Reading NextReading NextWriting NextWriting Next

A Vision for Action and ResearchA Vision for Action and ResearchIn Middle and High School LiteracyIn Middle and High School Literacy

PowerPoint Presentation by:PowerPoint Presentation by:Audrey WeekesAudrey Weekes

20072007

Fifteen Key Elements of Reading Fifteen Key Elements of Reading InstructionInstruction

Direct, explicit comprehension instructionDirect, explicit comprehension instruction Effective instruction principles embedded in contentEffective instruction principles embedded in content Motivation and self-directed learningMotivation and self-directed learning Text-based collaborative learningText-based collaborative learning Strategic tutoringStrategic tutoring Diverse textsDiverse texts Technology componentTechnology component Ongoing formative assessmentOngoing formative assessment Extended time for literacyExtended time for literacy Professional developmentProfessional development Ongoing summative assessment of students and programOngoing summative assessment of students and program Teacher teamsTeacher teams LeadershipLeadership Comprehensive and coordinated literacy programComprehensive and coordinated literacy program

Direct, Explicit Comprehension Direct, Explicit Comprehension InstructionInstruction

►Comprehension strategies instructionComprehension strategies instruction►Comprehension monitoring and meta Comprehension monitoring and meta

cognition instructioncognition instruction►Teacher modelingTeacher modeling►Scaffolded instructionScaffolded instruction►Apprenticeship modelsApprenticeship models

Motivation and Self-Directed Motivation and Self-Directed LearningLearning

►Provide students with opportunity to Provide students with opportunity to make choices of reading selections, make choices of reading selections, research and writing topicsresearch and writing topics

►Provide relevancy in what students Provide relevancy in what students read and learnread and learn

Text-Based Collaborative Text-Based Collaborative LearningLearning

► Students interact with each other Students interact with each other around a textaround a text Meaning of text is negotiated upon within Meaning of text is negotiated upon within

the groupthe group Can be applied to a theme in which Can be applied to a theme in which

students are reading different texts about students are reading different texts about the same topicthe same topic

Teacher provides scaffolding for Teacher provides scaffolding for engagementengagement

Strategic TutoringStrategic Tutoring

►Tutors teach learning strategies while Tutors teach learning strategies while helping students complete the content helping students complete the content assignment assignment which instills which instills independenceindependence for the student in for the student in approaching similar tasks in the futureapproaching similar tasks in the future

Diverse TextsDiverse Texts

►Teacher provides texts with wide Teacher provides texts with wide range of topics at a variety of reading range of topics at a variety of reading levelslevels Texts must be below student’s frustration Texts must be below student’s frustration

levellevel Must be engaging to studentMust be engaging to student

Intensive WritingIntensive Writing

►Writing instruction in grammar and Writing instruction in grammar and spelling.spelling. Connect students to the Connect students to the kind of writingkind of writing

they will have to perform in they will have to perform in high school high school and beyondand beyond

Not only increasing the amount of writing Not only increasing the amount of writing students do, but increasing the students do, but increasing the qualityquality of of writing instruction and assignmentswriting instruction and assignments

Technology ComponentTechnology Component

►Use of technology as instructional tool Use of technology as instructional tool and instructional topic. and instructional topic. Provide support for struggling students, Provide support for struggling students,

reinforcing guided practicereinforcing guided practice Reading and writing online requires skills Reading and writing online requires skills

unimaginable only a decade agounimaginable only a decade ago

Ongoing Formative Ongoing Formative AssessmentAssessment

►Ongoing assessment of students’ Ongoing assessment of students’ strengths and weaknessstrengths and weakness Often informal and frequentOften informal and frequent Formatted for easy viewing of student’s Formatted for easy viewing of student’s

progressprogress

Extended Time for LiteracyExtended Time for Literacy

►2-4 hours of literacy-connected 2-4 hours of literacy-connected instruction everydayinstruction everyday Focus on reading and writing effectivelyFocus on reading and writing effectively Realization that teaching content includes Realization that teaching content includes

teaching how to read and write for a teaching how to read and write for a specific subjectspecific subject

Professional DevelopmentProfessional Development

►Ongoing, long-term professional Ongoing, long-term professional developmentdevelopment Systematic, use of research data based on Systematic, use of research data based on

adult learning to effect sustained changeadult learning to effect sustained change Consistent opportunities to learn about Consistent opportunities to learn about

new researchnew research Team-orientated approach to improving Team-orientated approach to improving

instruction and instructional structuresinstruction and instructional structures

Ongoing Summative Ongoing Summative Assessment of Students and Assessment of Students and

ProgramProgram►Continuous progress-monitoring Continuous progress-monitoring

systemssystems Allows for tracking over a year, and Allows for tracking over a year, and

ideally, over an entire academic career K-ideally, over an entire academic career K-1212

Allows for internal and external evaluation Allows for internal and external evaluation of programof program

Teacher TeamsTeacher Teams

►School structure supports coordinated School structure supports coordinated instruction and planning through instruction and planning through interdisciplinary teacher teaminginterdisciplinary teacher teaming Reestablishing coordinated instruction in Reestablishing coordinated instruction in

higher gradeshigher grades Promote collegiality Promote collegiality

LeadershipLeadership

►Principal assumes role of instructional Principal assumes role of instructional leaderleader Knowledge of how young people learn and Knowledge of how young people learn and

struggle with reading and writingstruggle with reading and writing Attend professional development designed Attend professional development designed

for teachersfor teachers Necessary understanding to organize and Necessary understanding to organize and

coordinate change for literacy programcoordinate change for literacy program Needed foundation to alter structural Needed foundation to alter structural

elements for optimal programmingelements for optimal programming

con’tcon’t Also applies to teachers in leadership Also applies to teachers in leadership

rolesroles Teachers play role in curricular reformTeachers play role in curricular reform Vital when principal does not take active Vital when principal does not take active

leadership roleleadership role

Comprehension and Comprehension and Coordinated Literacy ProgramCoordinated Literacy Program

► Includes other school personnel such Includes other school personnel such asas LibrariansLibrarians Reading specialistsReading specialists Literacy coachesLiteracy coaches Resource room teachersResource room teachers

Eleven Key Elements to Writing Eleven Key Elements to Writing InstructionInstruction

•Writing StrategiesWriting Strategies•SummarizationSummarization•Collaborative WritingCollaborative Writing•Specific Product GoalsSpecific Product Goals•Word ProcessingWord Processing•Sentence-CombiningSentence-Combining•PrewritingPrewriting•Inquiry ActivitiesInquiry Activities•Process Writing Process Writing ApproachApproach•Study of ModelsStudy of Models•Writing for Content Writing for Content LearningLearning

► Develop Background KnowledgeDevelop Background Knowledge► Describe Describe ► Model Model ► MemorizeMemorize► SupportSupport► Independent UseIndependent Use

Writing StrategiesWriting Strategies

SummarizationSummarization

►Explicit and systematic instruction by Explicit and systematic instruction by teacher how to summarize textteacher how to summarize text

►Enhancing summarization by Enhancing summarization by progressively fading the modelprogressively fading the model

►Rule governed or intuitive approachRule governed or intuitive approach

Collaborative WritingCollaborative Writing

► Peer/team approachPeer/team approach► Focus on:Focus on:

MeaningMeaning OrganizationOrganization SpellingSpelling PunctuationPunctuation Generating ideasGenerating ideas Creating a draftCreating a draft Rereading essaysRereading essays Editing essaysEditing essays Choosing interventionChoosing intervention

► Teacher is monitorTeacher is monitor

Specific Product GoalsSpecific Product Goals

►Assigning students specific, reachable Assigning students specific, reachable goals for writing, such as:goals for writing, such as: Identifying purpose of assignmentIdentifying purpose of assignment Characteristics of final productCharacteristics of final product

Word ProcessingWord Processing

Stresses activities that emphasize:Stresses activities that emphasize:► extended opportunities for writingextended opportunities for writing►writing for real audiences writing for real audiences ► self-reflectionself-reflection► personalized instruction and goalspersonalized instruction and goals► cycles of planningcycles of planning► translatingtranslating► reviewingreviewing

Sentence-CombiningSentence-Combining

►Strategy in which students are taught Strategy in which students are taught to combine two basic sentences to to combine two basic sentences to create a more complex sentence.create a more complex sentence.

PrewritingPrewriting

►Designed to help generate or organize Designed to help generate or organize ideas ideas

►Gathering information through reading Gathering information through reading or developing a visual representation or developing a visual representation prior to writingprior to writing

►Encouraging students to plan in Encouraging students to plan in advanceadvance

►Teacher modeledTeacher modeled

Inquiry ActivitiesInquiry Activities

►Analyzing immediate concrete data Analyzing immediate concrete data and compare/contrasting evidence and compare/contrasting evidence prior to writingprior to writing

►Clearly defined, specific goalClearly defined, specific goal►Use of Specific strategyUse of Specific strategy►Applying what is learnedApplying what is learned

Process Writing ApproachProcess Writing Approach

Activities including:Activities including:► Creating extended opportunities for writingCreating extended opportunities for writing► Emphasizing writing for real audiences,Emphasizing writing for real audiences,► Encouraging cycles of planningEncouraging cycles of planning► Translating and reviewingTranslating and reviewing► Stressing personal responsibility and ownership of Stressing personal responsibility and ownership of

writing projectwriting project► Facilitating high levels of student interactionFacilitating high levels of student interaction► Developing supporting writing environmentsDeveloping supporting writing environments► Encouraging self-reflection and evaluationEncouraging self-reflection and evaluation► Offering personalized individual assistanceOffering personalized individual assistance► Brief instructional lessons to meet students’ needsBrief instructional lessons to meet students’ needs

Study of ModelsStudy of Models

► Present two models of excellent Present two models of excellent writingwriting

► Each model represents the opposite Each model represents the opposite stance on the same subjectstance on the same subject

►Students are given one of the models Students are given one of the models as a sampleas a sample

►Students are assigned a topic on which Students are assigned a topic on which to take a stance of their ownto take a stance of their own

Writing for Content LearningWriting for Content Learning

►Students write summaries to:Students write summaries to: Increase ability to explain informationIncrease ability to explain information Elaborate knowledgeElaborate knowledge Lead to deeper understanding of the topicLead to deeper understanding of the topic Comment on and interpret informationComment on and interpret information Communicate what has not been Communicate what has not been

understoodunderstood

►Writing is used as a tool to learning Writing is used as a tool to learning content materialcontent material

CreditsCreditsReading NextReading Next

A Report to Carnegie Corporation of New York 2004A Report to Carnegie Corporation of New York 2004ByBy

Gina Biancarosa and Cathrine E. SnowGina Biancarosa and Cathrine E. Snow

Writing NextWriting NextA Report to Carnigie Corporation of New York 2007A Report to Carnigie Corporation of New York 2007

ByBy

Steve Graham and Dolores PerinSteve Graham and Dolores Perin