USA TODAY

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Welcome!
Reading Across the Contents Professional
Development
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(No Transcript)
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Quick Quiz

• 1. There are ____________ struggling readers
  between 4th and 12th grade.
• 2. ______ of students entering 5th and 9th
  grade read below grade level.
• 3. ______ of twelfth graders perform below
  grade level.
• 4. _________________ students drop out of high
  school every school day.
• One of the most commonly cited reasons for
  dropping out is
• _________________
• 6. Only ____ of high schoolers graduate on
  time.
• 7. Of high school grads that attend college,
  ____ enroll in remedial post-secondary courses.
• 8. _________________ is the 1 college course.
  
• 9. About _____ of high school graduates lack
  the literacy skills employers seek.

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Quick Quiz
8 million

• 1. There are ____________ struggling readers
  between 4th and 12th grade.
• 2. ______ of students entering 5th and 9th
  grade read below grade level.
• 3. ______ of twelfth graders perform below
  grade level.
• 4. _________________ students drop out of high
  school every school day.
• One of the most commonly cited reasons for
  dropping out is
• _________________
• 6. Only ____ of high schoolers graduate on
  time.
• 7. Of high school grads that attend college,
  ____ enroll in remedial post-secondary courses.
• 8. _________________ is the 1 college course.
  
• 9. About _____ of high school graduates lack
  the literacy skills employers seek.

70
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Almost 7,000
deficient literacy skills
70
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Remedial reading
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93
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Reading the Newspaper

• Harvey Daniels and Steven Zemelman, two master
  reading teachers with the Chicago school
  district, argue, We need to use textbooks more
  appropriately (and sparingly), as the reference
  books that they are, and also infuse the
  curriculum with authentic, real-world
  nonfictionthe kind of informational, expository,
  persuasive texts that adults really read (47).

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The USA TODAY classroom program includes
Inside USA TODAY
USA TODAY Newspapers
Online resources
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The USA TODAY Newspaper
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Features of USA TODAY
High-interest entertainment news
High interest sports stories and stats
Newsline, Moneyline, Sportsline Lifelines
Stats and stocks
Exclusive features investigative reports
Color Coded
Color photos
Clear concise style
Graphics, Snapshots, weather map TV listings
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Features of Inside USA TODAY

• Encourages sustained reading and higher-order
  thinking
• Weekly cross curricular activity.
• Content-specific student graphic organizer

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• News resources
• Lesson Plan archives
• Special interest
• Lessons by core subject
• Career education
• Event features
• Case Studies
• Project-based learning

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Experience a reading lesson
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Adapt, Adopt, Apply
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Reading Nexts components for effectively
teaching reading
The teacher . . .
1. Direct, explicit comprehension instruction.
2. Effective instructional principles embedded in content.
3. Motivation and self-directed learning
4. Text-based collaborative learning
5. Diverse texts
6. Intensive writing
7. Ongoing formative assessment of students
Explains why behind reading strategies teaches
metacognition.
Guides pre-, during-, and post-reading strategies
Provides high-interest text, guided practice
freedom of choices
Allows students to work together to problem solve
Provides a wide variety of reading topics, genres
and lengths
Ensures every lesson always has a writing
component

• Assess during every lesson

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Reading Strategies

• Modeling
• Pre-reading strategies
• During-reading strategies
• After-reading strategies

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Modeling
Steps Read aloud Think aloud What? Process used to demonstrate good reading skills. Why? Allows students to access the processes of a skilled reader.
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Pre-Reading Strategies
Steps Preview Predict Purpose for reading Access prior knowledge What? Process used to prepare students to encounter the text. Why? Proven to increase comprehension.
FromBillmeyer, Rachel. And Mary Lee Barton.
Teaching Reading in the Content Areas If Not Me,
Then Who?. 2nd ed. Aurora, Colorado.
Mid-continent Research for Education and
Learning, 1998. p. 59.
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During-Reading Strategies
The Batsmen were merciless against the Bowlers.
The Bowlers placed their men in slips and covers.
But to no avail. The Batsmen hit one four after
another along with an occasional six. Not once
did their balls hit their stumps or get caught.
From Daniels, Harvey and Steven Zemelman.
Subject Matter Every Teachers Guide to
Content-Area Reading. Portsmouth, NH Heinemann,
2004. p. 21.
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Quiz

• Who were merciless against the Bowlers?
• Where did the Bowlers place their men?
• Was this strategy successful?
• Who hit an occasional six?
• 5. How many times did the Batsmens balls hit a
  stump?

The Batsmen
In slips and covers
No
The Batsmen
Zero
From Daniels, Harvey and Steven Zemelman.
Subject Matter Every Teachers Guide to
Content-Area Reading. Portsmouth, NH Heinemann,
2004. p. 21.
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During-Reading Strategies
Im sick and tired of you telling the class that
its our job to know when we know and know when
we dont know. Youre the teacher. Arent you the
one who is supposed to know when we understand
something and when we dont?
Steps Highlight/circle Read alouds ? the author Graphic organizers Post-it notes Visualize What? Actively engage students with the text. Why? Help students stay organized and focused. Promotes metacognition and metacomprehension
From Tovani, Chris. I Read It But I Dont Get
It. Portsmouth, NH Heinemann, 2000. p. 35
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After-Reading Strategies
Steps Analyze Summarize Reflect Apply Graphic organizers Reciprocal Teaching What? Process used for formative assessment and to capitalize on student reading. Why? Engage higher-order thinking skills. Encourage reflection on and application of the reading strategies.
FromBillmeyer, Rachel. And Mary Lee Barton.
Teaching Reading in the Content Areas If Not Me,
Then Who?. 2nd ed. Aurora, Colorado.
Mid-continent Research for Education and
Learning, 1998. p. 43.
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From a Brevard County Reading Coach
This past summer I used the USA Today Summer
Program for my 11th and 12th grade students who
still have not passed the FCAT.  These students
are really hard to reach and have negative
attitudes about reading in general.  All I can
say is WOW!  I have not seen this level of
student so engaged and interested in reading in I
can't tell you how long!  They would come in,
grab a paper, and sit down to start reading
before the bell even rang!  And, getting them to
do the work was no problem because they were
usually given a choice of article to read, within
the parameters of the lesson, which made the
reading relevant to them.  I specifically asked
them on the last day if they would like to use
the newspapers like this in their reading classes
next year and I received an enthusiastic "Yes!" 
The lesson plans were easy to use and the
curriculum was aligned to our state standards. 
Well worth the money!
-Donna Spooner, Reading Coach Space Coast High
School, Brevard County, FL
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Questions?
Julie Parslow National Account Manager jparslow_at_us
atoday.com 407-851-2900, ext. 271