Link to Teachers as Reading Leaders

http://teachersasreadingleaders.blogspot.com/

This year I received a grant to allow teachers to recieve books on reading comprehension strategies.  Feel free to access the site and post comments or questions.  I have developed a few lessons for teachers--and I hope that teachers will try them and communicate together.

What I've Been Reading.....

So I didn't get into the deep stuff too much this month.  Too much good stuff out there to sample!  I've read several books that were just fluff and not worth mentioning.  Just finished James Patterson's Alex Cross' Trial and Criss Cross.  A Grown-up Kind of Pretty by Joshilyn Jackson is FABULOUS!  I loved it so much I an doing a re-read of her book Backseat Saints.  Also just finished John Sandford's Chosen Prey, which was a gift and a pretty good read.  Started Two L by Lauren Willig (she writes the Pink Carnation Series)--that's my bedtime book.  These should keep me busy for the next week.  Wonder why I have so much time to read?  I don't have cable TV.  Yep.

Pre-Treating Clothes: A Necessary Step or a Waste of Time?

I know this is supposed to be about Shanahan's article on Pre-Reading and the possible banning of such.  However, let's take a stroll down memory lane and look in at the home of Beaver Cleaver.....

Mother is preparing to do the weekly laundry.  She notices that once again Wally has grass stains on his baseball pants, Beaver has a nasty ring around the collar on his Sunday shirt and Father has been walking around the house again in his athletic socks.  What's a laundress to do?

While these items will require some extra attention, the rest of the whites are in decent condition.  She whips out her bottle of pre-treatment and goes to work on the offensive stains.  While the remaining laundry will not need this extra attention, these items do.

The other pieces of laundry will not suffer as a result of the pre-treatment--they may even benefit a bit.  But those three (or rather four since there is a pair of socks) items need this extra care.

So what does this have to do with Shanahan?  I agree with him that there are some teachers who misuse the pre-reading activity.  At the same time, there are those who do a pretty sorry job in general--but why throw out the baby with the bathwater?  I feel confident that he will come up with some brilliant suggestions on how to use pre-reading in the classroom and the opposition (David and Sue) will sigh with relief and adopt them as their own.

That won't make the sorry teachers teach any better because if rules were all it took, we would be doing just fine.  We could just tell teachers to spend time doing outside reading and research and hone their teaching skills.

So, in answer to my original question (which you can see was an analogy to Shanahan's own topic), yes, pre-treating the problem is a necessary step.

 

Do Non Readers Exist?

What a silly question--right?  I mean, at first glance it appears that everyone has the ability to accomplish some sort of decoding, whether it be with pictures or symbols.  But I think the question goes beyond that.  While I believe that everyone who can communicate on a basic level can read, the level of reading, the motivation, the skills--these are all factors that must be considered.

First, what is a reader?  I consider anyone who is engaged in reading, both for pleasure and for information, to be a reader.  The skill level doesn't qualify one--it is the motivation that is the determinant.  The materials are irrelevant. Choosing to read makes one a reader.

Thus, choosing not to read, for whatever reason (skill level, interest, fear) is what makes a non reader.  Many students pass through my classroom each year with the skills to read complex materials, but they lack the desire to do so.  I identify these as non readers.  And it is my intent each year to tempt them with at least one excellent piece of writing that they will devour--and hopefully go searching for more of the ambrosia that awaits them on the shelves of libraries or the screens of e-readers.

So, in answer to my own question, yes, non readers do exist.  It is my job to persuade them to try the offerings of the banquet that will fortify their lives.

Content Reading Vs. Domain Reading/Content Knowledge Vs. Domain Knowledge

For such a basic assignment, this was very complicated. 


Content Reading is reading in a particular subject area (usually outside of literature) and includes the text structures used while Domain Reading is the activity/concern/function of reading.  So how are they different?  Content Reading deals with areas such as mathematics, science, technology, and social studies.  It also deals with the different types of text structures, such as charts, maps, graphs.  Domain Reading isn't concerned with subject areas--it is more about the actual reading in the area.

Content Knowledge is the theories/principles/concepts of a particular discipline.  It deals with the teaching process and how students best learn the concepts of the discipline.  Domain Knowledge is the knowledge a specific area.  It is based on experience in that area and includes expertise, trends, key players, and terminology, and is critical for success.  So what is the difference between the two?  While Content Knowledge  is concerned with how to teach so that students can learn, Domain Knowledge is more about knowing about the specific field in order to be successful.

Diagnosis: Reading

Lipson's article in The Reading Teacher, "Diagnosis: The Missing Ingredient in RTI Assessment" is a common sense approach in the intervention process.  The big surprise here is that it had to be said--diagnosis should have been a part of RTI from the very beginning.  One question follows: How else are you going to determine what to do if you don't know what's wrong?

*Statements with which I totally agree ...
"All students deserve high-quality first instruction."

*Statements I know are true but I find to be unconscionable....
"...the school adopts a one-size-fits-all intervention...."
(But of course I know we all do this--it is just so unscrupulous!)

*Statements for which I am not sure if I agree...
"...instruction focused on the wrong thing not only does not help students, but it may actually be harmful." --Aside from the correlative conjunction error--of course it helps teachers if we know what's wrong in order to "fix" deficiencies.

Question: Why have too many students been identified as sped? Because interventions were not put in place to raise students' ability or...what? 

But the article ends with such a positive note.  Here is a recap of what the article says we should do...

Use the QRI-5 (or other assessment) to identify word recognition accuracy, fluency, and comprehension.

Determine if accuracy is affected by phonics decoding, sight word recognition, or both

Examine differences between/among results in comprehension, fluency, and word identification.

Use the student profile form to look at multiple measures to identify areas of concern

Determine if additional assessment is needed (i.e. miscues might warrant a modified miscue analysis or strong comprehension usually indicates that vocabulary is fine)

Determine instruction needed

In conclusion I would like to learn more about classroom interventions and good instruction.

What I've been reading....

Okay, so this isn't for class.  I just wanted to share what I've been reading so far this year.

Atlas Shrugged by Ayn Rand.  Long but great.  I've love to talk to someone about it.
A Prayer for Owen Meany by John Irving.  My fav.
The Friday Night Knitting Club by Kate Jacobs.  Good book.
The Lady of the Rivers by Phillipa Gregory.  Great Tutor tale.
The Art Thief by Noah Charney.  If you love art, this is a great story with mystery, suspense, and a twist!

Currently...
Almost finished with V is for Vengence by Sue Grafton.  I love her!
Just started Double Cross by James Patterson.
Re-reading The Picture of Dorian Gray by Oscar Wilde (for the upteenth time--but I'm having my students read it so I do also.)

I know, a lot of fluff.  I'll get into the more serious books later this month.

Welcome to 2012!

So this is the year that I plan to get my weight, health, and finances all under control.  I figure by the end of the year, things will be "sweet," as my students might say.

Of course, the Mayan calendar is another concern, but what's the use of living life without some sense of goals?  I admit, it's the GREEN in me--I  am a list-maker. 

My next posting will be for class, but I thought I should get back into the swing of things!

Reflections on a Secondary Plan for Reading

How can we (we three at my school) make an impact on our students' reading levels?  Well, with improbable funding, we put our heads together (with lots of help from Barb).  Here's a look at some of the things we came up with:

1.  An advertising campaign with four segments.
     A.  Presentation to the faculty on how improving the teaching of reading will help classroom teachers.
     B.  Student-friendly posters on reading for the hallways.
     C.  Posters for each subject area faculty workroom on Top 12 Things I Bet You Didn't Know About
           Reading.
     D.  Videos shown on school's televisions about reading.
2.  A survey (either paper or with Survey Monkey) to determine teachers' feelings on reading.
3.  Analysis of survey data with a possible second survey to "tweak" feelings on reading.
4.  Begin working with "at-risk" seniors during advisement times.

Will this help?  We don't know, but we hope it's a start.  Once we get things actually going, we will report.  It just feels so good to feel that we WILL make a difference.  And those in middle schools, maybe you would like to try this at your school?

Chapter 1 of When Kids Can't Read: What Teachers Can Do by Kylene Beers

I love Kylene.  I have had the pleasure of meeting and talking with her over the past several years as I've attended workshops, meetings, and conferences.  Past president of NCTE and a middle school teacher (and author), Kylene is down-to-earth.

This is an evaluation of Chapter 1: A Defining Moment.  As I have time, I would love to complete evaluations on every chapter in the book, but alas, "time is fleeting" as the poet says. 

I was hooked from the very start.  She writes like she's talking with me over a cup of coffee (with coffee cake!)  Her expectations weren't to discover that kids can't read--of course they can!--since she had plans of teaching AP literature to brilliant students.  (Sound familiar? I thought.)  However, as fate had it, Kylene's first teaching job was in a middle school in Houston, TX.  The first shock came when she discovered that not all students liked reading!  (Blasphemy, I thought.)  Second shock: some students couldn't read.  How was this possible?  Then came the conference with George's parents (how I missed having one of these my first years of teaching must be grace) wanting to know why their son had trouble reading.  The memory of that event lives with her today--the humiliation, the realization that she did not know what to do, how she failed him by not helping him. 

Kylene acknowledges that these kids know they can't read, are tired of being shown as "illiterate," and tune out of school and life as a result.  She also acknowledges that most of them attend school, show up for class--which is pretty brave if you look at it.  If I had to stand up in front of a class and teach French (a language of which I know less than a dozen words), I would fail.  But at least I would have the tools (such as reading and research) to try to get it right.  These kids don't have these tools.  It's like they've been told to build a house but have been given no instruments to nail, saw, or measure.

She ended the first chapter with a "Mea culpa" moment.  And with two critical answers to why adolescents struggle with reading:  1) There is no one cause (or solution) in dealing with this problem--students are different.  2) There are answers--and the rest of the book offers help with them.

I can't wait to have time to read Chapter 2!

The 90% Reading Goal

Thank you, Judy McPherson, for lending me this book.  Although it took me a little while to find time to read it, it was worth it! 

Even before NCLB, this district in Washington decided to set a goal that 90% of their 3rd graders would read on grade level.  As anyone in elementary knows, this means a total commitment of K-3 teachers!  Research shows that prevention/intervention in the early grades is key to a student's future success.  Waiting after the age of nine means that over 75% of those who struggle will never become strong readers.  So how did they do it? (And they admitted that not all their third graders read on grade level but most of the elementary schools have achieved that goal--as of the writing of the book, the district was up to 71%)

Probably the top reason for "success" was total commitment from the board and the staff of the thirteen elementary schools in the district.  They decided that achieving grade level reading in K-3 was more important than the agenda of social, athletic, and employee.  They did not prescribe HOW teachers were to make the 90% goal, they were just told to do it--everything was based on results.  they contracted with NWEA test banks to have a solid evaluation system.  And, although it must have been frightening to the K-3 teachers, the board took responsibility also by saying that anyone (board to principal) who would not work to create teams to accomplish the goal should step aside and allow someone else to take their place.  Schools were given the freedom to cut other curriculum, make changes in staff, and to bring in various approaches to teaching reading in the classroom.  Two programs were adopted; each school chose the one they wanted.  CORE (Consortium on Reading Excellence) offers a program that offered results:  85%-90% of most children can read at or above grade level by the end of third grade using their process.

I also liked what the book said about the "other" cores--math, science, social studies.  All of these need solid reading to excel, so why shouldn't we give them this skill before setting them loose on the content areas?  They did some other cool things such as getting parents and community involved.  And the Reading Foundation was created.  Businesses were encouraged to help support the program.  Advice is given to college programs.  "How you can do this in your school district" was also addressed.....

BUT...

Of course I have a "but."  I would have liked it better if the report was from classroom teachers rather than from board members.  Sure, teachers got to choose measurements and methods, but whose rear ends were really on the line?  I didn't see what happened to the teachers whose students did not meet the goal....did I miss that? 

Finally, according to the book, it isn't the socioeconomics that is the key--it is the amount and quality of literacy that a student experiences BEFORE entering kindergarten.  My personal favorite part is in Appendix F:  Decoding Language: Whole Language for Meaning, Phonetics, and Phonological Awareness.

Note:

From page 117:
"A criterion-referenced test is designed to test student progress toward understanding and applying specifically taught concepts.  The reporting format uses the level of learned information or skill as the primary comparative basis.

"A norm-referenced test is designed to measure differences among individuals composing the group.  Those reports use other student scores as the primary basis of comparison.  An important design criteria is the selection of questions which highlight differences among students.  Because fixed external standards are inherently inconsistent with norm-reference methodology, statistical reports mask whether a third-grader's reading level is so low that it will interfere with the learning of academic content."

They prefer the criterion-referenced test.

A Proposed Lesson on the Fireside Poets

Lesson Plan for Read Aloud: Fireside Poets

Kathleen McKenzie

AP Language

Longfellow’s “A Psalm of Life” and “The Tide Rises, the Tide Falls”

Objective: Compare/Contrast the two poems.

Steps:  Read aloud each poem.  Key vocabulary.  Scansion.  TPCASTT.  ReRead.  Discussion.

1.       "A Psalm of Life" (1838) expresses both the confusion of his feelings in that time of discouragement and his resolve not to succumb to mournful passivity. Its counsel to "Act,--act in the living Present!" and its injunction to "be up and doing, / With a heart for any fate" gave poetic expression to the motto he had discovered in a German graveyard….  The second poem came later (1879) in life –after tragedy had struck him hard.  He died in 1882.

2.       Vocabulary:  bivouac-shelter, encampment   sublime-inspiring   main- sea    forlorn-sad

curlew- large shorebird   efface-erase, expunge  hostler-horse minder

3.       Scansion: Beats per line, rhyme, allusions, figurative language

4.       TPCASTT:  Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title

5.       Discussion: What message does each poem convey?  How do they relate to his changes in life and fortune?  DidYouKnow:  Longfellow is the only American poet with a bust at Westminister Abbey’s Poet’s Corner? Longfellow was accused of plagiarism by Poe?

William Cullen Bryant’s “Old Ironsides”

Objective:  Connect with past events; the power of persuasive verse

Steps:  Relate historical context.  Read aloud the poem.  Vocabulary.  Scansion.  TPCASTT.  ReRead.  Discussion.

1.        Historical context:  "Old Ironsides" is a poem written by Oliver Wendell Holmes, Sr., on September 16, 1830, as a tribute to the eighteenth-century frigate USS Constitution. Thanks in part to the poem, she was saved from being decommissioned and is now the oldest commissioned ship in the world still afloat.

2.       Vocabulary:  ensign (flag), harpie (mythological creature, half woman, half bird) that attacked sailors

3.       Scansion:  Beats per line, rhyme, allusions, figurative language

4.       TPCASTT:  Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title

5.       Discussion: Why does Bryant use the term “harpie” as he does?  Is it effective?  DidYouKnow:  This was Holmes’ most famous poem?  Why do you think this is so?

Oliver Wendall Holmes “Thanatopsis”

Objective:  Allusions

Steps:  Background.  Read aloud.  Vocabulary.  Scansion.  TPCASTT.  ReRead.  Discussion.

1.       Background:  Written over several years, this is a tribute to a young friend of Holmes who passed away as a young man.

2.       Vocabulary: The title is from the Greek thanatos ("death") and -opsis ("sight"); it has often been translated as "Meditation upon Death"

3.       Scansion: Beats per line, rhyme, allusions, figurative language

4.       TPCASTT: Title, Paraphrase, Connotation, Allusion, Shift, Theme, Title

5.       Discussion:  Do you consider this a morbid poem?  DidYouKnow:  Holmes was a medical doctor?  And that he helped Longfellow with the English translation of Dante’ Divine Comedy.  Holmes was the first to use the term “anesthesia.”  Do you think his scientific background influenced his writing style?  About 1860, Holmes invented the "American stereoscope", a 19th century entertainment in which pictures were viewed in 3-D. He later wrote an explanation for its popularity, stating: "There was not any wholly new principle involved in its construction, but, it proved so much more convenient than any hand-instrument in use, that it gradually drove them all out of the field, in great measure, at least so far as the Boston market was concerned."

Difficult Times

For some crazy reason, I've had a hard time commenting on others' blogs, so I guess I'll post here and try to connect later.

Amy Grace wrote about amazing technologies and how easy it is to connect today--and I totally agree with her.  iPads are the rage now, and who knows what cool stuff is coming down the road?  On a different note, I do not agree about handwriting.  I sincerely believe (and research bears this out) that cursive writing is an important element in a student's education.  I think that it is unfortunate that many of my students come to me unable to write cursive and unable to read it.  (And I have the top kids!) Is there anyone out there who agrees with me?  And if not, why not?

Barb asked for people to volunteer to share their lessons re: read alouds.  Honestly, although my kids enjoy the experience, I don't see it making the impact in regards to vocabulary and comprehension.  My lessons (thus far) would not be on the same level as those presented in class.  So, here's my question:  Since I use several strategies of comprehension and vocabulary when I read aloud passages from the textbook, could that count?

Maggie wrote about the techniques she uses in her kindergarten class.  I am amazed at her energy!  I think we should consider starting a "I Love Reading" group for teachers (and students) in Bartow and Floyd counties.  I have requested to start a Book Club at Cass High.  I will allow them to choose the books that are appropriate.  I hope it will be approved and become very successful!

Teresa wrote about her readings.  I found them very interesting--and I liked the addition of sites to visit in several of the blogs.  It's become very difficult to keep up with all the information flowing from everyone!  The more we blog, the more there is to comment on.

On a final note, I've found that in addition to everything else, this class is opening my eyes to the reading habits of my students.  I tend to try to scaffold more--I didn't realize how much students were missing!
Oh, I almost forgot--Sonic Drive In has a website LimeadesforLearning.com where you can vote for a favorite teacher's project from August 29-September 30.  I am going to check it out--hopefully I can submit a project!  Then get my kids to vote!

Picture Books in the High School Classroom

I have to admit that when I heard the assignment to read a picture book to my students, I was bit perplexed.  I mean, these are HIGH SCHOOL students--and while I read aloud to my students for various texts, purposes, etc., I wasn't sure how they would respond to the picture book concept.

Okay, Barb, I was even skeptical.  But you have made a believer out of me.


Last week, before the start of Literacy Time (ten minutes set aside for silent reading--don't get me started), I asked my Journalism students to assist me in my assignment.  Some laid their heads down on their desks, others leaned on their backpack or a stack of books.  But the amazing part is that they all listened!  They loved it--even asked if I would do it again.  One girl said she couldn't remember the last time someone had read a story to her.

So, my reflection on the assignment....oops!  Guess that was it.  The first book I read was The Trellis and the Seed by Jan Karon.  Nice pictures (I passed the book around after I had finished.)  It's an encouragement-style story.  Next week I plan to read another book--Higher on the Door by James Stevenson.  I will do this to teach memoir writing.  I really don't have to teach vocabulary--the books are pretty simple and my kids are pretty smart--but the discussions are nice.  I hope to do this once a week...until I run out of books or ideas!
                                                                                                             

Assessing Adolescents' Motivation to Read

Okay, I guess I'll find out who's reading this blog--because I found the article a bit pedantic.  Here are my thoughts as I read through the paper--and anyone who did not have the opportunity to read it may use my marked-up copy.

• First I thought this grouping of authors was unusual--but evidently they got together at a conference and decided to see if they could figure out how to motivate kids to read.
• The first sentence elicited a groan from me--anyone teaching adolescents (I hope) could tell you that if they can read their "preferred reading materials" and if teachers will use their "preferred...modes of instruction"--then the kids will be more motivated and "perhaps...[demonstrate] improvements in reading outcomes."
• "Recent studies have suggested that few adolescents choose to read on their own."  Duh.
• "Our work suggests that teachers need to ask different questions of adolescents than of younger children."  Again, duh.  Yet there isn't an instrument for us to assess 7-12 readers?  Not one available to we who would like to do this?
• "How do teachers define reading?  What kinds of reading will motivate adolescents today?  How can these types of reading be incorporated into secondary classrooms?"  These are all good questions--does NCLB/CCSS/etc. even care?
• Nonreaders find reading unrewarding or too difficult or not worth it.
• Aliterate adolescents can read but choose not to do so.
• The study focused on two strands:

           *outside of school readers (those who through the internet, etc. "meet their competency needs" on their own.
          * students as victims of schools [and teachers!] who have devalued literacy activities. {As an aside, I wonder if these researchers would assign a level in Dante's Inferno to these  individuals or simply time in Purgatorio.}

• When they say "school practices" I think they are referring to--in part--federal regulations--although I think they are unaware of this.
• What about students who ARE motivated?  Or what about those who WEREN'T at one time--but have suddenly become hungry to read? 
• Who would use an elementary measure w/high school?  Before this class, I would have just so I would have a clue--We are not given students' reading levels or lexiles, etc.  {CLAP, CLAP, CLAP}  It is so good that they revised the elementary MRP for adolescents:  AMRP.  This was the next six pages in the article and ones that I will use.  There follows directions and scoring sheet.

Now their study results......

• Females score higher.  (Shock!)
• Males did better in their early teens but dropped later on.
• Females valued reading more than males. 
• Females actually increased value of reading as they grew older.
• African American and Afro/Indo-Trini adolescents valued reading significantly more than Caucasians.
• "Generally, students' self concepts as readers and their value of reading coincided with their reading choices and overall enjoyment of reading."

DID YOU KNOW...
     Teachers' enthusiasm can have a tremendous impact on students' reading habits and attitudes?
     Adolescents clearly identified the importance of choice?
     Students enjoyed teachers allowing them to choose a book to read and valued choice in topics and
                formats for assigned projects.
Well, I did too.

When I first skimmed this article, it seemed they were right on track--but when I evaluated it piecemeal, I decided they could have had coffee with me--maybe a light meal--and I could have given them all this information.  Although this study was held at eight different sites, they only had 384 adolescents involved.  Honestly, I could do that at my high school alone (if I had the time--and since I'm not a graduate student nor do I have a graduate assistant to assist me---ah, well.)  Perhaps I should see if I could replicate some one's study and get published in the Journal of Adolescent & Adult Literacy....hmmmmmmmmm.

Definitions: Morpheme and Rime

Morpheme:  The smallest meaning bearing part of a word.  There are two types: bound (when it only has meaning when attached to another morpheme, such as the letter "s" added to make a word plural and the letters "ed" to create the past tense) and unbound (which has meaning by itself, such as the words "dog" and "care"). 
Rime:  The part of a syllable which consists of its vowel and any consonant sounds that come after it.  It often includes an onset--that is, the sound that precedes the vowel.  For the word "rake" the onset would be "r" and the rime would be "ake."  Another example would be for the word "night" where the onset would be "n" and the rime would be "ight."

Response to Moats' Article

I hope I am doing this correctly--I am posting a response to the article I read on "When Older Students Can't Read" by Louisa Moats.

As a high school teacher I have been frustrated at times by the low reading levels of my students.  Like Barbara said, we need to stop worrying about how the child got to this point--and instead DO SOMETHING NOW!  Moats' article addressed this same concept.  Some facts that struck me were the number (60-70%) who are below grade level--with half failing to complete high school.  This is one reason why we cannot meet AYP--enough students don't stay in high school to start their senior year to meet the 80% graduation rate.  So what do we do?

We begin classes IMMEDIATELY in basic reading skills at the high school level.  We include all students who scored below grade level on the 8th grade CRCT.  We have these classes grouped by ability level.  Students stay in the classes until they reach a predetermined reading level--perhaps 8th grade (although it would be nice to offer the elective for students who wish to go beyond this goal.)  As Moats' states, we can do plenty--but we need the necessary components: well-prepared teachers who are supported, and students who are given the time, proper instruction, and incentives to overcome these challenges.  Even with the budget crisis, the reading crisis is more of a threat to the future earning capacity and future happiness of these students.  In time, with teachers learning more of how to address the issues of "non-readers" as well as "poor readers," there will be less of a need at the high school level.  We will close the gap.

As educators, we are asked to address the needs of each child.  Is there a cheap, easy way to address the reading deficient?  I don't think so--so my question is when and how will we begin to help students become more successful students and members of our community?

voilà

There you have it!