Making an Impact in a DN Language Arts Classroom Doug Elmer City Year Summer Academy 2013.

Making an Impact in a DN Language Arts Classroom

Doug Elmer

City Year Summer Academy 2013

By the end of this session, participants will be able to:

•Understand the structure of DN Language Arts courses at the middle school and high school level•Identify the appropriate corps member support strategies in various phases of the class•Develop a draft set of next steps that engage the instructional coach, facilitator, and teachers to effectively integrate corps members into the ELA classroom.

Objectives for this session

• Introductions/Warm-Up• The Structure of the DN ELA Classroom• Integrating the Corps Member• Working Together To Plan, Prep, and Perform

Agenda for This Session

• Read the data strip you’ve been given and spend a moment thinking about the meaning of the passage and what it means with regards to the work you do.

• Make eye contact with someone in the room you do not know very well and that has a numbered passage. This will be your first partner.

• Share your passage with your partner and discuss its implications for your work. Switch roles. (5 minutes)

• Thank your partner and find a new partner.• Repeat for total of three rounds.

Block Party!

Share ideas and questions around the data.

Share ideas, responses, or questions about the Block Party as an instructional tool.

What do the ideas mean for curriculum and instruction as a teacher or instructional coach of a reading intervention course?

Time to Share

Only 52 percent of high school graduates tested on the 2011 ACT met the reading readiness benchmark, which represents the knowledge and skills a student needs to succeed in credit-bearing, first-year college courses.

Alliance For Excellent Education 2011

Adolescent Literacy: Facing The Challenge

Four of every 10 new college students, including half of those at two-year institutions, take remedial courses.

A Blueprint for ReformThe Reauthorization of the Elementary and Secondary ActU.S. DEPARTMENT OF EDUCATIONMarch 2010


Literacy Demands Change

Secondary students are expected to learn new words, new facts, and new ideas from reading, as well as to interpret, critique, and summarize the texts they read.

Time to ActAn Agenda for Advancing Adolescent Literacy for College and Career SuccessCarnegie Corporation 2010


Literacy Demands Change• Text become longer • Word complexity increases• Sentence complexity changes• Graphic representations become more important• Conceptual challenge increases• Texts begin to vary widely across content areas


Comprehensive Approach To LiteracyProvides a Variety of Learning contextsStudents Build and Apply a Range of Knowledge Skills, and StrategiesTeachers Interact with Students through: Discussion, explicit modeling, inquiry, research and cooperative learning.

Talent Development Literacy InitiativeWhat is it?

• Student Motivation• Literate Environment• Teacher Expectation• Instruction with Guided Practice & Immediate Feedback• Student Engagement• Teacher Modeling• Cooperative Learning Teams and Text-based Discussions• On-going Formative and Summative Assessment

Talent Development Literacy InitiativeGuiding Principles

ELA Math ScienceSocial

StudiesClimate & Character

Student Team Literature

Savvy Readers’ Lab

TD Writing Program

Hakim’s History of US

Everyday Math (district program)

Transition Math & Algebra

Math Acceleration Lab

FOSS & STC science support

Hakim’s Story of Science

District program support

High Five As & Bs Climate Program

Mastering the Middle Grades curriculum

Talent Development Middle School Curriculum and

Instruction

1st Semester 2nd SemesterGrade 9 Strategic Reading English 9

Grade 10 Reading & Writing English 10 in Your Career

Grade 11 College Prep English 11 Reading & Writing (Double-Dose Courses) (Required Courses)

__________________________________________________Triple-Dose Course

Accelerating Literacy For AdolescentsALFA Lab(Tutorial)

Talent Development Literacy InitiativeFramework

Focus Lesson

20 minutes

Strategic Reading: The Four Components

Focus Lesson

Student Team

Literature

Self-Selected Reading or Learning Centers

Reading Showcase 20 minutes 20

minutes

30 minutes20 minutes

• Teachers read aloud while students listen.• Teachers model a variety of reading strategies

for students, particularly thinking aloud (sharing thoughts and strategies of a reader.)

• Teachers demonstrate use of background knowledge from a reader’s perspective.

• Students visualize as they listen.• Students give predictions and opinions about the

text to which they are listening.• Teachers explicitly demonstrate how meaning

aids the reader.

Reading Showcase20 minutes

• Make and elicit predictions• Self-question and pose questions• Highlight the author’s choice of vocabulary and

model how to use context clues• Identify the author’s use of literary elements

and devices• Summarize• Elaborate• Share “mind movies”• Make and elicit inferences• Make and elicit connections between the text

and self/world/another text

Menu of Showcase Strategies

Focus Lesson

20 minutes


Focus Lesson

Student Team

Literature



minutes


• Teachers use a mini-lesson format to teach skills and strategies.

• Teachers target specific skills and strategies (as needed by the students in each class.)

• Teachers model and conduct guided practice.• Students will have the opportunity to apply skills

and strategies independently.

Focus Lesson20 Minutes

Cycle of InstructionIntroduction of the Instructional Target• Direct Instruction

Guided Practice• Teacher Modeling• Monitoring / Immediate Feedback• Summarizing and Reflecting

Independent Practice

Focus LessonInstructional Delivery

• Procedural and Content Knowledge– Reading Comprehension Strategies– Writing Skills– Literary Elements and Devices– Background knowledge– Procedures and Protocol – Benchmarks/District mandates

Focus LessonWhat is taught?

Focus Lesson

20 minutes


Focus Lesson

Student Team

Literature



minutes


• The Vehicle that drives the Student Team Lit Process

Cooperative Learning

Increased AchievementIncrease in Positive RelationshipsGreater Intrinsic MotivationHigher Self-EsteemMore “On-Task” BehaviorBetter Attitudes Toward Teachers and School

Benefits of Cooperative Learning

A MIXED-ABILITY LEARNING TEAM

HIGH LOW

AVERAGE

Partnership BPartnership A

AVERAGE

TheLiteraryCritics

• Students extend their knowledge of word meanings and vocabulary usage.

• Students read anthologies and novels on their instructional levels.

• Students work in peer teams.• Students use partner discussion guides to either

discuss comprehension and inferential questions or complete literature-related writing assignments or extension activities.

Student Team Literature30 Minutes

BeforeReading

OpportunitiesTeacher Presentation

• Introduction/Review of Reading Selection• Build Background Knowledge• Introduction/Rapid Review of Vocabulary•Introduction/Discussion of Essential Questions

During Reading

OpportunitiesPartner/Team Practice

•Silent / Partner/Team Reading • Partner/Team Discussion of Reading Selection and Vocabulary in Context•Partner/Team Checking for Understanding

After Reading

OpportunitiesAssessment

• Writing Meaningful Sentences/ Reinforcing Vocabulary •Crafting Written Responses• Checking for Understanding •Reviewing for Assessments

ExtensionOpportunities

Application

• Literature-Related Writing• Literature-Related Projects• Self-Selected Learning & Learning Centers

A Partner Discussion Guide (PDG) is• A tool to facilitate student discussion and

debate• A guide to determine student

comprehension• A resource to provoke student thinkingA PDG is not• A workbook• A source of busywork

Student Team Literature Partner Discussion Guides

1. Introduce text/background 2. Introduce/Review vocabulary3. Guide silent reading/partner reading4. Facilitate team discussions5. Conduct whole group discussions around

essential questions6. Guide literature related written responses7. Compose meaningful sentences8. Facilitate writer’s workshop

Student Team LiteratureInstructional Approaches

Student Team Literature Supports the Use of Strategies

Previewing

Reading

Returning to Text

Responding

Extending

Focus Lesson

20 minutes


Focus Lesson

Student Team

Literature



minutes


• Self-Selected Reading– Students select independent reading texts.

• Composer’s Square– Students respond to provided writing

activities.• Data Central

– Students work to improve information retrieval skills.

• Word Play– Students engage in activities highlighting

the structure of language.

Self-Selected Reading and Learning Centers

• 1. How does the Showcase component impact a student’s reading comprehension?

• 2. Why is guided practice a valuable teaching tool?

• 3. In what ways does Student Team Literature provide ongoing support with reading literature?

• 4. What are some benefits of using Self-selected Reading and Learning Centers?

Reflections:

• Strategic Reading is a course; Student Team Lit is a course component

• Listening Comprehension is a specific approach to reading showcase

• Direct instruction and independent practice may not follow specific format

Differences between Strategic Reading and Student Team Lit

Let’s see how you do mapping out corps members strategies in the classroom to a DN Literacy lesson plan.

Count off in groups of 4.

Activity

• Groups 1 & 3– Look at Lesson #1• Groups 2 & 4—Look at Lesson #2

• Using the DN/CY literacy strategies crosswalk (and your own experience!), brainstorm what strategies a corps members would utilize during each component of the lesson to best support students’ learning

Activity

Working with the DN team

• Teacher• Corps Member• Instructional Coach• Instructional Facilitator• Regional Literacy Trainer• Department Chair (in some cases)

DN Literacy Team

• Delivering the Lesson• Developing Lessons/Units• Developing and Delivering Professional

Development• Analyzing Literacy Data• Developing interventions—and aligning

interventions with instruction

Areas for Collaboration

• Team Leaders and PMs should get proactively involved in developing the School Transformation Plan (Pillar II especially focuses on literacy)

• Schedule a conversation with your ELA instructional coach and facilitator—and regional literacy trainer—to develop plans for Corps Member training before and throughout the year

How to get the collaboration party started!

• Engage team in discussion around integrating corps members into professional development

• Work with instructional facilitator and coach to propose a lesson plan template that integrates corps members into the lesson design

• Brainstorm with ELA teachers about the best way to engage in co-planning of lessons between corps members and teachers


• Develop an action plan for reviewing literacy curriculum and data in order to align interventions with instruction

• Connect instructional facilitators and coaches with regional literacy trainer to get consensus around specific intervention approaches


• Take a few minutes to map out your next steps back at your site with regards to collaborating with the DN team

• If you have concerns or questions, let’s raise them as a group and troubleshoot together.

Action Planning and Trouble Shooting

Learning Evaluation Surveys

PITW # 83: Give Immediate Feedback

Follow the link in your email to complete the Learning Evaluation Survey.

orIf you did not receive an email, please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.

• Questions?

• Contact info:[email protected]

THANK YOU!

Making an Impact in a DN Language Arts Classroom Doug Elmer City Year Summer Academy 2013.

Documents

Transcript of Making an Impact in a DN Language Arts Classroom Doug Elmer City Year Summer Academy 2013.