2. Housekeeping My background Workshop hours: 8:30am- 11:13pm Books AM break Creating a Learning Community Expectations No stress Coaching

3. Developed by the University of Kansas Center for Research on Learning Michele Goodstein SIM Professional Developer mg517@optonline.net The Self-Questioning Strategy

4. Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Inference Fundamentals of Paraphrasing and Summarizing Word Mapping Storage First-Letter Mnemonic Paired Associates LINCS Vocabulary Expression of Competence Sentence Writing Paragraph Writing Error Monitoring Theme Writing Assignment Completion Test-Taking

6. Center for Research on Learning Founded in 1978 The Center for Research on Learning is an internationally recognized research and development organization noted for creating solutions that dramatically improve quality of life, learning, and performance..especially for those who experience barriers to success.

7. The Strategic Instruction Model (SIM)...is about dramatically improving the performance of adolescents through researched and validated interventions.

8. Three Requirements Results must be……. Statistically significant Socially significant Teachers want to teach the strategy

9. A Myth You learn to read in the first few years of school and then you read to learn.

10. The Performance Gap Students Skills Years in School 12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 The “GAP” 2013-2014 School Year 2005-2006 School Year NCLB

11. Alarming Statistics In Middle and HS, the levels of achievement, especially in reading decline between grades 4-12 Many HS graduates enter college unprepared. 40-60% of freshmen need remedial courses. Only 52.8% of freshman earn a BA in 5 years. In private colleges it is 56.6% and in public colleges it is 44.2% (ACT)

12. Correction Officials determine the number of jail space needed by looking at a state’s 3 rd grade reading scores. http://blog.iamnotashamed.net/2007/09/24/cant- read-lets-build-you-a-prison-cell/ www.childrenofthecode.org 67 videos Reading crisis

13. To Reach the Goals of SIM Plan Execute Evaluate We need to create strategic learners and teachers who

14. Try this…. think about what you are doing as you try to solve this task.

15. Hmmm… Your Task… Draw a solid line from  Box A to Box A  Box B to Box B  Box C to Box C You cannot have any lines crossing or touching. going outside of the big box. going through any of the little boxes.

16. A A B C C B

17. A A B C C B

18. An individual’s approach to a task is called a Strategy It includes how a person thinks and acts when planning, executing and evaluating performance on a task and its outcomes

19. A I don’t know It was easy I was lucky Why did I get an A?

20. Why teach strategies? Some students have difficulty developing strategies to meet their needs. A strategy makes the task at hand manageable and provides students with a place to start. Strategies enable students to be successful when there is no adult around to prompt them.

21. This isn’t just about just learning a strategy… It’s about becoming a strategic learner by using strategies appropriatelyindependently

22. What is the difference between a skill and a strategy?

23. Not all strategies are created equal. A strategy should be Effective and Efficient

24. Non-Strategic Learners Do not use effective & efficient study procedures Spend inordinate amounts of time on assignments Have difficulty distinguishing the important from the unimportant Do not organize information appropriately for learning Have difficulty setting and attaining goals Often fail to take advantage of prior knowledge when facing new problems Use no systematic approach to solving problems

25. Reading Comprehension

26. BLOCK AND PRESSLEY 2002 Reading comprehension involves over 30 cognitive and meta- cognitive processes.

27. Definition It is the integration of decoding ability, vocabulary knowledge, prior knowledge of the topic, and relevant strategy knowledge. Kintsch and Kintsch, 2005

28. Vocabulary are between consists continuously corresponding curve draws graph if isolated known making often one only points relation set table values variables variations with

29. Reading Comprehension If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation. Basic College Math

30. Effective Reading Comprehension Practices The National Reading Panel: April 2000 Comprehension Monitoring Story Structure Question Answering Question Generation Student made Graphic Organizers Summarization Summit on Learning Disabilities: August 2001 Self-Monitoring Text Structure Prediction Self-Questioning Summarization Repair Strategies

31. Struggling Readers

32. Readers who struggle have several types of problems. The most common type of reading disability is a reader who has poor decoding skills but has good language comprehension (“auditory” dyslexia). Martha Denckla labeled this type of reader “disphonetic”.

33. Readers who struggle have several types of problems. Another type of reading disability is a reader who has good decoding skills but has difficulty with whole word recognition and spelling (“visual” dyslexia). Denckla labeled this type of reader “dyseidetic”.

34. Readers who struggle have several types of problems. The most complex type of reading disability is a reader who has poor decoding skills and has poor language comprehension. This student has a “double deficit” according to Denckla.

35. To Make Matters Worse Mathew Effect Lack of motivation Inconsiderate text Incompatible instruction

36. GOOD READERS Have a purpose for their reading Translate the text into their own words Talk to themselves about the information

37. GOOD READERS Ask questions Make predictions Make connections between new information and what they know

38. Rationales Behind the Self-Questioning Strategy Students often passively read class materials and gain little knowledge from them. Use of this strategy activates their minds. Students are more likely to continue reading if they have a purpose for their reading. Use of this strategy enables students to ask questions and make predictions to create that purpose.

39. Rationales Behind the Self-Questioning Strategy Students remember new information better if they connect it to old information. Use of this strategy enables them to make connections between new information and what they already know. Students remember new information better if they translate it into their own words. Use of this strategy enables students to talk to themselves about the information.

40. Before Instruction After Instruction The Self-Questioning Strategy Results* 48% 35% 89% 86% Ability- Level Materials Grade- Level Materials *From Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M.M. (1984). Self-Questioning and Self-Questioning: Strategies to improve comprehension of written material; Journal of Learning Disabilities, 17(3), 145-149.

41. Self-Questioning Strategy A ttend to clues S ay some questions K eep predictions in mind I dentify the answer T alk about the answer Turn to page 2 in your packet

42. A ttend to clues S ay some questions K eep predictions in mind I dentify the answers T alk about the answers Each step begins with a verb that activates the learner’s response. The first letters spell the mnemonic words “Ask It”; the meaning of which are related to asking questions. The strategy steps are task-specific (reading), and not situation or content- specific. The student can use the steps to instruct self through the process. Only a few steps are used. The wording of steps is simple and brief. This step cues the reader to begin the reading process and look for words that trigger wondering. (A discrimination strategy.) This step cues the reader to state one or more questions. (A self-questioning strategy) This step cues the reader to predict answers to those questions. ( A prediction strategy) This step cues the reader to look for the answers to the questions. (A discrimination strategy) This step cues the reader to transform the answers into her own words. (A paraphrasing strategy) Anatomy of the Self- Questioning Strategy

43. Selecting Students for THE SELF-QUESTIONING STRATEGY LISTENING MODE Students must have sufficient listening vocabulary to know the meaning of spoken sentence. READING MODE* Students must be able to decode words and know the meaning of words in a sentence. *Required for independent use of the strategy.

44. How information is expressed Orally Use of tape recorders, small group, one to one Written Different formats—chart, outline

45. Range of Intensity of Teaching Direct Instruction Implicit Instruction/ Constructivist High Low

46. Stages of Acquisition: The Key to Successful Strategy Instruction What does intensive explicit systematic instruction look like?

47. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

48. Every Instructional Stage Organization What your goal is What you need How to prepare How much time to allow What to do What to require for mastery Where to go from here How to trouble-shoot

49. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT! Turn to page 3 in your packet

50. PRETEST Five-paragraph passage Grade level material New Material 10 Comprehension Questions

51. Form a partnership.. I, as your teacher, promise…. You, as the student, will…. COMMITMENTS

52. SELF-QUESTIONING STRATEGY + EFFORT = SUCCESS I know that the Self-Questioning can help improve read- ing comprehension significantly. I am making a commit- ment to you teach you this strategy, and I want you to know that I will be with you to take you through this process of learning. By doing this, I know that I will become a better teacher, and you will become a better learner. ____________________ Mrs. Susan Woodruff ____________________ Date _____________________________________________ ______________________________________

53. Our Commitment to learning Self-Questioning Another possibility

54. SELF-QUESTIONING SUCCESS FORMULA Self- Questioning Strategy + Effort = SUCCESS

55. THE SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 95) What is the reason for goal setting? MOTIVATION!

56. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

57. DESCRIBE

58. The Art and Science of Teaching The Center for Research on Learning has brought you the science. You need to bring the art.

59. Self Questioning Steps Step 1: Attend to clues as you read

60. Model Self-Talk “What clues can I find as I read?”

61. SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 99) Self-Questioning Strategy Cue Card #2 WHAT DO YOU WONDER? Titles “Mountain Madness” “Partners in Grime” “Miracle at Midnight” “Invisible Again” Pictures

62. Self-Questioning Strategy Cue Card #3 ATTEND TO CLUES The pilgrims had tough lives. Our national anthem is The Star- Spangled Banner. The boy wandered aimlessly among the trees. Kathy’s mother sent her to the store. Two new toys have become available for teenagers. The mission ran into a major problem. SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 100)

63. Clues lead to questions…

64. Self Questioning Steps Step 1: Attend to clues as you read Step 2: Say some questions

65. 7 Types of Questions

66. Seven Types of Questions Who Why What Which When How Where H Y Cue Card 4 p. 101

67. Clues make me wonder… “How is that character feeling?” “What does that character do for a living?” “Where is the character going?” “When will the character follow through on that plan?”

68. SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 99) Self-Questioning Strategy Cue Card #2 WHAT DO YOU WONDER? Titles “Mountain Madness” “Partners in Grime” “Miracle at Midnight” “Invisible Again” Pictures

69. Self-Questioning Strategy Cue Card #3 ATTEND TO CLUES The pilgrims had tough lives. Our national anthem is The Star- Spangled Banner. The boy wandered aimlessly among the trees. Kathy’s mother sent her to the store. Two new toys have become available for teenagers. The mission ran into a major problem. SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 100)

70. Question Poem Who, What, When, Where, Why, Which, How If you have a question ASK IT now!

71. SELF-QUESTIONING INSTRUCTOR’S MANUAL Self-Questioning Strategy Cue Card #5 EXAMPLE QUESTIONS Who will solve the mystery? Who is coming to visit? Who burned the books? Who started the rumor? What is this about? What kind of animal made that footprint? What is the girl’s name? What will happen next When will the package be found? When will the boy become visible again? When will she get some help? When did the pilgrims first met the Indians? Where are the jewels hidden? Where will they go next? Where did he go when he disappeared? Where are Sarah’s friends? Why did they do this? Why did the coach kick her off the team? Why is the flower blooming at night? Why are the scarecrows moving? Which way did she go? Which game will they win? Which dog survived? Which name did he choose? How will they solve this problem? How many steps are there? How are they going to work it out? How much time is left? Who What When Where Why Which How Page 102

72. Self Questioning Steps Step 1: Attend to clues as you read Step 2: Say some questions Step 3: Keep predictions in mind

73. Look into the future… What will happen next?

74. SELF-QUESTIONING INSTRUCTOR’S MANUAL Self-Questioning Strategy Cue Card #6 EXAMPLE QUESTIONS & PREDICTIONS Q: What does the man look like? P: He is tall, with brown hair and a mustache. Q: When will the boy be found? P: He will be found in three days. Q: Where is the dog hiding? P: The dog is hiding in the woods. Q: Why didn’t she show up? P: She had homework to do. Page 103

75. Self Questioning Steps Step 1: Attend to clues asyou read Step 2: Say some questions Step 3: Keep predictions in mind Step 4: Identify the answers

76. Inspect the text to identify answers…

77. SELF-QUESTIONING INSTRUCTOR’S MANUAL Self-Questioning Strategy Cue Card #7 IDENTIFYING AND TALKING ABOUT ANSWERS Q: What does Rebecca look like? P: She has long black hair and dark eyes. Rebecca looked very much like her mother. She had long, curly blond hair and blue eyes. She was short, but very slim and trim. She looked like an athlete. Q: Why did Tim hide his art work? P: He wants to give it to his mother as a gift. Tim was happy that his mother did not see his picture. He knew that she would be upset if he was drawing when he was supposed to be doing his homework. Q: Which choice will Ryan make: will he quit the team or stay on it? P: He’ll quit the team. Ryan took a long walk. As he walked, he thought about his options. If he stayed on the team, he knew he’d be sitting on the bench during games. He thought about how he might learn new skills if he kept going to practice. He also thought about how much fun practices were. He decided to stay on the team. Page 104

78. SELF-QUESTIONING INSTRUCTOR’S MANUAL Self-Questioning Strategy Cue Card #9 REQUIREMENTS FOR QUESTIONS, PREDICTIONS, AND ANSWERS Use complete statements Subject Verb Use accurate statements Include new information Make sense Page 106

79. Self Questioning Steps Step 1: Attend to clues as you read Step 2: Say some questions Step 3: Keep predictions in mind Step 4: Identify the answers Step 5: Talk about the answers

81. Identifying and Talking about Answers Q: I wonder what does Rebecca look like? P: I think she has straight dark hair. She is short and muscular. A: “Her hair is different than I thought. It’s blond and curly. She is short and has muscles since she is an athlete.”

82. Identifying and Talking about Answers Q: Which choice will Ryan make: Will he quit the team or stay on it? P: He will stay on the team. A: I’m right. He is going to stay on the team since he likes the practices so much.”

83. SELF-QUESTIONING INSTRUCTOR’S MANUAL Self-Questioning StrategyCue Card # 8 SELF-QUESTIONING STRATEGY STEP SEQUENCE Page 105

84. Self Questioning Strategy

85. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

86. MODEL Review strategy steps State expectations State goal Explain “modeling” Self-Talk Problem solve “Show” the strategy Enlist student involvement Positive affirmations

87. 2 Model Passages Chocolate Moose p. 93 Or Sophie’s Echo p. 110 (lower level) Turn to page 4 in your packet

88. Chocolate Moose? 1 Moose may not be made of chocolate, and they are not cooled by a refrigerator like the popular dessert “Chocolate Mousse.” They are dark brown, and they do live where the weather is cold. 2 Moose can be found living in the mountains in western Canada and northwestern United States. They can live in these parts of the North American continent because their large bodies can keep them warm for a long time. 3 In fact, they are the biggest deer in the world. They can stand 8 feet tall at the shoulders, and they can weigh almost a ton. 4 Something special about the moose is his antlers. Male moose antlers can weigh as much as eighty pounds. The antlers can measure 7 feet from one tip to another. 5 Male moose can grow new pairs of antlers in 4 or 5 months. After wearing a new pair of antlers for about 6 months, they fall off, and a new pair starts growing. 6 Moose use their antlers to protect themselves from enemies. 7 They also use them to cool their bodies. Blood moving through the antlers gets cooled by the air. Then this cooled blood cools off the rest of the body. 8 Model Passage from Instructor’s Manual

89. Something else that is special about moose is their diet. Moose are strict vegetarians! Even though they have huge bodies, they eat only plants. 9 Moose live near water. In the spring and summer, they often eat plants that grow under the water. 10 Most of the time, they can reach the plants by sticking their heads under the water. Sometimes, though, when they see some plants that look delicious, they dive under the water completely and swim to the bottom for an underwater meal. 11 Model Passage from Instructor’s Manual

90. Comprehension Quiz for Chocolate Moose 1.Where do Moose live? 2.How big are Moose? 3.Name 3 facts about the Moose’s antlers? 4.What do moose eat?

91. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

92. VERBAL PRACTICE Two main components: REHEARSAL And ELABORATION

94. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

95. CONTROLLED PRACTICE Who controls the practice? What can be controlled? Why is it called controlled practice?

96. THREE TYPES OF PRACTICE GUIDED PRACTICE GROUP PRACTICE Cooperative Practice Small Group Practice INDIVIDUAL PRACTICE* *Required for mastery The Self-Questioning Strategy

97. Two Levels of Evaluation for The Self- Questioning Strategy Strategy UseComprehension

98. Two Levels of Evaluation Strategy Use Contain complete thoughts; Contain entirely accurate information; Contain new information for which credit has not already been given; and Make sense. Comprehension

99. Two Levels of Evaluation Strategy Use Comprehension On the next class day, have students answer questions about text. Format is your choice. 80% is mastery

100. Scoring

101. SELF-QUESTIONING INSTRUCTOR’S MANUAL Page 114

102. Scoring Each box for each “chunk” should be filled in with either a “1” or “0”. The middle part is to record for feedback why a “0” was given. The right hand side of the form is to record question types. 10 011 011 0 11

103. Scoring

104. 1. NC NA R DMS NQ AA NQR Questions Each box for each “chunk” should be filled in with either a “1” or “0” or “—”. The abbreviations are to record feedback why a “0” was given. The right hand side of the form is to record question types. 0

105. Self-Questioning Scoring NC – not a complete thought NA - not accurate/relevant R - repetitive DMS – doesn’t make sense NQ – not a question AA – already answered NRQ – not related to a question Turn to page 5 in your packet

106. Scoring Questions Score 1 point if… A question is stated. The question is relevant to the part of the passage just read. The question has not already been answered in the passage.

107. Scoring Predictions Score 1 point if the prediction… Is related to the part of the passage just read Is related to a question just asked Is a plausible answer to the question Contains information not in the passage so far.

108. Scoring Answers Score 1 point in the Answers Column if… A statement is made that answers a previously stated question The answer is relevant to the information in the passage and is accurate.

109. 80% on Self Questioning Strategy 80% on Comprehension Quiz At least 5 Questions – 3 or more types 3 Predictions 2 Answers MASTERY MINIMUMS

110. Tally of Questions Types Who 1 What 1 1 When Where 1 Why 1 Which How Other Mastery Minimum 3 different question types

111. Calculating the Score Number of Points Number of Boxes Filled Mastery = 80% Number of points is calculated by adding up all of the 1’s Number of boxes filled is calculated by adding up all of the 1’s and 0’s. Subtract the --- (dashes) from the number of boxes filled. 24 =X100 = 66 % 16.66 Turn to page 6 in your packet

112. Let’s look at a scored sample.. Turn to pages 7,8 and 9 in your packet

113. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

114. Advanced Practice Students practice on materials above their reading level. Students begin to build confidence.

115. →

116. Timely Positive Individual Corrective Quality feedback needs to be…

117. Sequence for Correction 1. Specify a category of errors. 2. Specify what the student should do. 3. Provide a model. 4. Have student practice. 5. Have the student paraphrase back. 6. Have the student write a goal. 7. Repeat steps 1-6 for each category of errors made. 8. Communicate your positive expectations to the student.

118. The 8 Stages of Instruction Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Generalization I DO IT! WE DO IT! YA’ALL DO IT! YOU DO IT!

119. Stage 7 – Posttest and Make Commitments Do posttest (same as pretest, but using a different passage). Celebrate. Make commitments for generalization.

120. Orientation - Awareness of using strategy outside of class Activation – Use strategy in varying situations Adaptation - Thinking about how to use the strategy in different situations Maintenance - Spot checks GENERALIZATION

121. Record Self-Questioning Results Turn to page 10 in you packet enter date of pretest and posttest enter student names enter SQ percentage enter comprehension test percentage enter data for questions, types, predictions & answers KEEP THIS DATA!!!!!

122. Now it is YOUR turn to try the strategy!

123. What does a practice passage look like? Man, I hate this place, Tyray Hobbs thought as he walked slowly towards Bluford High School. The motion from each step sent a dull jab of pain into his left wrist, making him wince slightly. Just outside Bluford’s thick steel front doors, Tyray adjusted his jacket, careful to conceal the bone-colored cast which encased his left hand. The pain and cast were constant reminders of the humiliation he suffered four days ago. Until then, Tyray had been the most notorious bully in Bluford’s freshman class. Six feet tall and muscular, he could clear a path in a crowd just by showing up. In middle school, Tyray had learned to use his size to intimidate people he didn’t like. Sometimes, he impressed his friends by forcing smaller boys to give him money or do his homework. Other times, he threatened kids for fun. At Bluford, Tyray’s reputation continued to grow. And then Darrell Mercer came along. ● ● ● ●

124. Next Day’s Questions 1. What happened to Tyray? 2. How did Tyray impress his friends? 3. What did Darrell Mercer do? 4. What did Tyray look like?

126. Just Remember… If you only have a hammer, everything looks like a nail.

127. Resources www.ncsu.edu/project/lancet/fourth.htm www.tea.state.tx.us/student.assessment Go to released tests down the left hand column. Then go to (TAKS, RPTE) Cricket Magazines-ages 9-14 Ed Helper-K-H.S. (fee) Kim Marshall Series (EPS) Short Stories for Reading Aloud Time for Kids – k-6

128. Get Organized! Put book in freezer for several hours to separate pages Make copies, transparencies, charts of Cue Cards. Copy progress Charts, scoring sheets. remember RTI (Look at alternate sheets in back of packet) Find reading passages at many reading levels and add dots. Put in labeled file folder. Label should have name of passage and clue for passage level difficulty Write or check pre-made comprehension questions. Create a system in a file cabinet, milk crate, etc.

129. studies factors related to academic achievement, designs interventions that dramatically improve the performance of learners, and develops systems to ensure implementation success. The Institute for Effective Instruction at CRL

130. The Strategic Instruction Model (S. I. M.) dramatically …improves the performance of students considered to be at-risk for school failure through research based interventions.

131.  Most LA adolescents can learn to function independently in mainstream settings.  The role of the SUPPORT-CLASS teacher is to teach LA adolescents STRATEGIES that will enable them to be independent learners and performers.  The role of the CONTENT teacher is to deliver subject-matter information in a manner that can be understood and remembers by LA adolescents. SIM Philosophy

132. Strategic Instruction Model Learning Strategies Content Enhancement Routines Student Focused StrategiesTeacher Focused Strategies