AARI ADOLESCENT ACCELERATED READING

INITIATIVE

Presentation by:Cyndi Settecerri

What it is and

what it isn’tAARI is NOT a new “trick” to add to your instructional toolbox

AARI is a PARADIGM shift in reading instruction and metacognition for teachers as well as students

EXPOSITORY TEXT STRUCTURES

working through a text

Identifying READER’S AIDS

Help kids concentrate on the content in the book

Teachers plan questions that focus on pre-reading and help kids work through the text for answers (unlike our previous prior knowledge instruction)

BEFORE READING

REAder’s aids

Look at Table of Contents

What vocabulary is highlighted/italicized/bold?

What are the clues for global structure?

Look at pictures (captions?)

Look at maps/graphs

WORKING THROUGH TEXT

Responsive teaching - scaffolding with one student until comprehension makes sense

Inferential questioning - follow student’s response with another question

QUESTIONING - QAR (question answer response) and QtA (question the author)

Textual analysis through text structures

Building a reading community

DIRECT GUIDED READING

(:(:((

EXAMPLES(from “All kinds of wheels” text)

Does the picture prove the text?

Does the author give us a clue about which of these are wheels?

Why would a train need many wheels?

Do all wheels roll on the ground?

Why does an airplane need wheels?

text mappingafter reading - text structure analysis

Animal Animal HomesHomes

Some Some animals animals

live in the live in the waterwater

Some Some animals animals

live live undergroundergro

undund

Some Some animals animals

live in the live in the tops of tops of treestrees

FROGSFROGS

BEAVERSBEAVERS RABBITSRABBITSMOLESMOLES

KOALASKOALAS

EAGLESEAGLES

ConclusiConclusionon

IntroduIntroductionction

What does research tell us?

MOST IMPORTANTLY - Authors and readers communicate through text (focus is ON THE TEXT)

Curriculum theory tells us that more learnable text: presents important domain content, takes developmental level of learners into account, presents lots of examples of the important content

Research suggests these features for comprehensible text: well organized, pattern is signaled, content connects the new to the known, text is interesting to readers

AARI - TEACHING APPROACH

Variety and range of QUESTIONS

Scaffolding with a student until they GET IT!

Rephrasing and plenty of wait time

Questions BUILT ON each other

Cognitive TENSION is good!

Distinguish between EXTENSION and INFERENCE QUESTIONS

Bringing the STRATEGY to the surface - making concrete the THINKING PROCESS

Text structures - graphs

Line

Topical Net

Matrix

Topical Net for Lions book

LIONSLIONS

habitathabitat

baby baby lionslions

activityactivity

reprodureproductionction

protectiprotectionon groupsgroups

huntershunters

Matrix for SPIDERS Book

Color TarantulasJumping Spiders

Trap-door Spiders

Size Biggest of all NIT NIT

Hunt / PreyKills with sharp fangs

Shed long hairs to poison their prey

Jumps to sneak up on insects

Legs used for jumping

Make silk in tunnelRaises trap door at

night

Looks Like Hairy Short legs NIT

TEXt structure - graphs

MainMainIdeaIdea

Linear String

Falling Dominoes

Text structure - graphs

ArgumentMain Main IdeaIdea

Supporting DetailsSupporting Details

Hierarchy

HIerarchy for Animals in Danger book

Animals in Danger

Mammals Birds Reptiles Insects Spiders

Mountain

Gorillas

Beluga Whales

AfricanElephants

Giant Pandas

SnowLeopards

HyacinthMacaws

Bald Eagles

Spotted Owls American

Alligators

Turtles

KomodoDragons Copper

Butterflies

KarnerBlue

Butterflies

Tarantulas

text structure - graphs

Branching Tree

Any structural pattern can be global (the overall structure of a text) or a local sub-structure

(an internal rhetorical within the global structure)

RTI - Tier 3intensive intervention

focused on closing the gap4-5 days a week (45 minute sessions)

Assessment through QRI @ beginning, middle and end of 20 weeks

3-5 students in a group

Students are grouped by reading level not grade level

Classroom teacher support is CRUCIAL for transition back to textbooks

Inferential questions (teacher “talks” with these types of questions)

Gradual release of responsibility

Teach text structures - aim for high level of thinking

Walk through the textbook

Look at textbook for the clues to global structure of the chapters as well as the entire textbook

Look for places in the text where you need to fill in background knowledge

Identify 2 or 3 major concepts that you would like your students to study

WHAT PARTS OF THE TEXT WILL I USE TO ACCOMPLISH THIS??

Questions?????