AEA 9 Second Chance Reading 2007-2008

Second

Chance

Reading

Developed byBeverly Showers

SCRObjectives

Second Chance Reading

To learn the instructional strategies and management procedures of Second Chance Reading sufficiently to begin immediate implementation in classrooms;

To understand how Second Chance Reading fits into the context of the Iowa Professional Development Model and your district’s Career Development Plan; and

SCR“Second Chance” Reading

Purpose

Rapidly improve comprehension and fluency for secondary students reading two or more years below grade level

Prepare students for secondary academic work

SCR

SCR Results

Data: see Handout

SCROther “Second Chance” Results 

Des Moines Public Schools4 high schools, 9 middle schools, 3 alternative

schools  Mean Growth (regular ed) 2.1 GLE

(SDRT) Mean Growth (mainstreamed SpEd)1.9 GLE

(SDRT) Mean Growth (Low SES) 2.0 GLE

(SDRT) Mean Growth (self-contained SpEd) .9 GLE

(SDRT)

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SCR Implementations

North Scott Sr and Jr High 2.0/yr Columbus Junction MS 2.0/yr Muscatine High 1.0/yr Durant Jr High 1.0/yr Des Moines (MS & HS) 3.0/yr Wapello Jr High 1.0/yr Winfield-Mt. Union 1.0/yr West Burlington 1.0/yr

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SCR Research Base

Researched Strategies– Think Aloud

– Inductive Thinking

– Graphic Organizers

– Questioning Strategies

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Researched strategies cont.

Cooperative Learning (primarily pairs) Vocabulary (mixture of definitional and

contextual, mnemonic, practice methods) Fluency (specific, targeted strategies have

positive effects; “Round Robin” has negative effects)

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Advocated by Reading Experts

Extensive Independent Reading (IRA, NAEP, Reading Next)

Self-selection, variety of high interest reading materials (Moore, Balfanz, Allen, Codding)

Mini-lessons on skills (Codding, Pressley, Sinatra)

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Advocated . . . Cont.

Cooperative Learning (Balfanz, Moore, Kucan & Beck)

Think Alouds (Balfanz, Moore, Kucan & Beck) Specific classes for secondary struggling

readers (Balfanz, Moore)

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SCR Teaching Strategies

Numbered Heads Together Cooperative

Comprehension Dictated Writing Inductive Thinking Graphic Organizers Round Table Pair Share Skills/Fluency

Teacher– Book Talks– Diagnosis– Timed Tests

Student– Independent Reading– Comprehension and

Fluency

 Weekly Structure - Second Chance Reading

  

Monday 

Tuesday Wednesday Thursday Friday

 Independent Reading* (15-20 minutes) Pair Share* with generic questions (5-10 minutes) Vocabulary for Read Aloud (15-20 minutes) 

 Read Aloud (model comprehension strategies and ask questions of pairs) – (15-25 minutes) Comprehension Activity (Coop Comprehension, Dictated Writing or Inductive Thinking, etc.) – (20-35 minutes) 

 Independent Reading* (15-20 minutes) Pair Share* with generic questions (5-10 minutes) Reading Skill Lesson (context clues, fluency drills, etc.) – (20 minutes)

 Independent Reading* (15-20 minutes) Individual Vocabulary Cards* (10-15 minutes) Vocabulary Pairs* (10-15 minutes)

 Independent Reading* (15-20 minutes) Vocabulary Pairs* Vocabulary tests [Bi-weekly fluency tests]

  *Opportunity for teacher to work with individual students: Book talks, vocabulary tests, oral reading, etc.

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Read/Think Aloud for…

Modeling of comprehension strategies, especially engaging with author to determine meaning

Modeling the use of prior knowledge and making connections 

Modeling fluency

Increasing student engagement with comprehension tasks

SCRRead/Think AloudProcess Overview

1. Select a reading selection that is interesting, complex and difficult for students.

2. Organize students into pairs.

3. Read the selection, stopping at critical points to model comprehension strategies.

4. Pose questions about selection to pairs to provide immediate practice in using modeled comprehension strategies.

SCRThink Aloud: Examples of Modeling

Making connections to prior knowledge Inferring Predicting Summarizing Clarifying word meanings

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Think Aloud Video Demonstration

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Numbered Heads Together for…

Vocabulary Meaning

Checking for Understanding 

On-task Behavior, Individual Accountability

SCRNumbered Heads Together Process Overview

1. Pronounce and define words for entire class.

2. Organize students for peer tutoring (pairs), first modeling the strategies you want them to use as they teach each other.

3. Test mastery of the material learned using the “Numbered Heads Drill”

SCRNumbered Heads Together

Video Demonstration

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Cooperative Comprehension for…

Reading Comprehension: Lower Order and Higher Order

Increased student engagement with task

SCRCooperative ComprehensionProcess Overview

1. Choose reading selection. Design three to five comprehension questions, ranging from easy to difficult. The last question should measure your higher-order comprehension objective.

2. Organize students into pairs. The teacher reads the selection or students read it silently.

3. Debrief team answers with the entire class using the “Numbered Heads” drill.

SCRDictated Writing for…

Higher order comprehension Modeling of writing process

SCRDictated WritingProcess Overview

1. After the Read/Think Aloud of the selection, elicit from students what they remember about critical categories. Record their comments for all to use.

2. Present the prompt for the first paragraph to pairs. All pairs construct one sentence they want to include in the first paragraph and record it on a sentence strip.*

3. As all students display their first sentence, the teacher assists the class in constructing the first paragraph and determining if it needs a summary sentence.

SCRDictated WritingProcess Overview

4. Proceed with the second and third paragraph starters in the same manner.

5. Read through the finished product together, editing for meaning.

6. Students copy the finished product or one student may enter it on a word processor so all students have copies for their folders.

*Paragraphs composed of sentences on sentence strips can be posted on the wall or board with tape or displayed in a pocket chart.

SCRRound Table for…

Comprehension: Recall of Factual Information

Practice of skills

Student engagement with non-fiction text

SCRRound TableProcess Overview

Organize students into pairs; provide one piece of paper for each pair.

Read article or story to students. Recall task is timed. When reading is paused,

students pass paper back and forth, alternating the writing of one fact they remember from the reading.

When time is called after the final note taking, teams count the number of items they remembered.

While teacher records, teams share one item at a time until all items are reported.

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Inductive Thinking for…

Identifying main ideas or central themes

Concept Learning

Development of critical thinking skills

Increased student engagement with task

SCRInductive ThinkingProcess Overview

Identify concepts (categories or main ideas) in subject matter.

Create a data set that includes five to seven examples of each concept or category to be taught. There are usually two to four categories in a data set.

Students work with partners to categorize the data set by forming groups with items sharing common attributes. Students then summarize or name their categories. 

SCRInductive ThinkingProcess Overview (continued)

Students report their categories (and their identifying attributes) to the entire class. 

Students apply the categories they have formed in new tasks. For our uses of Inductive Thinking, that usually means summarizing the author’s message or interpreting a reading selection.

SCRManagement of Second Chance Reading

Classroom Setup– Library (organization and checkout system– Wall chart (track amount of student reading)– Reading folders (in crates with hanging files)– Vocabulary boxes, index cards, post-its

SCRManagement of Second Chance Reading

Student Responsibility– Book Selection (appropriate level)– Record Keeping (reading folders)– Book Log– Vocabulary Tests– Fluency/Comprehension Tests– Book Summaries/Evaluations– Vocabulary Boxes

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Book Talk Video Demonstration

SCRManagement of Second Chance Reading

Teacher Individual Work Book Talks (records: wall chart, reading folder) Vocabulary Testing Oral Reading (diagnostic reading levels)

SCRSuggested Sequence: Teaching SCR to Students

Library Organization and Use: Selecting a book and recording it in reading folder

Independent Reading: Pair share Numbered Heads Together; Vocabulary Cards;

Vocabulary Box Think Aloud; Cooperative Comprehension Readers Theater (fluency skills) Individual Vocabulary Cards; Vocabulary Pairs;

Fluency Tests Book Talks

SCRSuggested Sequence: Teaching SCR to Students (continued)

Stanford Diagnostic Reading Test– Scheduled vocabulary test for one day– Comprehension test for another day during the

second week of school

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Weekly Structure - Second Chance Reading  

Monday 

Tuesday Wednesday Thursday Friday

 Independent Reading* (15-20 minutes) Pair Share* with generic questions (5-10 minutes) Vocabulary for Read Aloud (15-20 minutes) 

 Read Aloud (model comprehension strategies and ask questions of pairs) – (15-25 minutes) Comprehension Activity (Coop Comprehension, Dictated Writing or Inductive Thinking, etc.) – (20-35 minutes) 

 Independent Reading* (15-20 minutes) Pair Share* with generic questions (5-10 minutes) Reading Skill Lesson (context clues, fluency drills, etc.) – (20 minutes)

 Independent Reading* (15-20 minutes) Individual Vocabulary Cards* (10-15 minutes) Vocabulary Pairs* (10-15 minutes)

 Independent Reading* (15-20 minutes) Vocabulary Pairs* Vocabulary tests [Bi-weekly fluency tests]

  *Opportunity for teacher to work with individual students: Book talks, vocabulary tests, oral reading, etc.

SCRStanford Diagnostic Reading TestMaterials

Student Booklets Grade 6 & 7 – Purple Forms J & K Grade 8+ – Brown Forms J & K Answer Sheets (hand scorable) Directions for administering (in packages of student

booklets Norms Booklets (Fall and Spring) Scoring Stencils for Forms J & K, Purple & Brown

SCRStanford Diagnostic Reading TestAdministration

Vocabulary and Comprehension ONLY Monitoring (follow ITBS/ITED) Data Entry (web site)

SCRInformation on Jamestown PublishersTimed Readings

In SCR we use the Jamestown Timed Reading and the Timed Readings in Literature to check fluency and comprehension every two weeks

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“Second Chance” Agreements

Teachers– Attend all “Second Chance” training sessions– Implement with fidelity– Collaborative planning and development– Data collection (including facilitation of data

collection by students)Name: Date:  School: District: ___________________

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Second Chance Agreements

Administrators– Schedule common planning time for

teachers– Commit financial resources for training,

classroom libraries, and other instructional materials

– Assist with data collection– Principals attend training with teachers

SCRIn addition to the 3 training days there are 4 Follow-up Days, containing the

following:

1 – Review, answer questions, develop, add Round Table, share

2 – Begin Inductive Thinking, review, answer questions, share and develop

3 – Continue Inductive Thinking, review, answer questions, share and develop

4 – Graphic Organizers, review, develop, answer questions and share

SCR

Any questions?

Contact:

Janet Stos at 563-344-6392

Or email at : jstos@aea9.k12.ia.us

Deadline for 2007-2008 SCR enrollment is:

May 15, 2007