Making the Most of Your Core Instruction to Support Reading at the Secondary Level Stephanie Stindt and James Baker Kansas MTSS State Trainers
KSDE Vision of Postsecondary Readiness “Postsecondary readiness means a student has the: • Academic Preparation • Cognitive Preparation • Technical Skills • Employability Skills… to be successful in postsecondary education …” (Neuenswander & Watson, 2016)
Academic
Kansas MTSS Behavior
Social
Questions:
How is the role of literacy development in the acquisition of the outcomes on the Kansas Standards for all content areas? How does this affect your teaching or other work with students?
How are we Doing Nationally?
How are we doing in Kansas?
8th Grade Maze Results 100%
16.50%
90%
14%
7%
22.50%
21%
80% 70%
31% 35.60% 38.60%
60%
Tier 3 Tier 2
50%
Tier 1
40% 30%
72% 55%
47.70% 38.60%
20% 10% 0%
Fall
Winter
Spring
Fall 2014
High School Implementing Kansas MTSS (Results of one grade over time) 100%
7%
2%
90% 80%
14%
70% 60%
Tier 3
50% 40%
89%
93%
Tier 1
69%
30% 20% 10% 0%
2013-14 Fall 9th Grade
2014-15 Fall 10th Grade
Tier 2
2015-16 Fall 11th Grade
What are the essential components of literacy instruction at the Secondary Level? What are the barriers to implementing the essential components?
IES: Improving Adolescent Literacy
• Provide explicit vocabulary instruction • Provide direct and explicit comprehension strategy instruction • Provide opportunities for extended discussion of text • Increase student motivation and engagement in literacy learning • Make available intensive and individualized interventions (Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J., 2008).
Reading Next Recommendations
• Direct, Explicit comprehension instruction • Effective instructional practices embedded in content • Extended time for literacy • Text-based collaborative learning • Diverse texts • Intensive writing (Biancarosa & Snow, 2004)
What is Tier 1 for Reading in Middle School or High School?
Possible Priorities
• Strategies must be taught in all content area classes • Structure for collaboration with teachers
• High quality instruction in all classes • Comprehension, Vocabulary, and Writing strategies implemented school-wide • Opportunities to practice in various contexts • Repeated exposure and use help generalize
ACTION PLAN
• Select your priority? What do you want to accomplish? • What will you implement? • Who will you communicate with? • What needs to be in place?
COMPREHENSION AND VOCABULARY STRATEGIES
Vocabulary Knowledge and Comprehension
“Spin relaxation proceeds conventionally, independent of the annealing protocol, in the ferromagnet” (example from Scarborough, 2001).
Vocabulary Instruction – Important for ALL Students • Older students encounter increasingly difficult and unfamiliar vocabulary in texts, especially content-area texts. • Students who do not know the meaning of the words they encounter often do not comprehend the text. • Teachers should provide explicit vocabulary instruction in all content-area classes. • Strong evidence supports this recommendation (Kamil et al., 2008).
• Impromptu • Word Games • Teacher Modeling
Fostering word consciousness
• Word-part information (morphological analysis)
• Context clues
Providing rich and varied language experiences
Essential Components of Vocabulary Instruction
Teaching word-learning strategies
• Oral language development • Read alouds • Wide reading
Teaching Individual Words Explicitly
• Student friendly definitions • Multiple exposures • Active involvement
Adapted from Graves, 2006
Teachers Across All Contents Should…
• integrate vocabulary into regular classroom lessons • provide repeated exposure and practice using new words • teach strategies for independent learning
PRACTICE APPLICATIONS
Explicitly Teach Key Words
• Dedicate a portion of regular classroom lessons to explicit vocabulary instruction • Discipline specific words • General academic words (distribute, analysis)
• Provide repeated exposure to new words in multiple contexts, and allow for sufficient practice sessions in vocabulary instruction • Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing, and extended reading.
Vocabulary Routine
New materials are NOT formed
A change in size, shape, or state of matter
Same matter present before and after change
Physical Change Ice melting Breaking a glass Cutting hair
Burning wood Mixing baking soda with vinegar
http://www.meadowscenter.org/institutes/msmi-resource/middle-schoolmatters/video-the-frayer-model
©Joan Sedita, www.keystoliteracy.com
Semantic Map
indefatigable antediluvian
Independent Word Learning Strategies spect
look, see
retro
spect
To look back; reflect
in
spect
Look closely at something
spect
ator
A person who looks or watches
“To help my students to determine word meaning, I often use roots depending on the week’s words. So for instance, when we had percents and we were doing a lot of percent conversions, I wanted my students to understand what the word percent really meant. So we broke it down. “What is cent?” Cent is “of 100.” Think of other words that have the root cent. And so the students thought of “century.” Students thought of cent out of the dollar. Breaking down the word percent help them better understand why you move the decimal two places to the left when you representing a percent as a decimal. It’s always of 100 it’s always in the hundredths place.”
Reflect on your Vocabulary Instruction
COMPONENTS OF EFFECTIVE COMPREHENSION INSTRUCTION
Direct and Explicit Comprehension Strategy Instruction
• Carefully select text to use when beginning to teach a given strategy • Show students how to apply strategies • Make sure text is appropriate for students’ reading level • Use a direct and explicit lesson plan to teach comprehension strategies • Provide the appropriate amount of guided practice
Getting the Gist
• Who or What: • Most important information about Who or What:
• Write the gist: _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ http://www.meadowscenter.org/institutes/msmi-resource/middle-schoolmatters/video-get-the-gist-routine-and-summarizing-routine
MOTIVATION AND ENGAGEMENT
Motivation and Engagement
• Establish meaningful and engaging content-learning goals around the essential ideas of a discipline • Provide a positive learning environment that promotes student autonomy in learning • Make reading experiences more relevant to students’ interests, everyday life, and/or current events • Offer certain choices • Promote self-directed learning, goals setting, collaborative learning
Possible Priorities
• Strategies must be taught in all content area classes • Structure for collaboration with teachers
• High quality instruction in all classes • Comprehension, Vocabulary, and Writing strategies implemented school-wide • Opportunities to practice in various contexts • Repeated exposure and use help generalize
ACTION PLAN
• Select your priority? What do you want to accomplish? • What will you implement? • Who will you communicate with? • What needs to be in place?
LESSON PLANNING: PREPARING CONTENT AREA ACTIVITIES
Purpose
Content teachers can use this planning tool to integrate vocabulary instruction into classroom lessons across subject areas, including science, mathematics, art, social studies, and language arts.
Materials
Quick Reference Guide: Preparing Vocabulary Activities For individual review: Content Area Vocabulary: Activities Packet Middle School Math: Vocabulary Building Lesson and Related Materials Greek Myths: Vocabulary Lesson, Word List, and Riddle Poems
Media
For individual review: Explicit Vocabulary Teaching Strategies, interview with Mary Beth Curtis, Harvard University. (7:43) Greek Myths: Understanding Word Roots and Meanings, multimedia presentation with teacher from Pocomoke Middle School. (4:32) Building Vocabulary in Middle School Math Class, multimedia presentation with teacher from KIPP San Francisco Bay Academy. (5:52) Explicit Vocabulary Instruction for English Learners, multimedia presentation with a reading specialist from Stoughton High School. (4:49)
Topic
Adolescent Literacy
Practice
Vocabulary Instruction
Lesson Planning: Preparing Content Area Activities
Lesson Planning: Preparing Content Area Activities Watch the interview with Mary Beth Curtis about explicit vocabulary teaching strategies and note specific strategies that can help you improve the following aspects of lesson planning and implementation:
Preparing a lesson plan
Teaching word meaning
Providing practice
Using multiple and varied contexts
Promoting independent learning
Assessing student learning
Use the quick reference guide to prepare vocabulary lessons and activities. It provides content area teachers with a framework for thinking about and planning lessons that integrate vocabulary strategies into curriculum lessons. The guide has a column for making notes about lesson and activity planning. Reading specialists and language arts coordinators can use this planning tool in staff training and during individual discussions or small group planning sessions with teachers. For examples of how some content area teachers at schools featured on this website have incorporated vocabulary activities into classroom instruction, review the multimedia presentations on the middle school math and Greek mythology lessons shown in the See How It Works section. In addition, you may find the presentation on a vocabulary lesson for English learners useful for planning and using specific strategies. Notice how the guide can easily be used for any subject or topic area. Think about how this tool or something similar would be helpful for integrating vocabulary instruction into your classroom.
Lesson Planning: Preparing Content Area Activities
Quick Reference Guide Preparing Vocabulary Activities Prepare plan Set goals
Select new vocabulary words
Include at least one vocabulary goal
Assess text vocabulary load
Select new words from text or related materials
Review words learned in previous lessons
Say the word and provide a clear explanation of its meaning
Use student-friendly definitions
Ask students to share what they already know about a word
Talk about multiple meanings of a word Compare/contrast the word with words of similar meanings Study synonyms and antonyms of a word
Identify previously learned words Teach word meaning
Introduce new words
Build on prior knowledge
Examine word meanings in depth
Review previously learned words
Revisit words learned in previous lessons
NOTES: Lesson and Activity Planning
Lesson Planning: Preparing Content Area Activities Preparing Vocabulary Activities Provide practice
Set aside enough time to address word meanings
Plan many opportunities to encounter new words
Take advantage of opportunities as new and previously learned words arise during a lesson
Use methods such as creating a classroom word wall, assigning homework, revisiting vocabulary words during future lessons
For example, small group and cooperative activities focused on understanding and using word meanings
For example, poems, vocabulary maps, sentence challenges
For example, art activities, drawings, 3-D constructions
For example, acting, mime, charades, Simon Says
For example, word sorts, riddles, matching activities
Allow sufficient time
Provide repeated exposures
Recognize informal opportunities
Extend practice over time
Use multiple and varied contexts
Oral activities
Written activities
Visual representations
Kinesthetic activities
Games
NOTES: Lesson and Activity Planning
Lesson Planning: Preparing Content Area Activities Preparing Vocabulary Activities Promote independent learning
Model strategies for deriving word meaning
Use explicit instruction to help students use various strategies for determining word meaning
Build in time for practice in varied contexts
Use computer-based activities for individual student practice
Provide a variety of text and media resources for independent practice (e.g., reference books, textbook glossaries, dictionary/thesaurus, vocabulary websites)
Teach independent acquisition skills
Provide practice opportunities
Offer computer-based activities
Make classroom resources available
Show students how to analyze semantic, syntactic, or context clues to derive word meaning Demonstrate the use of word structure and components (prefixes, roots, suffixes) to derive meaning
NOTES: Lesson and Activity Planning
Lesson Planning: Preparing Content Area Activities Preparing Vocabulary Activities
NOTES: Lesson and Activity Planning
Assess student learning
Determine an observable student learning outcome
Conduct frequent informal checks and monitoring during the lesson
For example, oral, written, visual, and kinesthetic opportunities
Use formal written assessment to document learning
Identify student learning outcomes
Use informal monitoring
Provide varied methods for students to demonstrate understanding
Give written assessments
This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Frayer Model: Student Introduction Worksheet
The Frayer Model DEFINITION Student-‐friendly description of the term. Generally provided by the teacher, but not always.
CHARACTERISTICS Features that help students recognize, identify, or distinguish the term.
WORD/CONCEPT • Important • Connects to related terms EXAMPLES NON-‐EXAMPLES • Examples & Non-‐ examples • Synonyms • Antonyms • Concrete applications • Inappropriate Applications • Relevant illustrations of the • Relevant illustrations that do not characteristics fit the characteristics
Middle School Matters Institute, 2014 An initiative of the George W. Bush Institute in partnership with The Meadows Center for Preventing Education Risk www.middleschoolinstitute.org
TEACHER SELF-ASSESSMENT: USING VOCABULARY STRATEGIES
Purpose
Reading specialists and language arts coordinators can use this tool to help teachers reflect on ways that they embed vocabulary instruction into content area lessons. In addition, teachers can conduct a self-assessment to think about current practices and generate ideas for incorporating vocabulary strategies into content lessons.
Materials
Content Area Vocabulary: Activities Packet Middle School Math: Vocabulary Building Lesson and Related Materials
Media
Explicit Vocabulary Teaching Strategies, interview with Mary Beth Curtis, Harvard University (7:43) Greek Myths: Understanding Word Roots and Meanings, multimedia presentation with teacher from Pocomoke Middle School (4:32) Building Vocabulary in Middle School Math Class, multimedia presentation with teacher from KIPP San Francisco Bay Academy (5:52)
Topic
Adolescent Literacy
Practice
Vocabulary Instruction
Teacher Self-Assessment: Using Vocabulary Strategies
Teacher Self-Assessment: Using Vocabulary Strategies Teacher reflects on a recently completed content lesson, notes level of satisfaction with vocabulary components and strategies, and suggests ideas for improvement. Embedded Vocabulary Instruction Components Planning lessons 1. Includes vocabulary goals 2. Embeds explicit vocabulary strategies in lesson 3. Allots adequate time to teach vocabulary Selecting words 1. Identifies new words from text 2. Includes relevant words from schoolwide list Using explicit strategies 1. Reviews words learned from previous lessons 2. Introduces and provides clear explanation of new words 3. Builds on students’ prior knowledge
Very satisfied
Somewhat satisfied
Not satisfied
Ideas for Improvement
Teacher Self-Assessment: Using Vocabulary Strategies Embedded Vocabulary Instruction Components 4. Provides repeated exposure to new words 5. Uses multiple and varied contexts to teach vocabulary Scaffolding Independent Strategies 1. Helps students develop strategies for independent learning 2. Models strategies for defining word meanings (e.g., context cues, word structure, and component analysis) 3. Provides reference materials, such as computer software and textbook glossaries Providing practice opportunities 1. Provides in-class time and opportunities for independent practice of strategies 2. Extends practice through follow up activities, such as computer-based experiences and homework assignments
Very satisfied
Somewhat satisfied
Not satisfied
Ideas for Improvement
Teacher Self-Assessment: Using Vocabulary Strategies Embedded Vocabulary Instruction Components
Very satisfied
Somewhat satisfied
Not satisfied
Ideas for Improvement
Assessing learning 1. Encourages multiple ways for students to show understanding 2. Monitors student learning through frequent checks throughout lesson 3. Conducts formal assessment to document student understanding
This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Resources: Adolescent Literacy Beach, K. D., Sanchez, V., Flynn, L. J., & O'Conner, R. E. (2015, September/October). Teaching Academic Vocabulary to Adolescents with Learning Disabilities. Teaching Exceptional Children, 48(1), 36-44. Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy:A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliance for Excellent Education. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc. (to access the document: http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8) Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. Lesaux, N. K., & Gamez, P. B. (2012, Fall). Examining Classroom Talk in the San Diego Unified School District. The Senior Urban Education Research Fellowship Series. Reed, D., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. Guilford: New York The Meadows Center for Preventing Educational Risk & George W. Bush Institute. (2016). Middle School Matters field guide: Research--‐based principles, practices, and tools (2nd ed.). Austin,TX: Authors. • Website: www.meadowscenter.org Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
