WEBVTT

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[Music] Welcome to High
School Academic Literacy

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Intervention Class

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My name is Morgan Hallabrin.

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I teach ninth grade
Reading Intervention,

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which is otherwise
known as ACCESS.

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I teach ninth grade
College Prep English

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and I teach twelfth grade AP
Composition and Literature

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at Burlingame High School
in Burlingame, California.

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I have been teaching
different forms

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of reading classes
otherwise known

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as Adolescent Literacy
classes for around six years.

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Students are chosen to be in
the ACCESS class depending

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on a score that they receive

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when they take a test called
the Gates-MacGinitie Test.

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The Gates-MacGinitie Test
is given to every student

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who is coming into our
district at the end

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of their eighth-grade
year and based

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on their grade-level score;
if it's below ninth grade,

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they are then placed
in the ACCESS program.

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It is very important that the
students in ACCESS learn how

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to set goals and learn the
details of making a plan and how

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that directly relates
to achieving a goal.

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And when I teach the
students how to set a goal

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and make a plan, I use a graphic
organizer called the weekly

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record, which is
created by Jim Burke,

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and it's in his tools
and text booklet.

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This is a piece of paper
that the students get

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at the beginning of period
at the beginning of the week.

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And so they set a
goal for themselves.

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They make a two-step
plan for themselves.

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And then in addition to
that, they fill out all

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of their classes that they
have and any homework, quizzes,

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or tests they have for the
week so that they can be able

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to see how their schedule
will fall down and they begin

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to utilize the appropriate time
it takes to achieve their goals.

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And then we pick back up on
the weekly record on Fridays

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so that the students can
reflect on their week.

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They can reflect on all of
their tests, their quizzes,

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the plans that they have made,

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the plans that they possibly
haven't followed through on.

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They can assess their behavior
or their decisions for the week,

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and they fill out a
self-evaluation guide.

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As a result of using this
tool, I not only see a change

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in the students' ability to
set goals that are appropriate

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and are attainable,
but I also see the more

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that they use this tool, the
better their plans become

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and the more linked they are
to truly achieving their goal.

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Whenever we have a piece
of reading material,

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I always have the students
list off the Three "P"s:

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Preview, Plan, and Purpose.

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Depending on whether we read
the article in class or outside

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of class, the plan changes,

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but we usually discuss
why we make a plan,

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which relates back then
to the weekly record.

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Also, we have a purpose
for reading,

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and sometimes we
have a dual purpose.

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We have a purpose for reading
and then, on top of that,

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we have purpose for annotating.

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And we always talk about
intentions for reading

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and how it's important to
set a purpose before you read

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because if you don't set
a purpose before you read,

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we as readers have
difficulty identifying

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important information.

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But, before we begin
talking on plan or purpose,

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I have the students preview
what they are reading

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and choose three things

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that struck them
while they previewed.

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I like to practice the
model of gradual release

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of responsibility, so when
practicing the Three "P"s,

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I model and they watch,
and I model with the text.

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I will photocopy a
text on to an overhead.

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I will pull out the overhead
that students will have the text

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in front of them, and I will
model my reading process,

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a think aloud of
sorts, for the students

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to see me practicing
the Three "P"s.

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And then after that what I will
do is we will together find

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things that some of
the students pick out.

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After that, sometimes I will
have the students get in pairs

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and they will work together

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so that they can
highlight different ideas

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and different things they notice
and share them with a partner

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and then share out, and then

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from there I have them
practice individually.

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When I teach vocabulary
in my ACCESS class,

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I have four different strategies

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of teaching vocabulary
that I choose from.

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There is "Drive-By-Teaching,"
which is

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when I am reading a
text, a student needs me

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to clarify the definition
of a word and I will.

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There is "Front-Loading,"
where I front-load vocabulary

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with the intention of giving the
students a better understanding

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of the text, but I do
not expect them to retain

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or utilize the words
after we read the text.

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The third type is where I
use a graphic organizer,

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where I give the
students the definition,

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I have them use a
word in a sentence,

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and I have them draw a
picture and image or a symbol.

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And I utilize this
strategy with the intention

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of the students being
able to use the words

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in their conversations as
well as in their writing,

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and then there are
words that are concepts,

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and I do concept maps of those.

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One of the ways that I make our
content in ACCESS relevant is

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that I stay up on the
news, and I listen to NPR

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and the Nightly News, and I go
on and I read articles on BBC,

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and I am constantly searching
the web for any new stories

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that deal specifically
with teens,

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and that's first and foremost.

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Another way that I keep
the material relevant is

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at the beginning of the year I
have the students write a list

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of things that they are
interested in and I make sure

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to possibly work in
articles or unit plans

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or writing assignments
that have to do

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with the student's
personal interest.

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I think that it is
incredibly important

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to make every reading
piece relevant

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to the students in some way.

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I think that buy-in
piece is really critical

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when you are teaching students
who need to learn structures

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to be able to navigate
through all different types

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of reading material.

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[Music] To learn more about
high school academic literacy

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intervention classes, please
explore the additional materials

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on the Doing What Works website.