realizing rigor realistically: navigating the shifts with struggling and reluctant readers

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Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers Ashlee Gruno, Ed. S.Academic Coach Beth Lee, Ed. S. Lead ELA Teacher Brooks County Middle School

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Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers. Ashlee Gruno, Ed. S.Academic Coach Beth Lee, Ed. S.Lead ELA Teacher Brooks County Middle School. - PowerPoint PPT Presentation

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Page 1: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Realizing Rigor Realistically:Navigating the Shifts with Struggling and

Reluctant Readers

Ashlee Gruno, Ed. S. Academic CoachBeth Lee, Ed. S. Lead ELA Teacher

Brooks County Middle School

Page 2: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Essential Question: How can educators really address CCGPS shifts in text

complexity with struggling and reluctant readers?

What we expect from you…O Your attention

We want to check our phones too, but we think this is more important!

O Your participation We know that you all have great ideas and

energy to add to this discussion. Please engage. O Your feedback

We are learning as we go (aren’t all good teachers?), and we welcome suggestions, ideas,

and input.

Page 3: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

An Invitation to Engage…

http://bit.do/ELAparkinglot

Page 4: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Let’s Get Started…In the spirit of summer and vacations, please scan the room and choose and

go to your favorite vacation destination.

Upon arrival, please read and discuss the quote. Elect one person to be your

microphone to share out.

Page 5: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Now that we feel good, let’s review…

Common Core Shifts for English Language Arts/Literacy

1. Regular practice with complex text and its academic language

2. Reading, writing, and speaking grounded in evidence from text,

both literary and informational3. Building knowledge through

content-rich nonfiction

Page 6: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

When the shifts and the new text bands came out…Teachers were

like…Students were

like…

Want to make your own meme? http://www.memegen.com/

Page 7: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Sometimes, we don’t play fair...

We forget that we are the expert readers. We were the Summer Reading Program kings and queens…

the only ones to pass the pop quizzes over the reading homework…the kids who hid under the

covers with flashlights to finish the last few chapters.

To put ourselves in our students’ shoes, let’s do a quick activity.

Page 8: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Your Reading Assignment…

O Read the article on nuclear physics.O Read and remember as much as you

can in 5 minutes.O Be prepared for a short assessment.

This will be graded!

Page 9: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Three Steps to Realizing

Rigor

The simple truth is that many of our students are NOT

ready or prepared to handle the demands of Common Core. As

a teacher, we have to push them forward by creating a text-rich,

supportive, and engaging learning environment. It IS

possible and realistic to help your students become college and

career ready readers!

1. Find and choose the right texts and

resources.

2. Scaffold learning and support your

readers.

3. Engage your students, and

make reading fun again.

Page 10: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 1: Find and Choose the Right Text

Common Core requires complex text; however, complex does not equal long. We have had great success starting our year

with short stories and news articles.

Short selections are engaging, complex, and short enough to complete. They also allow

struggling and reluctant readers to gain the confidence they need to move forward.

Page 11: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

For Example… My 1st Year

Teaching 8th Grade ELA CCGPS

My 2nd Year Teaching 8th Grade

ELA CCGPSUNIT 1: Georgia

Authors

Text: Members of the

Wedding By Carson McCullers

UNIT 1: Georgia Authors

Text: “A Good Man is Hard to Find”

By Flannery O’Connor“Everyday Use” By Alice Walker

“Uncle Remus Tales” By Joel Chandler Harris

Page 12: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 1: Find and Choose the Right Text

We need access to rich, complex, appropriate text, and we need it quick and

easy!

Here are some resources that we have found and used successfully…

Page 13: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

O GALILEO (Compton’s, SIRS Discoverer, Novelist,

etc.)O Newsela(web)O ReadWorks (web)O The New York Times Learning Network (web)O Eyewitness to History (web)O CobblestoneO Leveled Texts Series (Shell Education/print)O “Find a Book” Lexile (http://www.lexile.com/)O Text and Lessons (print)O Short Stories (We LOVE this genre!)O Junior Scholastic and SCOPE (print/web)

STEP 1: Find and Choose the Right Text

Page 14: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

GALILEOO Excellent resource; extremely underutilizedO Supports college and career readinessO Promotes using quality sources and citationsO Features many databases and resources for

on-level texts:O BritannicaO SIRS DiscovererO NoveListO Middle Search PlusO Student Research CenterO And many more!

Page 15: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

SIRS Database (GALILEO)

Page 16: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

NoveList K-8 (GALILEO)

Page 17: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Middle Search Plus (GALILEO)

Page 18: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Middle Search Plus (GALILEO)

Page 19: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Newsela

Page 20: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

ReadWorks

Page 21: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 1: Find and Choose

the Right Text

WORK TIME!!

1. At your table, please take a moment to

browse one or more of these

resources (technology or

print).

2. Fill out the guided questions

resource sheet.

3. Share your findings and

reflections with your group.

Page 22: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 2: Scaffold Learning and Support Your Readers

“Our main job, year in and year out, is to lead our students up a ladder of challenge, building their stamina, and pushing them along to literature

that requires more intentional thinking. But along that ladder, it’s also our duty to provide just the right amount of and type of support to keep kids

progressing” (Daniels & Steinke, 2013).

Page 23: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

It is the teacher’s job to make

complex text more accessible.

O The text is shorter rather than longer.

O The reader has chosen the text.

O The reader has relevant background knowledge.

O The topic has personal interest.

O The text evokes curiosity, surprise, or puzzlement.

Factors that make complex

text more accessible…

(Daniels and Steinke. 2013)

Page 24: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Factors that make

complex text more

accessible (cont.)…

O The text has high coherence (it explains itself).

O The teacher teaches specific reading strategies.

O Readers can mark, write, or draw on text as they read.

O Readers are encouraged to talk about the text during and after reading.

O Readers can hear text read aloud.

O Readers have experience writing in the same genre.

(Daniels & Steinke, 2013)

Page 25: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 2: Scaffold Learning and Support Your ReadersAdditionally, all language teachers should have a working understanding of the fundamentals

of reading education; often, secondary teachers lack this foundation, requiring us to

brush up on our knowledge of the basic mechanics of reading.

We must figure our the missing piece for our struggling readers and adapt our instruction to

serve them.

Page 26: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 2: Scaffold Learning and Support Your Readers

The National Reading Panel describes five key “building blocks” of literacy instruction (2000); however, struggling adolescent readers

have slightly different needs (Heller, 2008).

Grades K-3 Grades 4-12O Word StudyO FluencyO VocabularyO ComprehensionO Motivation

O Phonemic Awareness

O PhonicsO FluencyO VocabularyO Comprehension

Page 27: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 2: Scaffold Learning and Support

Your ReadersO Word Study: O Show students how to

break multi-syllabic words into recognizable parts

O Give students lots of practice reading and writing that defy spelling patterns (homonyms, homophones, etc.)

O Teach common root words, prefixes, and suffixes.

O Fluency:O Read aloud to students

(A LOT!)O Show students how to

read with expression/porosity

O Have students record and listen to themselves read

O Have students track their progress

O Use technology to aid fluency assessment (Dragon Dictation, Talk to Me, iPrompt, etc.)

Page 28: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

STEP 2: Scaffold Learning and Support Your Readers

O VocabularyO Vocabulary

StrategiesO Marzano’s 6 steps

(2004)O DescribeO RestateO DrawO RevisitO ReviseO Review

O ComprehensionO Before Reading

(Frontloading Learning)

O During Reading (Guiding Comprehension)

O After Reading (Consolidating Understanding)

Page 29: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 2: Scaffold Learning and Support Your Readers

Carousel Wrap-Up

O This is not a presentation dedicated to scaffolding and strategies; however, we can not underestimate or ignore the necessity or power of these in instruction.

O Let’s take about 5 minutes to move around and share some of our favorites.

O Please listen for your number, and follow the directions at each station.

Page 30: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students, and make reading fun again.

RANT ALERT!!

Wake up, people! Our students are bored. They

don’t want to read because we teach texts that are hard, old, and boring! We do all of the talking, and we still use

worksheets and tired assignments and projects.

Many of our readers are not struggling but reluctant.

Change your classroom from teacher-focused to student-

focused, and watch the transformation take place!

Page 31: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students,

and make reading fun again.

“There is a 0% chance that

children will learn from work they do

not do.”-Philip Schlechty

Realizing rigor is not just about the

content. It’s also about the

environment you create. Adolescents want to work hard and do well. If you

prepare an engaging,

challenging lesson, your students will have a good time

reading, analyzing, and learning from

complex texts.

Page 32: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students, and make reading

fun again.When 3 or more of these 8 qualities are

present in a lesson, students will be engaged:

O Personal responseO Clearly modeled expectationsO Emotional and intellectual safetyO Learning with othersO Sense of audienceO ChoiceO Novelty or varietyO Authenticity

(Schlechty, 2002)

Page 33: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students, and make reading fun again.

Emotional and Intellectual Safety

Learning with Others

O Students explain why/how their answer is plausible

O Students take risks with “unpopular” or more subtle answers

O Sources, evidence, and examples are cited

O Reasoning first, answers second

O Answers questioned or defended

O Think, pair, shareO Literature CirclesO Small group discussionO Reciprocal teachingO Peer revision and reviewO One talk, One repeatsO “When he/she talked

about _______, I thought…”

(Schlechty, 2002)

Page 34: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students, and make reading fun again.

Personal ResponseClearly Modeled

ExpectationsWhat it looks like…O Supported predictionsO OpinionsO RemembrancesO ConnectionsO ComparisonsO AnalogiesO Summary StatementsO StrategiesO I think…because..

O Clear objective of activity and learning

O Models of expectation and strategy

O Visual exemplars that persistO Rubrics and self-assessmentO Clear formats and proceduresO SourcesO Quantity and quality required

in personal response activitiesO I included…

(Schlechty, 2002)

Page 35: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students, and make reading fun again.

Sense of Audience ChoiceO Increased level of

concernO Connections to

audience/purposeO VoiceO Responsibility to groupO Proficient work postedO Student work as

exemplars

O Tiered assignmentsO Self-selected reading

materialO ProductO Selecting tasks from a

listO Meaningful optionsO Decision-making

(Schlechty, 2002)

Page 36: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Step 3: Engage your students, and make reading fun again.

Novelty or Variety AuthenticityO Variety of productsO Diverse perspectivesO Integrated funO Layered interestsO GamesO Simulations and role-

playO Competitions

O Relevance to age groupO Tasks that represent the

personalities of the learnerO Real-life activitiesO Inquiry or discovery learningO Hands-on manipulativeO Current events/issuesO Transfer or synthesis beyond

contentO Extension of workplace

activitiesO Use of workplace or home

technology(Schlechty, 2002)

Page 37: Realizing Rigor Realistically: Navigating the Shifts with Struggling and Reluctant Readers

Before you go…OReflect on your own practices. How does the CCGPS demands of rigor and your students’ reading levels impact your instruction?

OWhat can you take away from this session and back to your classroom? What will you CHANGE in the new year?