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ELA Lab: High School Reading Intervention JESSICA CRAWFORD @JCRAWFORD728

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ELA Lab: High School

Reading InterventionJESSICA CRAWFORD

@JCRAWFORD728

Why ELA Lab?

Tier 3

Tier 2

Tier 1

31 %

22 %

47 %

Spring

2009-2010

RTI – 9th & 10th Grade

Tier 3 – Corrective Reading

Tier 2 – WestEd Academic Literacy

Tier 1 – Grade Level ELA Class

Tier 3

Tier 2

Tier 1

23 %

16 %

61 %

Spring

2010-2011

Bringing in Lab

Gap between Tier 3 & Tier 2

Corrective Reading: Up to 6th Grade Level

AC Literacy: Upper 8th Grade Level

Current RTI – 9th & 10th Grade

Tier 3 – Corrective Reading

Tier 2 (6th-8th Grade) – ELA Lab

Tier 2 (8th-9th Grade) – AC Literacy

Tier 1 – Grade Level ELA Class

Current RTI

What is ELA Lab?

This course is designed to build reading skills through a

variety of research-based reading strategies. Silent

sustained reading (SSR), group reading activities, and

electronic reading assignments will be a part of the daily

routine in this class. Recent research has found that the

most effective way to build strong readers is through

reading stations; therefore, this class will be set up in such

stations. Students will rotate in teacher-selected groups to

each station daily. Groups are subject to change.

The Four Pillars

Stations Learning

Strategy Instruction

QAR

Reciprocal Teaching

Stations Learning

Benefits of Small Group Instruction

Assure that all students learn

Increase student engagement

Teach students to work with others

Facilitate social interaction among students

Motivate students

Improve students’ self-concepts and attitudes toward self & school

Daily Schedule

1. Warm-Up: Book Talks or

Notebooking (7 minutes)

2. Stations Rotation (20 minutes per

station)

1. SSR Station

2. Teacher Station

3. Computer Station

3. Warp-Up (5 minutes)

SSR Station

Teacher Station

Computer Station

SSR Station

Students read self-selected books

every day

Reading Surveys

Book Talks

Genre Introduction

Biblionasium.com

Log of summary and reflection of

thoughts while reading

Teacher Station

Teacher led-instruction

Modeling and guided practice

Small group work

Teacher Station Work

Computer Station

Assignments sent through

Google Drive

Independent practice of

skills

Computer Station Work

Students’ Thoughts

“[Stations] helped me because I felt

more comfortable reading without

everyone listening.” – Leigha, 9th

Grade

“Working in the small groups is nice

because we can work with each

other. We talk more and interact

with each other.” – Khalil, 10th grade

“Working in the small groups helped

me a lot. I liked it because we weren’t

doing one thing the whole hour.”

– Michael, 10th Grade

“The small groups were really good. A

positive is that you had one-on-one

with the teacher. The small groups

helped me so I could learn better and

have that one-on-one connection with

the teacher.” – Talia, 10th Grade

Strategy Instruction

Strategies thoughtful readers use when

constructing meaning:

Search for connections

Ask questions

Draw inferences

Distinguish important information

Synthesize information within and across texts

Monitor understanding

Visualize and create images using the

different senses

Purpose of Strategy Instruction

Harvey & Goudvis say we teach readers to:

Become aware of their thinking while reading

Monitor understanding & keep track of meaning

Listen to the voice in their head to make sense of text

Notice when they stray from thinking about the text

Notice when meaning breaks down

Detect obstacles & confusions

Understand how a variety of strategies can help repair meaning

Know when, why, and how to apply specific strategies

Explicit Instruction

Showing Kids How vs. Telling Them

What to Do

Teacher Modeling

Guided Practice

Collaborative Practice

Independent Practice

Application in Authentic Reading

Supporting Strategic Reading

Set a purpose for reading

Think Aloud

Double-Entry Diary/Two-Column Notes

Comprehension Constructors

Listening to the inner voice

Tracking & Fixing Confusion

Connection

Questioning

Strategy Instruction PlanWeek Strategy Focus

1 Introduction of class/genres/SSR/purpose in reading

2 Introduction of strategies/Connections through background knowledge

3 Questioning while reading

4 QAR

5 QAR & Creating QAR Questions

6 Summarizing & Predicting

7 Clarifying/Introduce Reciprocal Teaching

8 Reciprocal Teaching/Visualizing

9 Reciprocal Teaching/Explanatory Writing

10 Reciprocal Teaching/Inference

11 Reciprocal Teaching/Comprehension Constructors

12 Reciprocal Teaching/Strategy Applications

What strategy have you found most

helpful?

“Connections & asking questions. Connections

help me better understand the story I am

reading and help me connect to the characters.

Asking questions helps me keep track of what I

am reading and help me when I’m stuck at

certain parts.” – Rachel, 10th Grade

“The connection strategy because I can

understand where [authors] come from and I

can somewhat picture what’s going to happen

in the future.” – Calvin, 10th Grade

“Clarifying because it helps me understand

more.” – Taevon, 10th Grade

“I use a lot of the strategies that you taught us

about when I’m reading my SSR book. When

I’m at the SSR station, predicting and

summarizing come into play.” –Brittany, 10th

Grade

QAR Instruction

Students also need a focus on strategies

required to answer and generate

challenging questions

Raphael & Au (2005) show QAR can

lead to high levels of literacy

Making the invisible visible

Organizing comprehension instruction

Whole-school reform

Accountability and test prep

Shared Language of QAR

Developing QAR’s Shared Language

Source Information

In the Book

In My Head

Developing QAR’s Shared Language

In the Book Questions

Right There

Think & Search

Developing QAR’s Shared Language

In My Head Questions

Author & Me

On My Own

Organizing Comprehension Instruction

QAR Sample Comprehension Strategies

On My Own 1. Activating prior knowledge

2. Connecting to the topic

Right There 1. Scanning to locate information

2. Using context clues

Think & Search 1. Identifying important information

2. Summarizing

3. Visualizing

4. Clarifying

5. Making text-to-text connections

6. Making simple inferences

Author & Me 1. Predicting

2. Visualizing

3. Making simple and complex inferences

4. Making text-to-self connectionsAdapted from: Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59 (3), 206-221.

Whole-School Reform

QAR leads to higher literacy

QAR has the potential for school wide professional development

QAR is applicable to all contents and grade levels

QAR provides foundation for improved reading & listening comprehension

Accountability & Test Preparation

QAR helps students come strategic when faced texts & tasks on tests

Integrate ideas across texts

Draw inferences

Critique

Evaluate

Help with written responses as well

Integrate both personal experiences and the text

Students’ Thoughts

“QAR has been most helpful for me because it helps me understand what type of question is being asked. Before I was placed in Mrs.Crawford’s ELA class I had no idea what QAR was so she helped me along the way.” – Brittany, 10th Grade

“I think identifying whether a question is in the book or in my head really helped me know where my information was coming from.” – Taslima, 9th Grade

“QAR has been the most helpful strategy

because it keeps me focused and it helps

me understand my reading.” – Sadia, 10th

Grade

“Knowing these types of questions helps me

because it helps clarify what I’m reading.

QAR helps me in classes to keep me from

losing focus on what we are talking about.”

– Shyla, 10th Grade

Reciprocal Teaching

Choose a Reader

Questioning Summarizing

Predicting ClarifyingChoose a

New Leader

Strategies of Reciprocal Teaching

Asking Questions & Summarizing

Gives purpose to reading

Activate prior knowledge

Concentrate on main ideas

Check understanding

Strategies of Reciprocal Teaching

Predicting

Gives purpose to reading

Activate prior knowledge

Draw & test inferences

Clarifying

Gives purpose to reading

Activate background knowledge

Engage in critical evaluation

Reciprocal Teaching as Instruction

Students are active participants

Students are provided with feedback

Students learn why, when, and where to apply skills & strategies

Teachers scaffold instruction

Success of Reciprocal Teaching

Advantage of the Method

Modeling of comprehension strategies

Students must respond

Teachers can provide immediate

feedback and make adjustments

Advantages for Students

Improvement in student dialogue & discussion

Students learn from the teacher and

peers

Students take control of the teaching and learning

Students’ Thoughts

“I have found the reciprocal teaching most

helpful because it helped me to get better at

reading and looking out for important

information.” – Fahmida, 10th Grade

“Reciprocal teaching helped me be more of a

teacher. I liked that it involved QAR and

prediction. Summarizing helped me the most

because it’s helping me get better at

summarizing.” – Taevon, 10th Grade

“I really liked reciprocal teaching because I felt

like a teacher and it was very fun. I don’t think

anything should be changed because it works

and you don’t want to change something that

works great.” – Vincent, 10th Grade

“Reciprocal teaching helps people build their

confidence and it helps you understand the

reading.” – Mouhammed, 10th Grade

ELA Lab Targets

Focus on comprehension

Students discover their metacognitive dialogue

Direct instruction of the strategies & skills from ELA

classes

Strategies that apply across the content areas

Preparing for the increase of informational text in high

school

Contact

Jessica Crawford

Fitzgerald High School

Warren, MI

E-mail: [email protected]

Twitter: @JCrawford728

Blog: jessicacrawford28.wordpress.com

References

• Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for

understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers.

• Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and

comprehension-monitoring activities. Cognition and Instruction, 1 (2), 117-175.

• Raphael, R.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades

and content areas. The Reading Teacher, 59 (3), 206-221.

• Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers.

Portland, ME: Stenhouse Publishers.

• Ward, B.A. (1987). Instructional grouping in the classroom. The School Improvement Research

Series. Retrived from http://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf

• Wilson T., Nabors, D., Berg, H., Simpson, C., & Timme, K. (2012). Small-group reading instruction:

lessons from the field. Dimensions of Early Childhood, 40 (3), 30-39.