1. Literacy and the Struggling Reader
Presented by:
Cindy Martin

2. Changes in Literacy

3. Changes in Literacy Required in the Classroom
Challenging texts
Close reading
Writing from sources
Informational text
Multiple texts
Argument
Embedded technology
Disciplinary literacy

4. Changes in Literacy Required in the Classroom
Challenging texts
Close reading
Writing from sources
Informational text
Multiple texts
Argument
Embedded technology
Disciplinary literacy

5. Disciplinary Literacy
Disciplinary Literacy is a completely different concept
It is not about bringing ELA standards, methods, or approaches to the subject area classroom
Each discipline has its own ways of using text to create, disseminate, and evaluate knowledge, and it is this that the new standards are asking us to teach
Goal is to apprentice students into the disciplines
What is different across the disciplines?

6. How Do I Help the Struggling Reader?

7. How Do I Help the Struggling Reader?
Powerful Literacy Practices
Motivation
Taking away excuses
Understanding the nature and culture of the discipline
Intentional planning for vocabulary instruction
Intentional planning for comprehension strategies

8. Powerful Literacy Practices

9. Motivation

10. Motivation Plan for elements that make reading social Make it relevant
Make it accessible
Give students a choice

11. Motivation- Social
Learning is a social process, so classrooms must be social places.
What we know and are able to do independently can be increased significantly through peer interaction and strong teacher modeling and support.
Students need to discuss what they are learning with others.
The best classroom environment for struggling readers is one where they can think and talk aloud with their classmates and the teacher about their ideas and questions.
The focus of the classroom should not be on the reading itself, but rather on the process of making meaning and creating understandings about content.
According to Vygotsky

12. Motivation- Choice
If we are to pique the interest of our students, textbooks cannot be their main sources of information—especially for struggling readers. As Moore, Moore, Cunningham, and Cunningham (2003) tell us:
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13. Motivation- Choice
“Traditional content area textbooks are like freeways. They move you through a lot of territory, but they do it so quickly that you are unable to obtain close, personal insights into the area.
In order to genuinely know where you are and have been, you need to exit the freeway and travel the connecting roads.
The connecting roads of subject matter are materials such as library books, magazines, newspapers, the Internet, computer software, and industry books and documents. These materials provide multiple avenues to thinking and learning.”
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14. Nature of the Discipline Vocabulary Instructional Delivery
Make it Accessible
Taking Away Excuses
Nature of the Discipline
Vocabulary
Instructional Delivery
Reading Strategies

15. Taking Away Excuses
Struggling readers must be exposed to a wide variety of text genres and types, including newspaper and magazine articles, novels, and Web sites.
Understanding the features specific to different genres and types of text allows students to better predict what comes next and how the text will be presented.
Conducting read-alouds and walking students through thinking aloud about what they read can also be of help.

16. Taking Away Excuses
Many struggling readers are unfamiliar with everyday terms that the rest of us take for granted—terms such as compare, contrast, infer, and discuss. For these students, we must provide specific modeled lessons coupled with guided feedback on their performance.
Word-by-word readers often concentrate so hard on decoding that they do not absorb the meaning of what they read. These students must be reminded that when this happens, they have to stop and use a fix-up strategy such as rereading, considering the context, or asking for clarification.

17. Taking Away Excuses
Given the length, density, and broad-ranging topics found within textbook chapters, preview the material and strategically select sections that align with specific learning objectives. Then give students a specific purpose and section to read so that they know why they are reading and what they are supposed to learn.

18. Taking Away Excuses
Give clear, focused homework assignments. Instead of telling students, "Read Chapter 12 for tomorrow," teachers can include three parts to every homework assignment: the purpose for the reading, how students should approach the reading, and how students will use the information. For example:

19. Taking Away Excuses
Tonight, you should read pp and pp in Chapter 12. The purpose for reading this is to understand the causes of the American Revolution. As you're reading, draw a T-chart to keep track of the British perspective and the American perspective. When we come in tomorrow, we're going to divide into two teams, take roles, and debate the reasons each side had for entering into war. The next day, students should be engaged in homework "application" where they are asked to use what they have read.

20. The Specialized Nature of Disciplines
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21. Vocabulary

22. Teach students to figure out meaning from context
Preteaching of vocabulary is only the beginning
More guided practice figuring out word meanings
Include figuring out word meanings across a text(s) and the discipline
Specialized reference works from a field of study
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23. How Can I Help with Vocabulary?

24. Foundation for Lesson Design
Terms
(in the standard, the unit, and/or the lesson)

25. Foundation for Lesson Design
Terms
Tools
(to work with and understand the term)

26. Foundation for Lesson Design
Terms
Tools
Application
(to use the term in a unique situation)

27. Students doing the work and talking!
Focus on…
Students doing the work and talking!

28. Marzano’s Six Steps .

29. Step 1
Provide a description, explanation, or example of
new term.

30. Step 2
Students restate explanation
of new term in own words.

31. Step 3
Students create a nonlinguistic representation of term.

32. Step 4
Students periodically do activities that help add to knowledge of vocabulary
terms.

33. Step 5
Periodically students are asked to discuss terms with one another.

34. Step 6
Periodically students are involved in games that allow them to play with terms.

35. 6 Steps At-A-Glance
1—Define the term 2—Paraphrase/Restate 3—Visual representation 4—Activity with terms 5—Discuss/Verbal use of terms with group 6—Games

36. Frayer Model Formal Definition: Tips to Remember:
Student-Friendly Definition:
Term
Visual:

38. Changes in Instructional Delivery

40. Reading Strategies
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41. How are the literacy strategies taught through explicit instruction?
Teacher Responsibility
Focus Lesson
I do it.
Guided Instruction
We do it.
We do it together.
Collaboratively
Independently
We do it alone.
Student Responsibility

42. Reading Strategies
Students with reading difficulties must have explicit instruction and multiple opportunities to interact with the text.
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43. Before Reading Strategies
Teacher’s Purpose
Literacy Strategies
Examples for Content Areas
Before Reading
Prepare the students for learning by activating prior knowledge, building background, making predictions, introducing needed vocabulary, setting purposes for reading, encouraging students to generate questions, connecting reading and writing, and if needed, conducting an explicit lesson on a particular literacy strategy
Activating prior knowledge
Making predictions
Previewing text
Establishing a purpose for reading/learning
Generating questions
Five W’s and H
KWL Chart
Quick Writes
Anticipation Guides
Think Aloud
Affinity
Cloze
Semantic Map
Concept/ Definition Map
DR/TA
Venn Diagram
RAFT
Frayer Model
Word Sort
Open House

44. What Does it Mean… Activating prior knowledge Making predictions
Previewing text
Establishing a purpose for reading/learning
Generating questions

45. Anticipation Guide

47. Word Walls

48. During Reading Strategies
Teacher’s Purpose
Literacy Strategies
Examples for Content Areas
During Reading
Engaging students with text, self-monitoring comprehension, using mental imagery, constructing graphic organizers, integrating new information with prior knowledge, summarizing text, verifying predictions and organizing concepts
Engage with text
Verify and formulate predictions
Summarize text
Self-monitor text
Visualize
Integrate new information with background
Construct graphic organizers
Infer
Semantic Feature Analysis
Semantic mapping
Pairs Read
Learning Logs
Writing to learn
Structured Note-Taking
KWL Chart
One Question One Comment
Trouble Slips
I Don’t Understand Statements
Graphic Organizers

49. Semantic Mapping

50. Structured Note Taking Templates

52. After Reading Strategies
Teacher’s Purpose
Literacy Strategies
Examples for Content Areas
After Reading
Encouraging students to reflect on what they read, prompt students to evaluate predictions, examine questions that guided reading, require students to respond to text through discussion, require students to respond to text through writing, encourage retelling or summarizing, connect writing to reading
Reflect on text
Evaluate predictions
Discuss questions
Respond to text in writing
Respond to text through discussion
Summarize
Retell
Connect writing and reading
KWL Chart
Journaling
Three Index Card Discussion
Fortunately-Unfortunately
If-Then
Somebody Wanted But So
Exit Slips
Share One Get One
Hand Up-Stand Up-Pair Up
4 Corners

53. Presentation Title/ Presenter First Name Last Name

54. Exit Slips
Presentation Title/ Presenter First Name Last Name

55. Cindy Martin