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Making Reading Come to LifePresented by: Laura Hasselquist & Tami SlowiakChippewa Falls Senior High SchoolChippewa Falls, WI
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A little about us…
• Laura and Tami• Chippewa Falls Unified School District• Industry-based residential community• Leinenkugel’s, Cray computer research, Darly pumping• 5000+ students (k-12)
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Why reading is important to us
• District focus is on content reading• 6-traits writing taught at all levels• As a part of Response to Intervention (RtI)the middle school and high school teaches stems.
• What are other districts focusing on?
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What do we already know about reading in the content area?Incorporating strategies/activities while learning about reading in the content area
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Why we should all care
• 63% of projected job openings for 2018 will need at least some college education.
Chronicle of Higher Education, 2010 (http://chronicle.com/article/Number-of-Workers-With-College/65948 )
• American 15 year olds rank 14th among developing nations in reading.
• Low literacy skills often lead to low level employment, remedial course work and increased drop out rates.
Engineering Solutions to the National Crisis in Literacy: How to Make Good on the Promise of the Common Core State . Alliance for
Excellent Education. Washington D.C. 2011
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Defining disciplinary literacy
Wisconsin’s DPI definition:
The confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.
Wisconsin’s literacy link
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Three Keys to Increasing Reading Comprehension
• Frontloading• Active Reading• Summarizing
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Getting started• Frontloading• Presenting material to be read
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What is frontloading and why is it important?
• Frontloading – activating students’ thinking before reading.• Allows students to draw on previous knowledge• Provides a roadmap• Helps ID key concepts for struggling readers• ID vocabulary words
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Examples of frontloading
• K-W-L• Alphabet brainstorming – we’ll do this one• Anticipation guide – We’ll try this one too!• Anything that addresses vocabulary• Stems/breaking the words apart• Chapter “tour”• Concept definition
•
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How do you read in your classroom?Example of “frontloading” activity
• Alphabet brainstorming – complete the activity by listing:• What do you know about incorporating reading?• What techniques/strategies are you familiar with?• How do you use reading in your
classroom?3 minutes to brainstorm!
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ABC Brainstorming(D. Buehl, Classroom Strategies for Interactive Learning, 3rd ed., 2009
and www.readquest.org )
ABC brainstorming from “readingquest.org”
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Anticipation Guides
• Complete created questions then read the first page of the article “A Place for Content Literacy.”
Misulis, Katherine E.; The Science Teacher magazine, January 2011
How material is presented:what matters to the reader
• Fonts• Size and type
• Paper• Color – color or paper and font• Type of finish
• Nearly ½ of learning disabled students suffer from light sensitivity
(Johnson, L.; Teaching outside the box, how to grab your students by their brains; Jossey-Bass, 2011, 2nd ed.)
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Active ReadingOrganizing information
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Active Reading Examples
• Coding in the margins – let’s try this(using “Supporting the Development of Reading in the CTE Classroom” …‘A to
do and not to do list”)
• Venn Diagrams (include a summary at the bottom).• Two column notes• Graphic organizer “foldables”• Vocabulary word map
Anything that makes students think about what they are readingSee www.readingquest.org
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Summarizing
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Summarizing ActivitiesThe last 3 minutes before the bell rings…SUM IT UP!
• Go back to ABC frontloading activity and in a different color, add to your list using ideas you learned so far.
• “Sum it up” activity• Lesson closure • Exit cards • Pictionary activity – no words!• 3-2-1 out the door!
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Tying it all together
• Urban poaching article• Graphic organizer that does it all
Adapted from Buehl’s “different perspective’s graphic organizer”.
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Before we go…..
• Complete an exit card:• Commit to one strategy per key area
(frontloading, active reading, summarizing) you will use when you return to the classroom.• I will frontload by ______________• I will active read by _____________• I will summarize by ______________
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Resources• ). Buehl, D. (2009), Classroom Strategies for Interactive Learning, 3rd Ed.• Science Literacy, Get Real.
http://ohiorc.org/adlit/InPerspective/Issue/2009-02/Article/vignette2.aspx• Middle School Portal, Reading strategies.
http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Reading_Comprehension_Strategies
• Grant, M.C. and Fisher, D.; Reading and Writing in Science; Corwin Pres, Thousand Oaks, CA. 2010 ISBN: 9781412956147. (Anticipation guides and reading strategies.
• Science net links, science lessons. http://sciencenetlinks.com/lessons/• NSTA Science Lessons. . http://learningcenter.nsta.org/default.aspx• strategies for comprehension. . http://www.readingquest.org/home.html • Wisconsin Department of Public Instruction Agricultural Literacy site.
https://sites.google.com/a/dpi.wi.gov/afnr-disciplinary-literacy/home • Zike, Dinah (1992), Big Book of Books and Activities: An Illustrated Guide for Teacher, Parents,
and Anyone Who Works With Kids! , Dinah-Might Activities Inc. ISBN: 978-1882796076• How to make different foldables: http://www.mswinston.com/fold.pdf
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