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Boosting Achievement through Content Area
Reading Comprehension Strategies
Jim MilesSenior AssociateInternational Center for Leadership in [email protected]
Reading Instruction
K 1 2 3 4 5 6 7 8 9 10 . . .
Learn to Read
Read to Learn
Reading in the Content Area
College vs. Workplace Entry-level vs. Management-level High-stakes State Tests
NCLB Legislation Adequate Yearly Progress (AYP)
Academic Rigor Reading Comprehension Strategies
Best taught in the content area
Reading Research
Process for managing reader progress and reading comprehension
Measures text readability and student reading ability; can match text with student reading level
Determines difficulty of reading by word frequency and sentence structure/length
Most widely used reading measure
Lexile Framework for Reading
Lexile Framework for Reading
Lexile measure reported in increments from 200L to 2000L
Can be used in any curriculum content
Tens of thousands of books, tens of millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures
Teaching reading comprehension strategies
Matching text to student’s reading level Using collaborative activities Using technology Writing before, during, and after reading
READING COMPREHENSION CAN BE INCREASED BY
Literature / Text Lexile
Grisham, The Firm 680LWord 2003; Glencoe/McGraw-Hill 800LBrown, The DaVinci Code 850LHarry Potter Series 940LWorld Cultures: A Global Mosaic; PH 900LPride and Prejudice 1100LWar and Peace 1200LPsychology: An Introduction 1300LThe Scarlet Letter 1400L
Personal Reading
Aetna Health Care Discount Form 1360LMedical Insurance Benefit Package 1280LApplication for Student Loan 1270LFederal Tax Form W-4 1260L Installing Your Child Safety Seat 1170LMicrosoft Windows User Manual 1150LG.M. Protection Plan 1150LCD DVD Player Instructions 1080L
NewspapersNY Times 1380LWashington Post 1350LWall Street Journal 1320LChicago Tribune 1310LAssociated Press 1310LUSA Today 1200L
16 Career ClustersDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
Agriculture / Natural Resources 1270-1510L Architecture / Construction 1210-1340L Business & Administration 1210-1310L Health Science 1260-1300L Hospitality / Tourism 1230-1260L Human Services 1050-1200L Law & Public Safety 1420-1740L Retail / Wholesale Sales 1180-1270L Transportation, Distribution 1170-1350L
Entry-Level Occupational Reading Materials
A
dvan
ced
Lexile Reading Level Range: 890 - 1000
Inte
rmed
iate
Lexile Reading Level Range: 1210 - 1370
En
try
Lev
el
Lexile Reading Level Range: 1050 - 1200
Health Services
A
dvan
ced
Lexile Reading Level Range: 1300 - 1340
Inte
rmed
iate
Lexile Reading Level Range: 1230 - 1330
En
try
Lev
el
Lexile Reading Level Range: 1210 - 1310
Business and Administration
A
dvan
ced
Lexile Reading Level Range: 1310 - 1370
Inte
rmed
iate
Lexile Reading Level Range: 1180 - 1310
En
try
Lev
el
Lexile Reading Level Range: 1210 - 1340
Architecture and Construction
A
dva
nce
d
Lexile Reading Level Range: 1330 – 1500L
Inte
rmed
iate
Lexile Reading Level Range: 1350 – 1620L
En
try
Lev
el
Lexile Reading Level Range: 1670 – 1800L
Government & Public Administration
Reading Comparison
High School
Students High School
Classroom Materials Personal Use Newspapers
Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11
& 1
2
Gra
de
11
& 1
2
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Reading Comprehension Strategies
increase student’s comprehension and retention of information
activate student’s prior knowledge to connect with new information
teach / reinforce skills that all good readers normally use
Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.
Increase Reading Comprehension by
Instruction in and support for strategiesEngaging discussion of reading contentSet rigorous level for text, conversation,
questions, and vocabularyUse practices to increase motivation and
engagement with reading Use specific instructional strategies for
learning and retention of content
Reading Comprehension Strategies
Affinity Anticipation Guide Cloze Concept Definition Map Cornell Graphic Organizer DR/TA Fishbone K-W-L-S Learning Logs Minute Paper
Pairs-Read Paraphrasing QAR RAFT Reciprocal Teaching Rock Around the Clock SQ3R Structured Note-taking Summarizing Venn Diagram Vocabulary in Context
Essential ELA Skills
Preview text to anticipate content Identify, collect, select pertinent
information while reading Discriminate important ideas from
unimportant ideas while reading Apply, extend, and expand on
information while reading
Tips for Reading Specific Text
Brochures Classified Advertisements Editorials Electronic Mail Employee Handbooks Forms and Applications Graphs and Charts Instructions New Stories Operational Manuals
Illustrations and Captions
Primary Sources Reference Books Research Reports Secondary Sources Tables Textbooks Timelines Web Sites
Direct Reading Thinking Activity
Reading Comprehension Strategy
DIRECTED READING / THINKING ACTIVITY (DR/TA)
What I know I know:FOCUSFACTSSURE ABOUT
What I think I know:FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING
What I think I’ll learn:PREDICTFORECAST AROUSES INTEREST
What I know I learned:FACTS LEARNED FROM: READING DISCUSSION
Concept Definition MapReading Comprehension Strategy
VENN DIAGRAMReading Comprehension Strategy
Venn Diagram
Virus Bacteria
Common to Both
Unique to Virus
Unique to Bacteria
Venn Diagram
Vocabulary is the Gateway to Inferential Thinking
Most of us learned to teach vocabulary by having students:Write the word several timesFind the definitionWrite it in a sentence
Meta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that…
Verbal Rehearsal
Connect with prior learning
Association method
Think-Pair-Share
Visual Clueing
Post key words
Color code or place with pictures, clip art
Larry Bell’s 12 Powerful Words 1. Trace List in steps 2. Analyze Break apart 3. Infer Read between the lines 4. Evaluate Judge 5. Formulate Create 6. Describe Tell all about 7. Support Back up with details 8. Explain Tell how 9. Summarize Give me the short version10. Compare All the ways they are alike11. Contrast All the ways they are different12. Predict What will happen next
Graphic Organizers
Brain friendly Creates patterns for the brain Supports concept development Multi-purpose Cross content application with little
modification (101 Uses) Motivating to reluctant writers – small
spaces
Frayer Method
Examples Non-examples
Non-linguistic Representation
Use or
Application – put in context
Now write your own definition:
Concept
Vocabulary Strategies, Writing Strategies and Graphic
Organizers Combine for High Payoff
Add some cooperative grouping and you have instant results
based learning
Writing Strategies
When Students Write
They are obliged to organize concepts,
to place concepts in their own language,
and to connect concepts with their own analogies.
Writing often, several times a week, provides constant reinforcement of the content.
Writing to Learn
1 to 3 minutes at the beginning, during, or at the end of class
Several times a week - Daily
Writing to Learn becomes a habit in the classroom.
Writing in response to course content helps students
Think independently
Develop insight
Explore thoughts and feelings
Develop intellectual courage
Examples of Quick Writes
Learning Logs
Entry and Exit Slips
Prompts for Exit / Entry Slips
What one idea from today’s lesson most interested you? Why?
What was the clearest point? The foggiest point?
What are the main points we made today in class?
If you had to restate the concept in your own terms, how would you do that?
How does today’s discussion build on yesterday’s?
Advantages of Exit / Entry Slips
Check for Student Understanding
Judge if Lesson Needs Re-teaching
Students Gain Confidence
Chance to “Listen” to Students
Develop a Dialogue with Students
Quick Write Prompt
Unit:Topic:Question / Prompt: Key Points:
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized."
Haim Ginott
