Basa pasa presentation

BASA-PASA:

Whole School Approach to Reading

Mr. Marco D. Meduranda

The Situation

• Based on the Reading Diagnostic Assessment conducted by the English department last August, 80.46 percent of our students are considered to be striving adolescent readers.

• This means that in every 10 students, 8 are experiencing difficulty in understanding reading texts required by different subject areas.

Rationale: Basa-pasa aims to provide reading instruction training to

content area teachers such as Science, Mathematics and Social Studies through a WHOLE SCHOOL APPROACH.

It is one of the activities highlighted in the 2012 National Reading Month that aims to promote the Every Child A Reader Program (ECARP) of the Aquino Administration.

The activity is also considered important in sustaining Navotas National High School’s high student national achievement test performance.

Objectives

Guide subject teachers in developing reading competencies of students

Provide teachers with reading tools to improve reading comprehension

Equip teachers with instructional strategies that build reading comprehension before, during and after a lesson

Teaching reading in the content areas is NOT so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning.

-Billmeyer & Barton 1998

Reading in the Content Areas

WHY WHOLE SCHOOL APPROACH TO READING?

Reading is implicated in all content or subject areas.

Reading instruction is a responsibility that should be shared by all teachers, regardless of level or content.

WHOLE SCHOOL LITERACY PARADIGM

THE READING BILL OF RIGHTS

1. What do you believe about reading? Literacy?

2. Watch the video and reflect on the ideas presented by the educators.

3. Identify part of the reading bill of rights that made an impact to you.

·

Activity: Comprehending Content Area Text

How rigorous are How rigorous are thethe

reading demands reading demands of secondary of secondary

students?students?

Let’s take a Let’s take a

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

Act 1 - Scene 1 Act 1 - Scene 1 Venice. A street.Venice. A street.Enter RODERIGO and IAGOEnter RODERIGO and IAGO

RODERIGORODERIGOTush! never tell me; I take it much unkindlyTush! never tell me; I take it much unkindlyThat thou, Iago, who hast had my purseThat thou, Iago, who hast had my purseAs if the strings were thine, shouldst know of this. As if the strings were thine, shouldst know of this.

IAGOIAGO'Sblood, but you will not hear me:'Sblood, but you will not hear me:If ever I did dream of such a matter, Abhor me.If ever I did dream of such a matter, Abhor me.

RODERIGORODERIGOThou told'st me thou didst hold him in thy hate. Thou told'st me thou didst hold him in thy hate.

IAGOIAGODespise me, if I do not. Three great ones of the city,Despise me, if I do not. Three great ones of the city,In personal suit to make me his lieutenant,In personal suit to make me his lieutenant,Off-capp'd to him: and, by the faith of man,Off-capp'd to him: and, by the faith of man,I know my price, I am worth no worse a place:I know my price, I am worth no worse a place:But he; as loving his own pride and purposes,But he; as loving his own pride and purposes,Evades them, with a bombast circumstanceEvades them, with a bombast circumstance



““Only Thing We Have to Fear Is Fear Itself”: Only Thing We Have to Fear Is Fear Itself”: FDR’s First Inaugural AddressFDR’s First Inaugural Address

I am certain that my fellow Americans expect that on my induction into I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that essential to victory. I am convinced that you will again give that support to leadership in these critical days.support to leadership in these critical days.

In such a spirit on my part and on yours we face our common In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands no markets for their produce; the savings of many years in thousands of families are gone.of families are gone.



Vincent Van Gogh Self PortraitsVincent Van Gogh Self Portraits

In the most limited definition of the term, Impressionism as the objective study of In the most limited definition of the term, Impressionism as the objective study of light did not encourage so essentially a subjective study as the self-portrait but in the light did not encourage so essentially a subjective study as the self-portrait but in the later expansion of the movement this self-representation was given renewed force by later expansion of the movement this self-representation was given renewed force by Cézanne and van Gogh. The latter has often been compared with Rembrandt in the Cézanne and van Gogh. The latter has often been compared with Rembrandt in the number and expressiveness of his self-portraits but while Rembrandt's were number and expressiveness of his self-portraits but while Rembrandt's were distributed through a lifetime, van Gogh produced some thirty in all in the short distributed through a lifetime, van Gogh produced some thirty in all in the short space of five years --- from the end of the Brabant period (1885) to the last year of space of five years --- from the end of the Brabant period (1885) to the last year of his life at St Rémy and Auvers. In each there is the same extraordinary intensity of his life at St Rémy and Auvers. In each there is the same extraordinary intensity of expression concentrated in the eyes but otherwise there is a considerable variety. expression concentrated in the eyes but otherwise there is a considerable variety. From the Paris period onwards he used different adaptations of Impressionist and From the Paris period onwards he used different adaptations of Impressionist and Neo-Impressionist brushwork, separate patches of colour being applied with varying Neo-Impressionist brushwork, separate patches of colour being applied with varying thickness and direction in a way that makes each painting a fresh experience.thickness and direction in a way that makes each painting a fresh experience.

Self-Portrait Dedicated to Paul GauguinSelf-Portrait Dedicated to Paul Gauguin 1888 (130 Kb); Oil on canvas, 60.5 x 49.4 cm 1888 (130 Kb); Oil on canvas, 60.5 x 49.4 cm (23 3/4 x 19 1/2 in); Fogg Art Museum, Harvard University, Cambridge, MA. (23 3/4 x 19 1/2 in); Fogg Art Museum, Harvard University, Cambridge, MA.


Oven Baked Macaroni and CheeseOven Baked Macaroni and Cheese

Ingredients:Ingredients:1 8oz. box of elbow macaroni, cooked and drained1 8oz. box of elbow macaroni, cooked and drained2 Tablespoons butter2 Tablespoons butter2 Tablespoons flour2 Tablespoons flour2 cups milk2 cups milksalt and pepper to tastesalt and pepper to taste2 cups shredded sharp Cheddar2 cups shredded sharp Cheddar

Directions:Directions:Preheat oven to 360 degrees.Preheat oven to 360 degrees.Prepare macaroni using directions on box and drain well.Prepare macaroni using directions on box and drain well.In a saucepan, melt butter over medium heat. Add flour and stir to removeIn a saucepan, melt butter over medium heat. Add flour and stir to removelumps. Pour in milk and cook until thickened. Season with salt and pepper.lumps. Pour in milk and cook until thickened. Season with salt and pepper.Add cheese and stir until melted. Add macaroni and stir until all macaroni Add cheese and stir until melted. Add macaroni and stir until all macaroni

isisincorporated. Pour mixture into 2 qt. casserole dish and bake for 20 incorporated. Pour mixture into 2 qt. casserole dish and bake for 20

minutes.minutes.


Calculate Your Training Heart Rate RangeCalculate Your Training Heart Rate Range

Step1Step1Subtract your age from 220. (Example for an 18-year-old: 220 - 18 = 202.) Subtract your age from 220. (Example for an 18-year-old: 220 - 18 = 202.)

Step2Step2Multiply the result by 0.55 to determine 55 percent of your estimatedMultiply the result by 0.55 to determine 55 percent of your estimatedmaximum heart rate. (For an 18-year-old: 202 x 0.55 = 111.1, or maximum heart rate. (For an 18-year-old: 202 x 0.55 = 111.1, or

approximatelyapproximately111 beats per minute). This is the low end of your training range, or the111 beats per minute). This is the low end of your training range, or theslowest your heart should beat when you exercise. slowest your heart should beat when you exercise.

Step3Step3Multiply the result from step 1 by 0.90 to calculate 90 percent of yourMultiply the result from step 1 by 0.90 to calculate 90 percent of yourestimated maximum heart rate. (For an 18-year-old: 202 x 0.90 = 181.8, orestimated maximum heart rate. (For an 18-year-old: 202 x 0.90 = 181.8, orapproximately 182 beats per minute). This is the high end of your trainingapproximately 182 beats per minute). This is the high end of your trainingrange, or the fastest that your heart should beat when you exercise. range, or the fastest that your heart should beat when you exercise.

Step4Step4Use your answers from steps 2 and 3 to determine your training heart rateUse your answers from steps 2 and 3 to determine your training heart raterange. (An 18-year-old's training range is 111 to 182 beats per minute). range. (An 18-year-old's training range is 111 to 182 beats per minute).


That’s not to That’s not to mention…mention…

So…So…What can I do What can I do

in my own in my own classroom?classroom?

HELPING STRUGGLING READERS:

Instructional Strategies that Support Content Area Reading.

Traditional Format New Format

Reading assignment

given

Silent or Round Robin

reading

Discussion/Activity to see if students learned main

concepts, what they “should have” learned

Prereading activities Activating Prior Knowledge

Discussion Predictions Questioning

Brainstorming Setting purpose

ACTIVE reading

Activities to clarify,

reinforce,

extend knowledge

Three Interactive Elements of Reading

Irvin, Judith L. Strategies to Improve Reading in the Content Areas. Florida State University.

The reader: what the reader

brings to the learning experience

The climate: the learning context or

environment

The text features:

the characteristics of the written text

Skill level, investigations, motivation, cultural and

familial experiences

Text, Form And Features

School or grade level community agreement, transfer from reading instructionto application in content

Students often know how to read, they just don’t use (or know how to use) effective strategies to get the full meaning from the text they read.

3 Phases of Reading:

1.Pre-Reading

2.During-Reading

3.Post-Reading

LEARNING/READING AND RETENTION

Time Spent

CONSTRUCT MEANING

PRE-READING

ORGANIZE

DURING-READING

STORE

AFTER-READING

Objective- To effectively use before, during, and after reading strategies within the classroom to accelerate and improve student learning.

Before Reading Strategies

Vocabulary Development Strategies During Reading Strategies After Reading Strategies

Activate Prior Knowledge and Set

A Purpose for Reading

Figure Out What is

Important

Organize Knowledge

Make Inference

Find out the Meanings of

Unknown WordsAsk Questions

Visualize

Set a purpose

Activate prior knowledge

Preview the reading

Introduce important vocabulary

Before Reading

· Link new information to prior knowledge· Clarify misconceptions· Relate new vocabulary to known concepts· Provide information about the organization

of the content· Generate questions about the topic· Make predictions about what might be

learned

This will look weird! Believe it or not, you can read it!

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg.

The phaonmneal power of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer. Inwaht oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae.

The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe.

Amzaning huh? Yeah and I awlyas thought slpeling was ipmorantt!

Prior Knowledge

The questions that p______ face as they raise ch_____ from in______ to adult life are not easy to an_____. Both fa____ and m_____ can become concerned when health problems such as co____ arise any time after the e_____ stage to later in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d______.

Before

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent Regional Education Laboratory),1998

Before Reading Strategies

Anticipation Guide Chapter Walk ABC’s of ______________ KWL/ KNL Below the Line

Anticipation Guide

1. Read each statement and place a check under agree or disagree in the “before” column.

2. Whole group discussion on agreements and disagreements. 3. Read the text (teacher read or independently).4. Reread each statement and place a check under the agree or

disagree in the “after” column.5. Make a note in the box as to where the evidence can be

located to support this statement.6. Whole group or small group discussion to collaborate on the

text based evidence.

Anticipation Guide-EXAMPLE.doc

Examples: Anticipation Guide

Examples: Anticipation Guide

Examples

Strategy: ABC Brainstorm

Strategy: KWHL

Strategy: Think-Pair & Share

Strategy: Vocabulary Slide

Strategy: Vocabulary Map



Strategy: Word Detective

46

Example of a Vocabulary StrategyFrayer Model – (Barton & Heidema, 2002)

Definition (in own words)

Facts/Characteristics

Examples Non-ExamplesWORD or SYMBOL

47


Definition (in own words)


Examples Non-ExamplesRADICAL

An expression in this form is called a radical, b is called the radicand and the n is called the index of the radical.

n b

44 81 3 3 81because 3 541 1 1 1 1

a is the positive square root of aa is the negative square root of a

0 0n 9 3 9 3

9 'can t do

3 2205Not a radical – this is a division sign

48


339 3 8 2 2 2 2

Definition (in your own words)


Examples Non-Examples

These are radical signs . When no superscript number is in front (called the index) it means it is square root. With a “3” index it becomes a cube root and so on.

*there is never an index=1 *odd roots are always the same sign as the number under the radical.

Not a radical – this is a division sign

n nx x

3 2205

nor0 0n

339 3 8 2 2 2 2 9 3

9 3

33 8 2 2 2 2

1 1n

DURING

Monitor comprehension to adjust pacing or ask questions

Maintain mental activity through connecting, predicting, summarizing, etc.

Organize and integrate new information on graphic organizers

Verify/ adjust predictions to categorize new information

DURING READING STRATEGIES

Cornell Note-taking Three-column notes SQ3R Question and Answer Reference Frames Story Board Notes or Story Map DRTA & REAP

CORNELL NOTES

CORNELL NOTES

Strategy: SQ3R

STRATEGY:

REAP

STRATEGY:

DRTA

Strategy: Three Column Notes

After Reading Strategies

To consolidate their learning, effective learners reflect on new information and integrate it into previous understandings by personalizing and applying the new concepts.- Buehl, 2001

Have the students use the new information in a meaningful way that they can apply prior knowledge and skills.- Runkle, 2009

After Reading Strategies

· 3-2-1

· Discussion Webs

· Cooperative Activities

3-2-1- quick strategy for the end of any lesson, vary the response

3 - new facts that you have learned over the past two days

2 - strategies that you will definitely use this school year

1 - question that you still have about content area literacy

Strategy: 3-2-1

Discussion Webs

· To encourage critical and elaborative thinking

· Visual/graphic representation of thinking processes

· Examining alternative points of view

· Question should be stated so that there is more than one point of view

School UniformsSchool Uniforms

Should School Uniforms be Mandatory in all

Sumner County SchoolsNO YES

Conclusion

Letter to the author or character

Role-playing, Dramatization & Simulations

ACROSTICS Jingle, Rap or

Song Poster, Collage

Bulletin Board or Slogan

Group Report Collaborative

Project Facebook, Blog,

Newsletters

Lessons from a Public School Turnaround

Watch the video clip and identify the reading instruction strategies

that school used to improve students’ achievement.

Wrap Up and Reflection

· What are the three main phases of the reading process?

· What are some reading tools that you’ve learned about today that you will utilize in your own classroom?

· What are some ways that you will promote reading in your classroom?

The Challenge Awaits Us

Documents

Basa pasa presentation