increasing student agency through reading and … · 3. share knowledge and participate ethically...

Kristine Woods, Library Media Specialist, Chippens Hill Middle [email protected] Carroll, Library Media Specialist, Northeast Middle [email protected], ConnecticutNovember 14, 2013

AASL IDEAxCHANGEATTaCKing and T.R.A.C.K.ing Reading: Cross-curricular Reading for Knowledge and Success

Increasing student agency through reading and response to literature

View presentation atbit.ly/attacktracks

see links to materials at end

AASL Standards for the 21st Century Learner

Learners use skills, resources, and tools to…1. inquire, think critically, and gain knowledge.2. draw conclusions, make informed decisions,

apply knowledge to new situations, and create new knowledge.

3. share knowledge and participate ethically and productively as members of our democratic society.

4. pursue personal and aesthetic growth.

ATTaCK: A Trail Toward Cross-curricular KnowledgeTiger T.R.A.C.K.S.: To Read Across Contents = Knowledge and Success

Understandings● Reading is a window to the world.● Inquiry provides a framework for learning.● The continuing expansion of information

demands that all individuals acquire the thinking skills that will enable them to learn on their own.


CCSS

According to the Common Core State Standards, “literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields,” and that “instruction in [literacy] be a shared responsibility within the school.”


Circulation vs. CCSS Expectation


CCSS Expectation


Reading

● According to the NAEP, the “most likely relationship between diverse reading and reading comprehension is due to the increased exposure to new vocabulary and new ideas” (Dreher, p. 414, 1999).

● CCSS expects students to be proficient in reading complex informational text independently in a variety of content areas.


Program Design

● Student chooses a book from the 12 categories that challenges reading level

● Cross-genre● Cross-curricular● Public/Social Recommendation● Online Tracking● Student personal tracking


Authentic writing for a public audience in Destiny


Accountability

● Read the book based on matrix● Complete a book review online through the Destiny

catalog. All recommendations will be approved if completed to high standards. If book is not in the collection, student can hand in a copy. Student then submits the book on the online tracking form.

● Generate reports to teams as needed● “Readers tend to approach books in one of two ways:

they either look at what they can carry away from the text, or they look at what they can experience through the text” (Abrahamson and Carter, p. 55, 1991).


https://docs.google.com/forms/d/1t_l1qSp1SiHN-kMiB4mRcUEoyz15_x1KeYNlSiMVdhk/viewform

Performance● “Children who are self-regulated readers set goals

that are short-term, specific, and attainable; select, use, and monitor their reading strategies effectively; and self-evaluate progress toward their goals” (Horner and Shwery, p. 108, 2002).

● Authentic performance task, shared publicly● Criteria for meeting the standard● Demonstration of comprehension● Self-regulation of learning – student pacing,

accountabilityATTaCK: A Trail Toward Cross-curricular Knowledge

Tiger T.R.A.C.K.S.: To Read Across Contents = Knowledge and Success

Motivation● When the student internalizes his/her beliefs about his/her self-

efficacy, the value of reading nonfiction and “the motivational orientation will influence…the level of self-regulation” (Horner and Shwery, p. 108, 2002).

● Students pace themselves and set a goal of 4 books each trimester to reach the 12 books by June.

● All teachers set an expectation of outside reading for their classes. Students carry reading book AT ALL TIMES.

● Student goes to the media center when reaches 4, 8, and 12 books to check in and receive incentives for work.

● Teams could do team-based incentives for each trimester. ● Students who successfully complete ATTaCK are entered into

drawing in June for eReader and other incentives.


Expectations

● Where are the students? Self selection strategies● Carry reading book at all times● Regular Library visits● How will teachers set up experiences reading across

the curriculum?● Benchmarks at each 4 books for rethinking and

revising reading strategy – conferences?● Modify requirements for differentiated instruction

(SPED, ELL)


Benefits● Increased reading fluency● Vocabulary development● Connections to content area literacy● Background knowledge● Conversant on the Dewey Decimal system● Library catalog search skills● Student ownership of learning goals● Writing for a public audience● Self-efficacy of reading development● Differentiated learning


Obstacles

● Monitoring reading levels● Checking that books are listed in the correct

categories● Monitoring the recommendation requirement● Expectation of reading across the curriculum● Literacy perspective of content teachers● Parental support


Questions● Who is responsible on teams to track this? Students will check in at the media center, but all teachers

would take part in the responsibility as appropriate.

● Is it part of a grade, which class? The book recommendation could be a grade as a reading assignment in content area classes.

● Is it required for all students? Need all teachers to support it as an independent reading program consistently and pervasively.

● Are there a required number of pages to equal a “book?”

● Books to be read outside normal class work (no novel studies included), but allow independent reading projects that are already in use.

● Do science, math, social studies, Encore include reading for their classes (i.e. SS for 300 or 900, math/science/tech/wellness 500s or 600s, Art/PE/Music 700s, ALL 800s/Biography, etc.)?

● How do you monitor reading level of books? Student self selection as they do for IRP

● What modifications are made for students with disabilities and ELL?

● What should be the incentives for those at 4 for T1, 8 for T2, 12 for T3? Team-level recognition?

● Incentives for individuals who reach 4, 8, 12 would check in at the media center at these levels. bookmark, eat lunch with friend, possible car magnet (and entry in drawing for eReader)

● Completed book recommendations would be seen by anyone accessing catalog record in Destiny.

● Card for planner allows student to monitor progress, use matrix to choose books, use directions to write recommendation and submit online through Destiny then submit info on tracking form.


The ATTaCK or TRACKS programs What changes/improvements in student performance occurred

● Increase and diversify students’ reading and reading comprehension

● Student self-selection of literature based on a matrix

● Formative literature response framework

● Authentic writing● Student self-pacing● Benchmarks at 4, 8,12

books

● Increased accuracy of student identification of genre and non-fiction classifications

● Understanding role of own Lexile level (NWEA/MAP) and book selection

● Evidence of questioning quality of literature in written response

● Express and support opinion from text through authentic writing for a public audience using Destiny

● Increased vocabulary development and background knowledge


Observations about building students' agency as learners

• Do not yet hold the intrinsic motivation to read from genre/classifications outside their comfort zone.

• Need a structured framework for organizing thoughts to be confident in communicating their opinion.

• Consistent and pervasive reinforcement to self-pace and self-track.

• Scaffolded reinforcement and correction (genre identification) for continued progression.

Woods 2012-2013ATTaCK: A Trail Toward Cross-curricular Knowledge


Ideas for Continued Implementation

Ideas for Students‘ Self-monitoring

Ideas for weaving these strategies into data team discussions

● School-wide use of graphic organizers for writing response

● Reinforcement of self-tracking by students

● Tracking matrix to include area for book titles and reading level

● Understanding of “just right book” with implementation of Literacy Collaborative

● How do the graphic organizers correlate to the performance on writing prompt?

● How can the student develop intrinsic motivation to read a wide variety of genres and subjects?

● Strategies for the “just right book”


Year 1 StatisticsATTaCK: A Trail Toward Cross-curricular Knowledge


Chippens Hill Circulation Change w/ATTaCK- Year 1

2011-2012 2012-2013

Fiction 63% 55%

Non-fiction 37% 44%

Circulation 11,349 13,594

Books on ATTaCK tracker 2012-2013: 2724Destiny Reviews Submitted 2012-2013: 2441Reviews (not in CHMS library) 2012-2013: 123Students checked in at 4 books: 240Students checked in at 8 books: 114Students checked in at 12 books: 59

Northeast Circulation Change w/T.R.A.C.K.S- Year 1

2011-2012 2012-2013

Fiction 69% 65%

Non-fiction 31% 35%

Circulation 8,113 8,887

Despite a decrease in student population of 13% (73 students), we had 400 more non-fiction circulations in the first year of the T.R.A.C.K.S. program.

LinksOnline Tracking Form ATTaCK: https://docs.google.com/forms/d/1t_l1qSp1SiHN-

kMiB4mRcUEoyz15_x1KeYNlSiMVdhk/viewform

ATTaCK Brochure: http://www.bristol.k12.ct.us/uploaded/Chippens_MS/Library/ATTaCK_Brochure_2013-2014.pdf

Destiny Reviews at Chippens Hill MS: http://destiny.bristol.k12.ct.us/common/welcome.jsp?site=104

ATTaCK Student Tracking Card: http://www.bristol.k12.ct.us/uploaded/Chippens_MS/Library/ATTaCK_form_2013-2014.pdf

Tiger TRACKS Online Tracking Form: https://docs.google.com/a/bristolk12.org/forms/d/15IzswtHB86vxC87Hqa15_lvwAOsH8NISV2LpVHsE6KM/viewform

Tiger TRACKS Google Form: https://docs.google.com/document/d/1Wm03Fv8jWnH9iHcc4xjDDT6nhbPaH673uOmzKDvMlMY/edit?usp=sharing

Tiger TRACKS Brochure; https://drive.google.com/file/d/0B8USbYopVGAabC16LXJoTUtsdVk/edit?usp=sharing




http://www.bristol.k12.ct.us/uploaded/Chippens_MS/Library/ATTaCK_Brochure_2013-2014.pdf



http://destiny.bristol.k12.ct.us/common/welcome.jsp?site=104



http://www.bristol.k12.ct.us/uploaded/Chippens_MS/Library/ATTaCK_form_2013-2014.pdf



https://docs.google.com/a/bristolk12.org/forms/d/15IzswtHB86vxC87Hqa15_lvwAOsH8NISV2LpVHsE6KM/viewform



https://docs.google.com/document/d/1Wm03Fv8jWnH9iHcc4xjDDT6nhbPaH673uOmzKDvMlMY/edit?usp=sharing




https://drive.google.com/file/d/0B8USbYopVGAabC16LXJoTUtsdVk/edit?usp=sharing



Resources

ATTaCK BrochureDestiny Reviews - Chippens HillATTaCK Tracking FormATTaCK Student CardTiger TRACKS online tracking formTiger TRACKS Google Form - make a copy then edit!

Tiger TRACKS brochureContact us for more info - emails on 1st slide















ReferencesAbrahamson, Richard F. and Carter, Betty. (1991, Jan.). Nonfiction: the missing

piece in the middle. The English Journal, 80(1), 52-58. Retrieved February 3, 2008, from JSTOR database.

“Common Core State Standards for English/ Language Arts & Literacy in English/ Social Studies, Science, and Technical Subjects.” Common Core State Standards Initiative. National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO), n.d. Web. 26 Aug. 2012. <http://www.corestandards.org/>.

Dreher, Mariam Jean. (1999, January). Motivating children to read more nonfiction. The Reading Teacher, 52(4), 414-415. Retrieved January 29, 2008, from Academic search Complete database.

Horner, Sherri L. and Shwery, Craig S. (2002, Spring). Becoming an engaged, self-regulated reader. Theory into Practice, 41(2), 102-109. Retrieved February 3, 2008, from JSTOR database.


increasing student agency through reading and … · 3. share knowledge and participate ethically...

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