. Expository Compare/Contrast Procedural Description Sequential
Cause/Effect
Most expository texts mix these structures.
Mostly new information.
Higher conceptual density – increased cognitive load
Each structure has “signal words” that allow students to determine the purpose of what they are reading.

37. Text structure
Lastly…there is still a place for grammar. Knowing nouns and verbs, punctuation (etc) still helps readers unpack a complex sentence.

39. Comprehension Two common problems
teachers over teach books (killing the love of reading – don’t teach all things in all books)
teachers under teach books (do not provide enough structure)
Teachers need to decide how much to the students need them – and step in and step out of the appropriate

40. Where do I get the time to teach reading?
Time to teach reading – Research by Gallagher - two classes taught by the same teacher. One class was taught in the traditional manner. The other class focused on teaching reading and used curriculum as the content of the reading. At the end of the unit, the reading group showed improvement in reading skills, and both groups tested equal on understanding of content. There does need to be longer studies done to confirm the study that continued focus on reading will increase both reading skills and content understanding.

41. What do you require for reading?
How much of it is academic?
50/50 academic to recreational
What are your school's reading requirements? How much of it is academic versus recreational? Kids need to learn to love reading – read one self-selected book per month – build in low accountability, but not no accountability