READING ISN’T JUST FOR THE READING BLOCK Adding Rigor Across the Day Presented by Dawn James-Cappiello Lynn Smith Janice Stilwell

READING ISN’T JUST FOR THE READING BLOCK

Adding Rigor Across the Day

Presented by

Dawn James-Cappiello

Lynn Smith

Janice Stilwell

From Dr. Richard Allington

What children do during reading block predicts what children learn during reading block.

Every day, every child . . .• Will read something they have selected

– When will children learn how to choose books if we offer only teacher-selected texts?

– Access to books improves comprehension

– 1,000-2,000 interesting titles

– Large and multi-level classroom libraries are critical

Every day, every child . . .

• Will read something accurately

– 98% accuracy is essential for reading acceleration

– 90% comprehension

– High success reading is essential to developing oral reading fluency

Fluency Extensive high-success reading produces

similar gains as repeated readings but greater vocabulary and comprehension improvement (Kuhn, 2006).

This develops fluency faster than repeated reading as well as comprehension in other areas.

Every day, every child . . .

• Will read something they understand

– Reading without comprehension is simply word calling. It produces no reading growth.

– Understanding is different from remembering– Recall of text information is easier than

understanding text information– Does teacher questioning assess recall or

understanding?

• Reading for pleasure with comprehension = noticeable gains on standardized tests

• Extensive reading without comprehension = nothing

• Literate conversations begin with questions that are about understanding and NOT remembering

Every day, every child . . .• Will write something meaningful

– Adults rarely write on topics they are assigned

– Writing involves composing or creating text

– Few of us can write well on topics we neither care about or know very little about

– Worksheets are not writing

– Writing to a prompt is not the type of writing real people do

Every day, every child . . .• Will talk to peers about their reading

and writing– In the real world we talk with others about what

we are reading, writing, and learning about

– Research supports the power of conversation with peers

– Peer conversations regarding text have better outcomes than highlighting important information after reading

• If classrooms are quiet, then nothing is going on!

• Nystrand (2006) summarizes research noting that even small amounts of literate conversations daily improve standardized test comprehension scores. This holds true regardless of SES or reading level.

• Literate conversation prepare for 21st century where colleagues are collaborating across continents through conversations

Every day, every child . . .• Will listen to a fluent adult read aloud

• Read Alouds develop:– Vocabulary– Word knowledge– Sense of story– Awareness of genres and text structure– Syntax knowledge of more complex text

Where do I find the time?• Eliminate almost all worksheets from student

daily work• Replace worksheet and test prep with

– Literate conversations– Read alouds– Self selected reading– Self selected writing

• The outcome is improved reading achievement. We create readers and writers.

“Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.”

~ Harvey & Goudvis

13

Understanding Text Structures

What is a text structure?

• A “structure” is a building or framework

• “Text structure” refers to how a piece of text is built


• Builders can use different kinds of structures to build different things

• A skyscraper, for example, is a different kind of structure from a house


• Writers use different structures to build their ideas

• Each text structure communicates ideas in a different way

How does text structure help

readers?• Why bother with

text structure?• As it turns out, a

knowledge of text structure can be very helpful for readers


readers?• When readers do not

have a strong knowledge of the topic of a text, they depend more on the structure (Cataldo and Oakhill)

• A well-written text guides the reader through the content


readers?• Research shows

that efficient searchers use the structure of the text to help them find specific information

Text structures

• Chronological Order• Compare and

Contrast• Cause & Effect• Problem & Solution• Main Idea• Description

Chronological order• Authors use

chronological order to explain how things happen in order

• Chronological order is also called sequence or time order

Chronological order• You will know

that you are reading a text in chronological order because you will see words like first, next, later, then, and finally

Chronological Order

• Questions to Consider–What happened? –What is the sequence of

events? –What are the substages?

• Graphic Organizers– Flow Map– Multi-flow Map– Timeline

Chronological Order Signal Words

after afterward as soon as before

during finally first following

immediately

initially later meanwhile

nextnot long after

now on (date)

preceding second soon then

third today until when

Chronological order• You will often see chronological order

in directions: Have you ever made macaroni and

cheese? It’s simple! First, boil some water and make some macaroni. Then, make your cheese sauce. After the cheese sauce is ready, mix it with the macaroni. Bake the entire thing in the oven. Finally, it’s time to eat!

Chronological order• You will often see chronological order

in directions: Have you ever made macaroni and

cheese? It’s simple! First, boil some water and make some macaroni. Then, make your cheese sauce. After the cheese sauce is ready, mix it with the macaroni. Bake the entire thing in the oven. Finally, it’s time to eat!

Which paragraph is in chronological order?

Pennsylvania has many historic sites. You can visit Revolutionary war sites, like Valley Forge. You can also visit important locations from the Civil War, like Gettysburg. Finally, you can also see the site of the first oil well in Titusville. Pennsylvania has many neat places to visit!

Through the ages, Pennsylvania has seen many interesting events. The state was founded in 1681 by William Penn. Later, Pennsylvania was the site of important Revolutionary War battles. After that, Pennsylvania was home to new factories during the Industrial Revolution. Today, Pennsylvania continues to make history.



This is the paragraph in chronological order. Can you find the clue words that show this order?



This is the paragraph in chronological order. Can you find the clue words that show this order?

Think about it!• What is a structure?• What does chronological

order mean?• What are some clue words

that show chronological order?

Another text structure

• But what if an author doesn’t want to show how something happened in sequence?

• The author would need to use another text structure!


• Suppose an author wanted to explain how these two birds are similar and different

• Chronological order wouldn’t work---there is no order of events

• The author would need to use compare and contrast

Compare and Contrast• Texts that follow this structure tell about

the differences and similarities of two or more objects, places, events or ideas by grouping their traits for comparison.

• Questions to Consider– What are the similar and different

qualities of these things? – What qualities of each thing correspond

to one another? In what way? • Graphic Organizers

– Double Bubble Map– Venn Diagram

Compare and contrast clue words

When authors use the text structure of compare and contrast, they often use special clue words to show this text structure.

Compare and Contrast Signal

Wordsalthough as well as as opposed to both

butcompared with

different from either...or

even though

however instead ofin common

on the other hand

otherwise similar to similarly

still yet

Can you find the clue words?

The cardinal and the cedar waxwing are two common birds. Both have crests on their heads. Both are common at birdfeeders. But the birds have some differences. The male cardinal is a bright red, while the waxwing is brown. The cedar waxwing often migrates from place to place. On the other hand, the cardinal stays in one place year after year.

Here they are! The cardinal and the cedar

waxwing are two common birds. Both have crests on their heads. Both are common at birdfeeders. But the birds have some differences. The male cardinal is a bright red, while the waxwing is brown. The cedar waxwing often migrates from place to place. On the other hand, the cardinal stays in one place year after year.

Compare and contrast graphic organizer

• To organize details from a paragraph in compare and contrast, use a Venn diagram

Review

• Can you explain the difference between chronological order and compare and contrast?

• How can clue words help you as a reader?


• Sometimes, a writer will want to explain how one event leads to another

• This kind of text structure is called cause and effect

Cause and Effect• In texts that follow this structure, the

reader is told the result of an event or occurrence and the reasons it happened.

• Questions to Consider– What are the causes and effects of this

event? – What might happen next?

• Graphic Organizers– Multi-flow Map

Cause and effect clue words

• When authors write paragraphs to show causes and effects, they use words like cause, effect, as a result, consequently, and so

Cause and Effect Signal Words

accordingly as a result of because begins with

consequently

effects of finally first

for this reason

how to how if...then

in order to is caused byleads/led to

may be due to

next so thatsteps involved

therefore

thus when...then


The night’s snowstorm had many effects. People were out shoveling snow from their sidewalks. The power lines were draped with ice. Snow plows drove down every street. Children were the happiest of all. The unexpected snow caused school to be cancelled!


The night’s snowstorm had many effects. People were out shoveling snow from their sidewalks. The power lines were draped with ice. Snow plows drove down every street. Children were the happiest of all. The unexpected snow caused school to be cancelled!

More with cause and effect

Baby painted turtles spend all winter in their nests. They have special chemicals in their blood that can keep their blood from freezing. As a result, baby painted turtles can survive freezing temperatures!


Baby painted turtles spend all winter in their nests. They have special chemicals in their blood that can keep their blood from freezing. As a result, baby painted turtles can survive freezing temperatures!

This is the cause


Baby painted turtles spend all winter in their nests. They have special chemicals in their blood that can keep their blood from freezing. As a result, baby painted turtles can survive freezing temperatures! This is

the effect

Review• Which text structure tells about

how things are similar and different?

• Compare and contrast• Which text structure explains how

things happen in time order?• Chronological order

Another kind of text structure

• Sometimes, an author will want to explain a problem, and then show one or more solutions

• This kind of text structure is called problem and solution

Problem-Solution• The writer presents a problem then

expounds upon possible solutions for that problem.

• Questions to Consider– What is the problem? – What are the possible solutions? – Which solution is best? – How will you implement this solution?

• Graphic Organizers– Circle Map– Flow Map– Multi-flow Map

Problem-Solution Signal Words

the question is one answer is one reason for

recommendations include

because cause

since therefore consequently

as a result of this led to could be

so that nevertheless accordingly

if . . . then thus

An example of problem and solution

Park School had a terrible problem. Every day at recess, students would argue over the slides. Teachers had to spend time every day taking care of the arguments. Finally, one teacher came up with a great solution. They bought another set of slides that everyone could enjoy.



• Can you find the problem and the solution in this paragraph?



Here is the problem



Here is the problem

Here is the solution

Of course, problem and solution is not always so simple

• Often, authors will signal problem and solution structure with clue words like problem and solution, just like in the last paragraph

• Sometimes, authors will use related words

Of course, problem and solution is not always so simple

• Synonyms for problem include difficulty, struggle, uncertainty, worry, threat, and trouble

• Synonyms for solution include possibility, hope, bright spot, answer, and future

A more difficult problem and solution

paragraph The Chesapeake Bay faces

an uncertain future. Issues such as pesticides, too many nutrients, and habitat loss all threaten the Bay’s water quality and animal life. However, scientists are hopeful that the future may be brighter. If everyone in the Chesapeake Bay watershed works together, solutions may be found.

A more difficult problem and solution paragraph

The Chesapeake Bay faces an uncertain future. Issues such as pesticides, too many nutrients, and habitat loss all threaten the Bay’s water quality and animal life. However, scientists are hopeful that the future may be brighter. If everyone in the Chesapeake Bay watershed works together, solutions may be found.

What is the problem?

What is the solution?

A more difficult problem and solution

paragraph The Chesapeake Bay faces

an uncertain future. Issues such as pesticides, too many nutrients, and habitat loss all threaten the Bay’s water quality and animal life. However, scientists are hopeful that the future may be brighter. If everyone in the Chesapeake Bay watershed works together, solutions may be found.

Problem

Solution

Text structures we’ve learned so far

• Chronological order• Compare and contrast• Cause and effect• Problem and solution

Match the clue words!

however, on the other hand, similarity, like, unlike

Can you figure out the text structure that these clue

words point to?

Compare and contrast


as a result, consequently, therefore, so,

accordingly, led to


words point to?

Cause and effect


threat, difficulty, hope, answer, possibility, therefore, since


words point to?

Problem and solution

Are there any other text structures?Most paragraphs that we

write in school can be called main idea, description, or

statement and support paragraphs

Main idea paragraphs

• Clue words in these paragraphs may include:

• One reason, another reason, and for example


• In this kind of paragraph, the author offers a main idea statement, and then supports that statement with several details

And yet another text structure

• This structure resembles an outline. Each section opens with its main idea, then elaborates on it, sometimes dividing the elaboration into subsections.

• Questions to Consider– What are you describing? – What are its qualities?

• Graphic Organizers– Bubble Map

Description

Description Signal Words

above across along appears to be

as in behind below beside

between down in back of in front of

looks like near on top of onto

outside over such as to the right/left

under


The pond was a beautiful place to visit. The falling leaves, all different colors, decorated the surface of the water. At the edges of the pond, small wildflowers grew. The golden forest glowed faintly in the distance.



Main idea



Main idea

All of the other sentences explain why the main idea is true

Now it’s your turn!

• You will read some paragraphs about the Great Chicago Fire

• Your task is to decide on the text structure for each one

• Understanding the text structure will help you to understand each paragraph

What have you learned about text

structures?• Share your ideas with a partner• Be sure to explain how you can

find the text structure of a paragraph

How to Teach Text Structure

• Introduce the idea that texts have a text structure. Explain to students that texts (even the text in their science and social studies textbooks) have different organizational patterns. These organizational patterns are called text structures.

• Introduce common text structures. Explain that text structures can often be identified by certain signal words.

How to Teach Text Structure

• Show examples of paragraphs that correspond to each text structure.

• Make an outline of the text to find how the text is structured.

• Examine topic sentences that clue the reader to a specific structure. Look for the signal words that are associated with each text structure.

• Highlight all the signal words in the text.

More Strategies

• Model a think-aloud strategy: This strategy is best used by the teacher as part of a modeling process, as described above. In addition, the students are encouraged to talk aloud as they engage in the processes. For example, the teacher asks students to talk about the clues in a given text as they try to identify the text structure.

Questioning

• Ask focusing questions: Teachers can use focusing questions as a means of scaffolding the use of strategies or assisting students in the think-aloud process. For example, the teacher asks a student which signal word might be best to show a particular relationship among ideas in a text structure.

Graphic Organizers

• Use and create graphic organizers: For example, the teacher models charting the structure of specific paragraphs while reading and also provides practice in using the graphic organizer to write different text genres.

Suggestions for teaching text

structure• It’s also important to

make sure that students understand the thinking behind the structures, especially cause and effect and compare and contrast

• It can help to work with this kind of thinking using clear, concrete examples from students’ lives


structure• For example, students understand cause and effect very well when we connect it to student behavior!

• Comparing and contrasting two rooms in the school can also be easy for students to understand


structure• Plan to teach each text

structure in depth• At minimum, plan to spend

one day introducing the structure and an accompanying graphic organizer, one day reading a text together, and one day for independent practice

Adding Rigor Across the Day: Let’s Compare!

Reading Lesson:

4th Grade

Teaching cause & effect

(4.6h)

Social Studies Lesson:

4th Grade

Teaching causes of the Civil War and what the causes had in common (VS. 7a)

“We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.”

~ Debbie Miller

Documents

READING ISN’T JUST FOR THE READING BLOCK Adding Rigor Across the Day Presented by Dawn James-Cappiello Lynn Smith Janice Stilwell