Instructional Strategies That Facilitate Learning Across Content Areas :

Instructional Strategies That FacilitateLearning Across Content Areas:

Tools that Promote Effective Reading in any Subject Matter!

Ingrid Haynes, Ph.D.National Literacy Professional Development Consortiumwww.nlpdc.usdrmays@gmail.com Office: (866) 921-5849Cell: 713-591-8119 Fax: (888) 229-1697

Core Beliefs of Using Literacy Strategies

• Good instructional strategies produce effective thinkers. Competent thinkers make powerful inferences from text. Students must create meaning from text quickly and efficiently to excel in content area studies.

Introduction1

Present basic info on RTI at the secondary level

2

Review ongoing research efforts on instructional components of RTIl

3

Present what we know about effective Instruction and intervention for adolescents

4

Discuss some challenges with implementing RTI at the secondary level

5

Today’s Objectives

RtI 4

RTI Process

What is it?

RtI 5

RTI is…

the practice of providing high-qualityinstruction/intervention matched to student needs

and using learning rate over time

and level of performance to

inform educational decisions

RTI in Secondary Schools vs. Elementary Schools

• SAME critical components:– Core Instruction– Universal Screening– Ongoing Progress Monitoring– Tiered Interventions– Data-Based Decision Making

(National High School Center, National Center on Response to Intervention, & Center on Instruction, 2010)

RTI in Secondary Schools vs. Elementary Schools

• DIFFERENT purpose(s)– Remediation of academic difficulties (vs. prevention of

academic difficulties)– Prevention of high school dropout– Increased academic performance and graduation rates– Increased attendance

• Note: RTI for the purpose of LD identification MAY apply at the secondary level, but high schools do not seem focused on this.

(National High School Center, National Center on Response to Intervention, & Center on Instruction, 2010)

RTI in Secondary Schools vs. Elementary Schools

• DIFFERENT implementation strategies and challenges– How do we handle course credits?– How do we schedule interventions?– Where can we find appropriate

screening/progress monitoring tools– What kind of intervention strategies are most

effective and where can we find materials?(National High School Center, National Center on Response to Intervention, & Center on Instruction, 2010)

What Does Research Say?

• Research shows that teacher integration of literacy-related instructional strategies facilitates student learning across all content areas. With the use of content-specific information, it is through the literacy skills of reading, writing, listening, speaking, viewing and presenting that students acquire and retain content knowledge and content-specific abilities.

The Alignment

Six Literacy ComponentsSix Literacy Components

ListeningListening

ViewingViewing

WritingWriting

SpeakingSpeaking

PresentingPresenting

ReadingReading

Standard across all 4-12 content areas

WritingWriting

VocabularyVocabulary

ComprehensionComprehension

FluencyFluency

4-124-12

4-12 Literacy Integration4-12 Literacy Integration

Standard across all 4-12 content areas

WritingWriting

VocabularyVocabulary

ComprehensionComprehension

FluencyFluency

4-124-12

4-12 Literacy Integration4-12 Literacy Integration

Standard across all 4-12 content areas

FluencyFluency

Reading fluency:

• is the ability to read text accurately with appropriate pacing, expression,

& word choice

• allows readers to rapidly decode text while maintaining high comprehension

FluencyFluency

Oral reading fluency:

• improves comprehension

• must take place in all disciplines due to different textual demands; students need to hear their teachers read content area texts aloud in all disciplines

FluencyFluency

Partner reading—purposefully partnering students to provide ample opportunities for practice (Klinger & Vaughn, 1996)

Echo & choral reading Choir Reading (Lets Practice This One)Reader’s theaterRepeated reading

Choir Reading• Group 1) Fluent reading is reading in which words are

recognized automatically. Group 2) With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading. Group 3) But beginning readers usually do not read fluently; reading is often a word-by-word struggle. Group 4) In general, the fluency formula is this: Read and reread decodable words in connected text. Decode unknown words rather than guessing from context. Group 5) Reread to master texts. Everyone) Use text with words children can decode using known correspondences. Use whole, engaging texts to sustain interest.

Fluency ExpectationsFluency Expectations

Students should read with fluency unpracticed grade-level text at the following words per minute:

Grade WPM

4 140 - 170

5 170 - 195

6 195 - 220

7 215 - 245

8 235 - 270

9-12+ 270 – 300

(What Really Matter for Struggling Readers , 2000, Richard Allington)

• Apply rates with caution

• Oral reading is slower than silent reading

• www.lexile.com

FluencyFluency

How will you apply these fluency strategies

within your classroom or school?

WritingWriting

VocabularyVocabulary

ComprehensionComprehension

FluencyFluency

4-124-12

4-12 Literacy Integration4-12 Literacy Integration

Standard across all 4-12 content areas

Vocabulary`Vocabulary`

• Vocabulary refers to the words we must know to communicate effectively in listening, speaking, reading, & writing

• Vocabulary instruction raises fluency & comprehension

• Words must be experienced multiple times through listening, speaking, reading, & writing before “learned”

How big is your vocabulary?

Who can read the next slide?

The Wimmy Wuggen and the Moggy Tor

Once upon a time, a wimmy Wuggen zonked into the grabbet. Zhe was grolling for poft because zhe was very blongby.

The wimmy Wuggen grolled and grolled until zhe motted a moggy Tor.

Zhe glind to the moggy Tor, “lk am blongby and grolling for poft. Do yum noff mehre ik can gine some poft?”

“Kex,” glind the Tor, “klom with ne, wimmy Wuggen. lk have lodz of poft in ni bove.”

So the Wuggen womt with thr Tor to hiz bove. Dhem the Wuggen glind to the Tor, “Vhat kimd of poft do yum habt?”

And the moggy Tor glind, “YUM Wuggen zar excellent poft!”

Group ActivityEach group will respond to the following questions.1. Where did the wimmy Wuggen zonk?2. Why was zhe grolling for poft?3. Did the moggy Tor help the Wuggen? Why do you

think so?4. Would you have womt with the moggy Tor had you

been the wimmy Wuggen? Why or why not?

Vocabulary Interventions

• Most effective strategies include:– Semantic maps– Semantic feature analysis – Fostering relational connections– Word associations– Mneumonic pictures

(Reed & Vaughn, 2010)

VocabularyVocabulary

Let’s Try A Strategy

• Work as a group1. Select word from packet

2. Look on the back of the word to determine the page number for the strategy

3. Hang chart paper on wall

4. Be prepared to share

Handout

Pg. 13, 30, 34,

97-109

VocabularyVocabulary

Definition Map Modeling

Vocabulary Word

Synonyms/“It is”

Antonyms /“It is not”

Example

Icon / Illustration

VocabularyVocabulary

Develop “specialized” vocabulary word lists within all content area classes

History Unit: World War II

High Frequency Specialized Embellishments

inferinterpret

hypothesizeanalyze

Fascism

truceplatoon

totalitarian

formidablecontentiouspreventable

strategic

VocabularyVocabulary

Develop “high frequency” word lists

History Unit: World War II

High Frequency Specialized Embellishments

inferinterpret

hypothesizeanalyze

Fascism

truceplatoon

totalitarian

formidablecontentiouspreventable

strategic

VocabularyVocabulary

Word Walls

• work effectively with “specialized” vocabulary words

• work effectively with prefixes and suffixes w/ examples from content vocabulary

• should be interactive for students

VocabularyVocabulary

Develop a school-wide “high frequency” across content core vocabulary word list

analyze cite

commentcompareconsidercontrastdefinedesigndetail

determine

develop elaborateembellishestimateexamineexpandexplore

extractgenerateidentify

injectinterpret

investigatejustify

legitimizemarginalize

measureobtain

organizeparaphrase

persuadeperuseprovereasonrecoverrecreateredesign

referreflectrefrain

refutereject

researchreviseselectsolvestate

summarizesupportunpack

VocabularyVocabulary

How will you apply these vocabulary strategies within your classroom or school?

WritingWriting

VocabularyVocabulary

ComprehensionComprehension

FluencyFluency

4-124-12

4-12 Literacy Integration4-12 Literacy Integration

Standard across all 4-12 content areas

ComprehensionComprehension

Set PurposeAnticipation Guides

Activate Prior Knowledge

KWL

Examine TextText Walks

Text Format/Structur

s

Monitor

Visualize

Connect

Question

Infer

Clarify

Predict

Summarize

Understand

Interpret

Apply

Analyze

Evaluate

Create

QAR

BeforeBefore DuringDuring AfterAfter

ComprehensionComprehension

Graphic Thinking Organizers

Handout

Pages 5-23,88

VisualVisual

ExamplesExamples

DefinitionDefinition

SynonymsSynonyms

WordWord

United States Canada Mexico

Area:

Longitude / Latitude:

Climate:

Physical Features:

gas informationfood

car body knowledge

as as

ComprehensionComprehension

How will you implement these comprehension strategies

within your classroom or school?

WritingWriting

VocabularyVocabulary

ComprehensionComprehension

FluencyFluency

4-124-12

4-12 Literacy Integration4-12 Literacy Integration

Standard across all 4-12 content areas

WritingWriting

Important Concepts in Developing a Plan for Writing

Instruction

• Writing is a cognitive task; it is developmental• Writing is a social act; it moves from

egocentrism to larger audiences.• Simply writing or enjoying writing does not in

itself lead to improved writing

Overall research finding for process approach:

• All stages must be FULLY implemented if students are to build a repertoire of writing strategies.– Students do not benefit from a pick-and-choose approach

to teaching writing .– Students do not benefit from a smorgasboard approach,

such as using a rubric, but not involving students in understanding and/or creating the features of the rubric.

– Students do not benefit from a piecemeal approach, in which writing process instruction is implemented unevenly across time or grade.

• Do we teach all facets of the writing process equally at all grade levels? It is not about the TYPE of writing we teach, but about the WAY we teach it.

Six major conclusions from writing instruction research

• Developmental Process• Write daily• Link with great literature• Model• Multiple purposes• Reading and writing are similar types of

process.

WritingWriting

Writing Practice

WritingWriting

Writing Practice

• You choose grouping1. Pick up and read the colored sheet of paper on your

table.

2. Review and discuss strategy with group members

3. Prepare a lesson using that strategy.

4. Be prepared to share

Handout

Pages 43-60

WritingWriting

What types of writing assignments do you/ would you use within your content area?

Journals Quick Writes

Reports

Handout

Page …

Exit SlipExit Slip

• What I would like to tell someone else about what I learned today is…

• What I would like to learn next is…

• The one aspect that helped me understand most today was…