1. DISCIPLINARY LITERACY: READING STRATEGIES IN CTE AND OTHER SUBJECTS

2. You Tube Video: DID YOU KNOW READING CRISIS
HO - Jigsaw and discuss reading “CTE’s role in Adolescent Literacy”
(4MAT – Quadrant Two- WHAT: Deepen the learner’s reflection and understanding.
Inform (2L): Deepen the learner’s understanding. Teach the conceptual information.)
(FYI for the Presenter: The video “Did You Know Reading Crisis” is presented with words displayed on the screen and music in the background. It was loaded to You Tube on Sep 24, It’s message is that there is a profound reading crisis in the United States.)
Use the ACTE article “CTE’s role in Adolescent Literacy”to build connections to student need and to stress the involvement of CTE in DL

3. Readicide – “The systematic killing of the love of reading…”
Requiring students to read difficult texts without proper instructional support;
Insisting that students focus solely on academic texts;
Ignoring the importance of developing recreational reading;
Losing sight of authentic instruction
(4MAT – Quadrant Two- WHAT: Deepen the learner’s reflection and understanding.
Inform (2L): Deepen the learner’s understanding. Teach the conceptual information.)
Kelly Gallagher, a high school English teacher, author and literacy advocate defines readicide as : Read-i-cide n: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. His book indicates the drastic need to change how we do business in schools.
Paraphase the forward of the book to the group:
“Readicide: How schools are killing reading and what you can do about it” claims that reading is dying in our schools.
Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment.
Kelly Gallagher suggests that American schools are the reason that there is a decline of reading by students. Specifically, he contends that the standard instructional practices used in most schools are killing reading by: valuing the development of test-takers over the development of lifelong readers; mandating breadth over depth in instruction; requiring students to read difficult texts without proper instructional support; insisting that students focus solely on academic texts; drowning great books with sticky notes, double-entry journals, ignoring the importance of developing recreational reading; and losing sight of authentic instruction in the shadow of political pressures.  
Do you agree with the author?
Gallagher, Kelly. Readicide:The killing of reading and what we can do about it . NY: Stenhouse Publishers, Print.

4. Review: COMMON VOCABULARY
Text: Anything students are asked to read, including articles, internet sites, books, magazines, journals, etc.
Authentic reading and writing: the reading and writing connected to a particular discipline and the real world
Disciplinary Literacy: the focus on the types of reading, writing, thinking, speaking and listening in various disciplines.
Common Core State Standards (CCSS): national standards adopted by WI on June 2, 2010.
(4MAT – Quadrant Two- WHAT: Deepen the learner’s reflection and understanding.
Inform (2L): Deepen the learner’s understanding. Teach the conceptual information.)
Here are some terms that you will encounter today, and it’s important that we are all on the same page. Text refers to. . . (read slide)

5. the ELA CCSS standards
ELA 6-12 grade CCSS are specifically written for literacy in history/social studies, science and TECHNICAL SUBJECTS (p. 62 & 64)
They indicate key READING, WRITING, Speaking/Listening & Language skills
Read through the CCSS reading standards. Discussion: What’s the emphasis?
See Resource:
Literacy in All Subjects
Page 62
(4MAT – Quadrant Two- WHAT: Deepen the learner’s reflection and understanding.
Inform (2L): Deepen the learner’s understanding. Teach the conceptual information.)
For the first time ever, the Common Core State Standards identify the specific literacy skills that should be a part of our disciplines.
It forces us to examine what it really means to “teach reading.” Most people think that teaching reading includes helping students decode words and study phonics. That is not what we are talking about with disciplinary literacy.
Our task, as experts in our fields, is to expose students to the authentic literacy activities of the discipline and teach them how to interact with those texts.
Literacy looks differently in Family and Child Development classes than it might in American History or in AgricScience. We have always taken it for granted that by high school, students should be able to read what we give them, but research now tells us otherwise.
The standards make it clear: We have to teach—not assign—literacy within every classroom, every day. Let’s look at the College and Career Readiness and Literacy Standards for Reading again and identify the key skills required to meet the standards. Together let’s list out the SPECIFIC skills… (flip charts or Smart Board required).

6. CCSS Publisher Criteria/ Priority Areas
Divide into 4 groups:
Summarize the highlights & describe how you use them in your classroom.
I. Text Selection and Complexity II. Questions and Tasks III. Academic (and Domain- Specific) Vocabulary IV. Writing to Sources and Research
(4MAT – Quadrant Two- WHAT: Deepen the learner’s reflection and understanding.
Inform (2L): Deepen the learner’s understanding. Teach the conceptual information.)
You’ve had a chance to study the disciplinary literacy standards of the CCSS; of those standards, the “ELA Publisher’s Criteria” document identifies priority areas for us to include in our curricula, including text selection, questions and tasks, academic vocabulary and writing to sources and research.
Highlight the elements in the reading that are part of your current practice. What Ah-Ha’s do you have? Share with the person behind you.
Today is designed to provide some instructional strategies that allow you to incorporate these priority areas into your current practice. Let’s dig into this document and explore exactly what they mean.
See handout, “ELA Publisher’s Criteria”

7. Make a list of authentic texts used in your discipline.
Begin with the Text
Teach “THE REAL THING”
Select AUTHENTIC TEXTS used in your field
Authentic Texts increase students' motivation for learning, and expose them to 'real' language and problems in the field of study.
Make a list of authentic texts used in your discipline.
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
How do you get our students to read, write and think like the experts in our respective fields? This relates largely to the kind of texts we ask students to read in our classes. Are they reading the real thing—authentic texts that are commonplace in our discipline?
Here are some samples that we’ve collected that aren’t necessarily traditional “school reading,” but they are discipline-specific. (Show various texts on document camera). Find a partner or join a small group of teachers in your discipline, brainstorm a list of text types that are commonly used by practitioners in your field. (Have participants write on sticky notes the text examples and add to a larger group list).
Authentic materials is significant since it increases students' motivation for learning, makes the learner be exposed to the 'real' language as discussed by Guariento & Morley (2001, p. 347).  The main advantages of using authentic materials are that they
They have a positive effect on learner motivation. They provide authentic cultural information. They provide exposure to real language. They relate more closely to learners ' needs. They support a more creative approach to teaching. (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001):

8. PREPARE TO REPORT BACK TO GROUP.
Text Resources
In “LIKE GROUPS”, SELECT 1 OF THE FOLLOWING SITES (OR YOUR OWN) & FIND AN AUTHENTIC TEXT RESOURCE.
PREPARE TO REPORT BACK TO GROUP.
BadgerLink ( (Create Login)
“Article of the Week” (
Time Magazine (
The Week Magazine (
The New Yorker (
The New York Times (
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
There are many places where you can find interesting articles for your students—short texts that are relevant and interesting for students. In addition to Badgerlink, we’ve listed several more—and you are probably familiar with others connected directly to your discipline. One of the reasons we asked that you bring your laptops today is so you could explore these sites and perhaps find others, that are relevant resources for text in your classes. (Give them time to play)

9. It’s More Than Reading—it’s Thinking!
You can find a list of Kelly Gallagher’s “Articles of the Week” at
There are many articles relevant to multiple disciplines. We will use several today to practice classroom strategies.
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
By now, I think it’s clear that it’s more than reading—it’s THINKING. The kind of thinking that is required by the new standards and assessment tools IS NOT VISIBLE, so we have to find ways for students to show us their thinking as they interact with text.
This short video of national literacy expert and high school teacher Kelly Gallagher illustrates several important instructional practices that you can use in your classroom:
First, he uses ONE text for the whole class, but in a way that supports all learners.
Second, he asks students to show evidence of their thinking, and
Third, he uses the text as a mentor text—an example of what students themselves will eventually create. This is not passive reading, where students read the text on their own and answer a few questions at the end. Students must be actively engaged with the reading and interacting with the text.
Play video. Afterwards, pose the question, “What did you notice?”

10. Get Students Thinking
Students must INTERACT with the text, not just passively read and answer questions
Are QUESTIONS you ask fact based/simple recall, or do they advance up “Revised” Bloom’s Taxonomy to get students thinking at higher levels? (See Revised Blooms HO & Question Stems)
Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis?
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Bloom’s Taxonomy plays an important part of the Common Core State Standards. The “Revised” Bloom’s Taxonomy follows on the next slide.
A good web link for Revised Bloom resources is
The CCSS authors and assessment creators make it very clear that students are expected to think critically, cite evidence, evaluate and complete performance tasks that combine several standards in one.
It is important to think about the questions we ask, the questions we want our students to ask, and the tasks we ask them to complete. Handout the “Question Stems/Project Examples Aligned to Revised Bloom’s Taxonomy” reference sheet.
We are moving into a time where fill-in-the-blank worksheets and fact-based questions at the end of the chapter are tasks of the past, with homework, assessments and grading moving to the forefront. Standards-based grading and standards-based IEP’s are being discussed in schools throughout the state. Are those conversations happening at your school? (Facilitate a brief group discussion).

11. Revised Bloom’s Taxonomy
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
The graphic of the “revised bloom’s taxonomy” is helpful for some learners. The one clear change is that the ORIGINAL DOMAINS were NOUNs and the NEW DOMAINs are VERBS.

12. Support Struggling Readers by…
Tell your neighbor something you are good at doing…
How did you improve your skills?
Teach one text with support (Model)
Most textbooks are written at least 2 grade levels above where they are taught.
Offer choices of text that relate to the same topic
Text Selection is extremely important. Differing the levels of the text honors ALL learners. Select high, medium, and low-leveled reading material.
The Lexile framework is a common leveling formula to guide teachers with text selection. (Flesch-Kincaid grade level formula may also be used for an informal tool.)
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Ask participants to describe a skill that they are good at. It doesn’t matter what it is…make the point…How did you improve your skills and get better in your interest area – ANSWER = PRACTICE.
The CCSS hold ALL students accountable for the kind of thinking they expect, and the testing preview makes it a point to address what they call struggling or “novice” readers. To put it simply, the only way for a struggling reader to get better is for them to READ. Much like a 3-point shot in basketball, readers need practice.
Anytime that you can put text in front of them that they can read independently, that’s important practice for them to get better. An easy way to accomplish this is to select three texts of varying difficulty for students to choose from—a high, a medium, and a low reading level—all related to the same topic.

13. What is a Lexile? Measurement of text difficulty
Primarily based on word syllables & sentence length, Lexiles are assigned numbers to text than can be compared to grade level expectations
Students are expected to be at 1200L when they graduate
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
The Lexile Framework was developed by a company called Metametrics; it is a measurement of text difficulty that is quite popular.
Many assessment tools include a Lexile reading range for each student—Scholastic Reading Inventory (SRI) and Measures of Academic Progress (MAP) are two of the most common.
Teachers can use the Lexile number to help them match text to their students. It should be used as a guide—a starting point—as there are many other factors to consider when helping a child choose a book to read, but for classroom purposes, Lexiles are a great tool. Many of the resources in Badgerlink have a lexile referenced to them and you can search for materials using just the lexile.

14. Grade Level Equivalents
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
This chart is taken directly from the Common Core State Standards, and it lists grade level ranges and the corresponding Lexile levels.
It is interesting to notice that the Lexile Framework has been adjusted to accommodate the increased expectations of the CCSS.
You can see that Lexile ranges have increased for each grade band. Determine the Lexile range of one of the texts used in your classroom.
When choosing text for your classroom, use varying Lexile levels to honor all students reading abilities.
Selecting several pieces of text to teach one topic is called building a TEXT SET, which is a term that is very common in for reading specialists and literacy coaches, but it is likely a new term for you.
Use the higher Lexile ranges for alignment with the CCSS.

15. Harvard’s “Self Help Guide”
Skim through the Harvard document to learn about these six reading habits. Now compare these habits with those of YOUR students.
“Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard”:
Previewing
Annotating
Outline, Analyze, Summarize
Look for repetitions and patterns
Contextualize
Compare & Contrast
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Using the Harvard paper, “Interrogating Texts…” Now that we’ve explored many ways to find text, we’re going to get into some strategies of how to USE text in your classroom to get your students thinking. It is essential that students INTERACT with text.
The document “Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard,” is published by HARVARD University; it is sent to every incoming freshman to help them handle the high expectations and the reading load.
It provides simple strategies that can pay off big for students. These include… (Read slide). We’re going to practice several of these today. First—take out the Harvard handout and skim through to get the gyst of each of the habits. Then lay the standards next to the Harvard handout. How do they compare?

16. Comprehension Processes for Proficient Readers
Doug Buehl, 2009
Classroom Strategies for Interactive Learning
SEE PAGES 4-6
1. Making Connections to Prior Knowledge
2. Generating Questions
3. Creating Mental Images
4. Making Inferences
5. Determining Importance
6. Synthesizing
7. Monitoring Reading /Fix Up Strategies
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Using the reading strategies of Doug Buehl, retired teacher with Madison School District & adolescent literacy consultant, we will begin to practice a variety of reading strategies for the classroom. Read each strategy out loud…each strategy will be discussed and learners will decide which to use in their classrooms. Read beginning at page 4 in book “Comprehension Processes for Proficient Readers” stopping on page 6 “Constructing Meaning”.
There are three principles that summarize reading as an interactive process between reader, text and context. Teachers who embody these practices are more likely to develop effective reading skills in their students:
Students learn best when they have background knowledge on a topic
Strategies that ask students to actively think about, apply what they learn, and interact with other increase
motivation to learn
Strategies that allow students to discover which ones work best for them and when to apply them will become more
successful lifelong readers
Citation: Buehl, Doug. Classroom Strategies for Interactive Learning. Newark, Delaware: International Reading Association, Print.

17. 1. Making Connections to Prior Knowledge
Prompting students to activate what they already know about a topic, subject and text structures are called “frontloading” activities
“Frontloading” activities are especially important for struggling readers to help them in understanding an author’s message. (Ch.2, p.15)
Anticipation Guide p.45, K-W-L p. 107, Quick Writes p.141
(4MAT – Quadrant Three- How: Engaging the learner in practice and application.
Practice (3L): Skills and concepts that were taught are now practiced.)
Discuss the importance of background knowledge and frontloading activities.
See Doug Buehl’s packet on “Making Connections” or Book p.45
**Estimates are that any use of pre-reading strategies will increase reading comprehension over 20% .

18. Frontloading… “Cleaning Up the Trash in Space”
Page 45
(Anticipation Guide p.45: “Frontloads”/Forecasts major ideas & activates thoughts)
Answer the following statements.
Check each you agree with.
Talk to a partner & discuss responses.
Read article
Determine how thinking has changed
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Let’s begin practicing to build background knowledge/connections by using the “Anticipation Guide” strategy.
Handout article “Cleaning up the Trash in Space”
Follow strategy steps on page 45 in Buehl book.

19. Making connections… “Paying Kids to Come to Class”
Page 107
(K-W-L/K-W-H-L helps activate prior knowledge, generate questions & organize what they learn)
Use K-W-L chart – What do you know about the trash in space? (If there’s no knowledge, preview text subtitles, headings, etc. )
What do you want to know? (Text Frames p.23-24)
Read the article. (Using a highlighter, note the words, phrases, or portions of the article that you connect to or are confusing to you)
Return back to K-W-L chart – Note true/false in K, Add to W
Complete the last column – What did I learn
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Continue to practice to build background knowledge/connections by using the “K-W-L” strategy. See teach-nology website for many sample templates:
Use article “Paying Kids to Come to Class”
Follow strategy steps on page 107 in Buehl book.
Discussion Questions for the group:
How did previewing the article prepare you to read it?
Did both you are your partner have the same questions or predictions?
How is highlighting your confusion helpful?
How often do your students say, “I don’t get it” about text? How might teaching them to highlight their specific confusion help them?

20. 2. Generating Questions
Self questioning is an attribute of independent learners. Students need to be taught to pose good questions themselves rather than finding answers to questions others pose.
Readers use questions to focus their attention on ideas and events, and then generate new questions.
B/D/A Questioning Chart p.52, Text Frames p.22, Questions related to revised Bloom’s taxonomy
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Asking questions is the art of carrying on an inner conversation with an author, as well as an internal dialogue within one’s self.
Applying the “Question Stems” is a good way to apply Bloom’s Taxonomy of thinking to classroom questioning. See Buehl packet on Questioning Practices (or slide 11 and the handout that went with in.
Also use the “Text Frames” (Questions) to help look at the text from different points of view and write questions accordingly
(Book pages 23-24)

21. Generate Questions… “New Obesity Campaigns”
Page 52
(B/D/A Questioning Charts prompt students to develop their own questions before, during and after reading.)
Use B/D/A Questioning Chart – Hand out the article – but do not read it yet…skim the content to generate some questions…BEFORE you read…What are you wondering about the topic of “Obesity Campaigns”?
Read the article. Generate some questions DURING reading and put them on the chart.
Meet with a partner and share questions generated while reading.
Place questions the reader still has AFTER reading in the last column of the chart. (These questions may be used for future assignments.)
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Continue to practice to build background knowledge/connections by using the “K-W-L” strategy.
Use article “Cleaning up the Trash in Space”
Follow strategy steps on page 107 in Buehl book.
Discussion Questions for the group:
How did previewing the article prepare you to read it?
Did both you are your partner have the same questions or predictions?
How is highlighting your confusion helpful?
How often do your students say, “I don’t get it” about text? How might teaching them to highlight their specific confusion help them?

22. 3. Creating Mental Images
Proficient readers use visual, auditory and other sensory connections to bring the text to life.
Teaching students to create mental images helps them visualize what is being suggested, connects the reading to background knowledge, assists in processing information, and enhances vocabulary. Mental Imaging is a form of inference.
Mind Mapping p.118

23. Mind Mapping– 5 Myths About america’s Decline
Select the key ideas, concepts or important vocabulary from a reading that you want students to focus on. (Good for introducing new material)
Select a mind map (graphic organizer) to help students show relationships and connect ideas.
Model with the class the completion of a mind map together. (GREAT strategy for visual learners)
Use the mind map while completing an assigned reading as a guide to comprehension
Share with a partner
Page
118

24. 4. Making Inferences
Inference is the heart of the comprehension process. When readers apply the skills of inference and prediction, they are able to reach a deeper meaning of a reading and have a greater appreciation of the writing.
Students read the text, put together the information presented, consider their own experiences, and make an assumption or “educated” guess based on the data presented.
Discussion Web- Page 76
Definition of Inference:
A conclusion reached by reasoning from data or premises; speculation; suggestion or presumption.
Inference is a big word that means a conclusion or judgment. If you infer that something has happened, you do not see, her, feel, smell or taste the actual event…but from what you know it makes sense to think that it would happen.
An “educated” guess

25. The Custodian – Discussion Web
The discussion web helps students see that there are 2 sides to every question.
“Front load” a reading and then have students read the assignment.
Introduce a focus question for discussion
Have students work in pairs to develop opposing sides of the question. Join students into groups of 4 to collaborate on web.
Group presents their conclusions
Students the determine their stand on the question
PAGE 76
This is an activity developed by Mary Jo Ziegler, former DPI Reading Consultant and the current Director of Instruction for the Marshall School District. While this particular text is an “Englishy” short story, imagine what texts you might use to teach your students the importance of repeated readings and reading with a purpose. (Refer to activities instruction sheet)
REPEATED READING and READING WITH A PURPOSE – Making an inference...
Ask participants to read “Custodian.” When they’re finished, they should write their initial reactions in box 1 of the worksheet. Then, they should partner up and discuss their reactions, writing how those reactions may have changed in box 2. Ask participants to read the story again, this time with the purpose, “Is the Custodian good or evil?” They should write their thinking in box three, and then work with their partner to make new understandings.

26. 5. Determining Importance
Determining importance is especially critical when reading informational or nonfiction materials.
Proficient readier striver to differentiate key ideas, themes and information from details so that they are not overwhelmed by facts.
Identify…what does the author want me to understand?
Annotated Text and Text Coding p. 180

27. ANNOTATING TEXT
The goal of annotating text is to facilitate reading comprehension.
Read Article: “A Legacy of Illnesses from 9/11”
Show evidence of your thinking by marking the article—write questions, comments, A-ha’s in the margins and on text.
(4MAT – Quadrant Three - How: Learners actively practice, make choices, explore, manipulate, and experiment
Practice (3L): Practicing what is learned, Trying out something new, and manipulate materials
Refer to activities instruction sheet
ANNOTATING TEXT
Refer to the Harvard Guide. They will be annotating “A Legacy of Illness from 9/11.” Encourage them simply to write their thoughts, questions, ideas in the margins, on the text, or wherever.
Discussion Question:
How might you use this to determine which students might need more support with the reading/thinking?
See example of a student’s annotated text. Show and ask them to compare.
How might you use this as homework? Would you grade it? How?

28. Annotations
Chances are, your text looked something like this. Imagine that THIS would be your students’ homework—their task simply to show you evidence of their thinking.

29. Legacy of Illnesses – Text Coding
Text Coding is an annotated system that helps track thinking while reading.
Teachers model “talking to themselves” /”think aloud” as they code the reading.
Text coding involves highlighting or marking a spot in a paragraph of interest and then placing a symbol by it to indicate thinking.
Students can design their own codes:
? = Question X – Not Expected
! = New Idea = Need to explore
** = Important
Page
180

30. 6. Synthesizing Understanding
Synthesizing allows a student to make a generalization, create an interpretation, draw a conclusion & develop an explanation.
A necessary step to summarizing is asking students to personalize the information - retell, restate and paraphrase “in their own words”.
3-Minute Pause Page 121

31. For Profit Colleges- 3 Minute Pause
3-minute Pause is like creating a “time out” for the reader…think of it like “huddle in a game”, “a time out”, or “Saving a computer document”…
Read a text
Teacher or students can identify the focus of the “time out”…i.e.: Partner A – Summarize text, identify important points, generate questions, state something interesting, tell what you learned (3 min)
Partner B – comments for 1 min
Roles Reverse
Page 121
Refer to activities instruction sheet
SUMMARIZE vs. ANALYZE
Explain that the KIND of thinking needed for summarizing versus analyzing is different. Refer to the Harvard document, and ask participants to read that habit. Then have them go back to the 9/11 article. Participants should pair up; one partner should SUMMARIZE the text, while the other should ANALYZE it.
Discussion Questions:
What did you think of this activity? How might you use it with your students/
Of the tasks your students are given (by you and your colleagues) how much time each day do students spend summarizing information? How much time is spent analyzing? Which is more important and why?

32. 7. Monitoring Reading / Fix Up Strategies
Readers need to monitor themselves and determine when they need to apply strategies that will help them have an understanding of the text.
If readers cannot remember what they read, can’t answer clarifying questions, and cannot summarize the reading…they need assistance and fix-up strategies.

33. Strategies from the CCSS Authors
Split grade-level reading passages into smaller, meaningful chunks
Reduce the total number of passages read and/or the length of the passages.
Locate “hint boxes” near items that remind students of definitions or appropriate/useful strategies (e.g., “go back and re-read this section before you answer”).
Reduce language load/simplify language in the question stems.
Substitute more familiar words in question stems and distracters if that is not the vocabulary /construct being assessed.
Here are some strategies that the assessment consortium list as potential ways to support struggling learners within the new test itself. You also have a handout of this as the text is pretty small on this slide. It very clear that the expectations for struggling readers are the same—higher level thinking is the focus—but this list suggests supports to help students get there. If these strategies will be used on the test, then they have a place in everyone’s classroom.

34. Strategies from the CCSS Authors
Provide consistent icons and phrasing of question stems throughout the test.
Use bulleted lists and increased white space in place of longer dense texts.
Color coding to help students to organize information.
Provide sub-questions to break up multi-step tasks.
Place inferential and analysis questions after literal questions have been asked.
Provide graphic organizers to help students organize information before answering more
complex questions

35. ACTE Resources & Others
ACTE Videos, power points and handouts on CTE and Literacy with Linda Moyer: teracy
How Do You Expect Me to Teach Reading & Writing? /literacy/handbook.pdf.
CTE’s Role in Adolescent Literacy s/Literacy_Issue_Brief.pdf

36. Next Steps… Reflecting back on one unit/ lesson you teach…
1. Select 2 reading strategies modeled today (or others)
2. Identify how you would use the strategy in your classroom
3. Explain how it would increase reading comprehension for your students.