2. Questions for ReflectionQuestions for Reflection
Are all students provided with many books they canAre all students provided with many books they can
read and want to read?read and want to read?
When students read/write, do they get to write aboutWhen students read/write, do they get to write about
what they know and care about?what they know and care about?
Are students given plenty of time to explore topicsAre students given plenty of time to explore topics
and themes through reading and writing?and themes through reading and writing?
When students are asked to read/write contentWhen students are asked to read/write content
information, are they shown how to do it?information, are they shown how to do it?
Do all students get opportunities to demonstrate andDo all students get opportunities to demonstrate and
use their strengths in reading and writing, or douse their strengths in reading and writing, or do
reading and writing activities only accentuate theirreading and writing activities only accentuate their
weaknesses?weaknesses?
3. Reading Next:Reading Next:
A Vision for Action andA Vision for Action and
Research in Middle and HighResearch in Middle and High
School LiteracySchool Literacy
ByBy
shawkyallam@yahoo.comshawkyallam@yahoo.com
4. Status of Reading Grades 4-12Status of Reading Grades 4-12
Over 8 million students in grades 4-12 areOver 8 million students in grades 4-12 are
struggling readersstruggling readers
Every school day, 3000 students drop out ofEvery school day, 3000 students drop out of
high schoolhigh school
Only 70% of high school students graduate on-Only 70% of high school students graduate on-
time with a regular diplomatime with a regular diploma
High school students in the lowest 25% of theirHigh school students in the lowest 25% of their
class are 20 times more likely to drop out thanclass are 20 times more likely to drop out than
the highest performing studentsthe highest performing students
53% of high school graduates enroll in remedial53% of high school graduates enroll in remedial
courses in postsecondary educationcourses in postsecondary education
5. Instructional ComponentsInstructional Components
Direct, explicit comprehension instructionDirect, explicit comprehension instruction
Effective instructional principles embedded inEffective instructional principles embedded in
contentcontent
Motivation and self-directed learningMotivation and self-directed learning
Text-based collaborative learningText-based collaborative learning
Strategic tutoringStrategic tutoring
Diverse textsDiverse texts
Intensive writingIntensive writing
A technology componentA technology component
Ongoing formative assessment of studentsOngoing formative assessment of students
7. Effective Instructional PrinciplesEffective Instructional Principles
Embedded in ContentEmbedded in Content
Reading instruction using content textsReading instruction using content texts
Reinforcement of instruction in contentReinforcement of instruction in content
area classesarea classes
Coordinated with other subject areaCoordinated with other subject area
teachers and the reading coachteachers and the reading coach
Teach reading and writing practicesTeach reading and writing practices
specific to subject areasspecific to subject areas
8. Role of Content Area TeachersRole of Content Area Teachers
Incorporation of comprehension andIncorporation of comprehension and
vocabulary strategies (i.e. CRISS, SIM,vocabulary strategies (i.e. CRISS, SIM,
Content Enhancement Routines)Content Enhancement Routines)
Instructional level text for guided strategyInstructional level text for guided strategy
instructioninstruction
Leveled text for independent readingLeveled text for independent reading
9. Motivation and Self-DirectedMotivation and Self-Directed
LearningLearning
Student choice in text and areas ofStudent choice in text and areas of
researchresearch
Independent readingIndependent reading
Make relevance obvious to studentsMake relevance obvious to students
Intrinsic versus extrinsicIntrinsic versus extrinsic
10. Text-Based Collaborative LearningText-Based Collaborative Learning
Interacting with other students around aInteracting with other students around a
text (not just discussion)text (not just discussion)
Scaffolding for engagement at all abilityScaffolding for engagement at all ability
levelslevels
Varied levels of textVaried levels of text
11. Diverse TextsDiverse Texts
Wide range of topicsWide range of topics
Wide range of reading levelsWide range of reading levels
High interest/low readabilityHigh interest/low readability
Appealing to different cultural, linguistic,Appealing to different cultural, linguistic,
and demographic groupsand demographic groups
12. Ongoing Formative Assessments ofOngoing Formative Assessments of
StudentsStudents
Ongoing assessment of strengths andOngoing assessment of strengths and
needsneeds
Informal and frequentInformal and frequent
Progress monitoringProgress monitoring
13. Infrastructure ComponentsInfrastructure Components
Extended time for literacyExtended time for literacy
Professional developmentProfessional development
Ongoing summative assessment ofOngoing summative assessment of
students and programsstudents and programs
Teacher teamsTeacher teams
LeadershipLeadership
A comprehensive and coordinated literacyA comprehensive and coordinated literacy
programprogram
14. Extended Time for LiteracyExtended Time for Literacy
Two to four hours of literacy-connectedTwo to four hours of literacy-connected
learning dailylearning daily
Text-centered instruction in all subjectsText-centered instruction in all subjects
No longer just teaching content knowledgeNo longer just teaching content knowledge
Effectively reading and writing aboutEffectively reading and writing about
content knowledgecontent knowledge
15. Professional DevelopmentProfessional Development
Long-term, ongoingLong-term, ongoing
Anyone who interacts with studentsAnyone who interacts with students
Use research on effective adult learningUse research on effective adult learning
Within the school dayWithin the school day
Integration of reading coachesIntegration of reading coaches
16. Professional DevelopmentProfessional Development
TeachersTeachers
Reading CoachesReading Coaches
AdministratorsAdministrators
All Individual Professional DevelopmentAll Individual Professional Development
Plans (IPDP) geared towards increasingPlans (IPDP) geared towards increasing
student performance in readingstudent performance in reading
Other “strong” teachers going throughOther “strong” teachers going through
reading endorsementreading endorsement
17. Ongoing Summative AssessmentOngoing Summative Assessment
of Students and Programsof Students and Programs
Program evaluationProgram evaluation
Longitudinally tracking individual studentsLongitudinally tracking individual students
and cohort groupsand cohort groups
Should go beyond state assessmentsShould go beyond state assessments
Demonstrate progress toward school-Demonstrate progress toward school-
based goalsbased goals
Inform instruction where possibleInform instruction where possible
18. Teacher TeamsTeacher Teams
Regular interdisciplinary meetingsRegular interdisciplinary meetings
Discuss common studentsDiscuss common students
Align instructionAlign instruction
Kids less likely to get missedKids less likely to get missed
Number one factor in student growthNumber one factor in student growth
19. LeadershipLeadership
Commitment and participationCommitment and participation
Building personal knowledge base inBuilding personal knowledge base in
reading and writing difficulties of studentsreading and writing difficulties of students
Attending professional developmentAttending professional development
targeted at teacherstargeted at teachers
Foundational knowledge needed to alterFoundational knowledge needed to alter
schedules, etc.schedules, etc.
Teacher may have to pick up this roleTeacher may have to pick up this role
20. Comprehensive and CoordinatedComprehensive and Coordinated
Literacy ProgramLiteracy Program
Team meetingsTeam meetings
Reading and writing teachers supportReading and writing teachers support
other subject area teachersother subject area teachers
Kids needs varyKids needs vary
Remediation efforts must varyRemediation efforts must vary
Local community collaborationLocal community collaboration
21. Challenges of FCATChallenges of FCAT
EnduranceEndurance
Reading and writing for 160Reading and writing for 160
minutesminutes
Text Length average=900 wordsText Length average=900 words
No connection to textNo connection to text
MOTIVATION!MOTIVATION!
24. Intensive Reading CourseIntensive Reading Course
No “One size fits all” approachNo “One size fits all” approach
In addition to English/language artsIn addition to English/language arts
Severity of reading difficulties (as determined bySeverity of reading difficulties (as determined by
assessment) dictates intensityassessment) dictates intensity
Rule of thumb:Rule of thumb:
– In need of decoding, fluency, vocabulary, andIn need of decoding, fluency, vocabulary, and
comprehension=90 minutes minimumcomprehension=90 minutes minimum
– In need of vocabulary and comprehension=45In need of vocabulary and comprehension=45
minutes minimumminutes minimum
Lower teacher to student ratio (maximum of 15Lower teacher to student ratio (maximum of 15
is recommended)is recommended)
25. Intensive Reading CourseIntensive Reading Course
Daily small group differentiated instructionDaily small group differentiated instruction
(in groups no larger than 3-5 students)(in groups no larger than 3-5 students)
Highly qualified instructor (deep readingHighly qualified instructor (deep reading
knowledge)knowledge)
Knowledge and skill in motivation ofKnowledge and skill in motivation of
struggling readersstruggling readers
Daily independent reading practiceDaily independent reading practice
26. Practice in Independent Level TextPractice in Independent Level Text
Daily independent reading practiceDaily independent reading practice
Monitored by teacherMonitored by teacher
Fiction and NonfictionFiction and Nonfiction
Classroom libraries representing a varietyClassroom libraries representing a variety
of:of:
– Reading levelsReading levels
– InterestsInterests
– GenresGenres
– CulturesCultures
28. Supplemental
Reading
Program
Supplemental
Reading
Program
Method
•Comprehension
•Vocabulary
•Fluency
Teacher Read Aloud
•Discussion of new vocabulary
•Discussion of concepts
5 minutes
Closing
•Comprehension
•Vocabulary
•Fluency
•Student selected texts
•Independent reading level
•Progress monitoring by teacher (WCPM fluency and
comprehension)
20 minutes
Independent
Reading Practice
•Comprehension
•Vocabulary
•Fluency
•Phonics
•Phonemic
Awareness
Differentiated instruction
•Small group and individual instruction
•Literacy centers
•Technology
•Audio-assisted reading
•Reading strategy instruction, application, and feedback
40-45 minutes
Differentiated
Instruction
•Morphemic Analysis
•Syntactic ApplicationDaily Vocabulary Review Routine
5 minutes
•Comprehension
•Vocabulary
•Fluency
Whole class or small group differentiated instruction
•Explicit and scaffolded modeling of strategies in
instructional level text
15-20 minutes
Initial
Instruction
Reading ComponentsFridayThursdayWednesdayTuesdayMondayTime and activity
Secondary Intensive Reading Block (90 min.)
29. Whole Group InstructionWhole Group Instruction
15-20 minutes daily15-20 minutes daily
Explicit teacher modeling of readingExplicit teacher modeling of reading
strategiesstrategies
Focus on comprehension, vocabulary, andFocus on comprehension, vocabulary, and
fluencyfluency
30. Small Group Rotations=Small Group Rotations=
Differentiated InstructionDifferentiated Instruction
3-4 groups of 3-5 students3-4 groups of 3-5 students
3-4 stations3-4 stations
2-3 rotations each day2-3 rotations each day
Each rotation is 15-20 minutesEach rotation is 15-20 minutes
31. Teacher Led GroupTeacher Led Group
Reinforce whole group instructionReinforce whole group instruction
Differentiate instruction to specific areas ofDifferentiate instruction to specific areas of
student needstudent need
– Flexible groupsFlexible groups
– ActivityActivity
– SkillSkill
– TextText
32. Shared Reading GroupShared Reading Group
Reciprocal TeachingReciprocal Teaching
Text-based discussionText-based discussion
– Flexible groupsFlexible groups
– TextsTexts
– InterestsInterests
33. TechnologyTechnology
Practice and reinforcement of skills taughtPractice and reinforcement of skills taught
in whole group and teacher led groupin whole group and teacher led group
2-3 days per week2-3 days per week
15-20 minutes per day15-20 minutes per day
Must only supplement teacher instructionMust only supplement teacher instruction
35. Classroom Look-ForsClassroom Look-Fors
Text-rich environment (70/30 balance)Text-rich environment (70/30 balance)
representing many genres and reading levelsrepresenting many genres and reading levels
Explicit teacher modeling of strategies of expertExplicit teacher modeling of strategies of expert
readers (before, during, and after)readers (before, during, and after)
Daily student practice in authentic textsDaily student practice in authentic texts
Daily small group differentiated instructionDaily small group differentiated instruction
Independent reading practice with teacherIndependent reading practice with teacher
progress monitoringprogress monitoring
Teacher read aloudTeacher read aloud
Text-based instructional conversationsText-based instructional conversations
