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Transcript of Naf ppt 2010
How Academy Leaders Can Improve Literacy and Learning
Intensive Session2010 NAF Institute for Staff Development
Philadelphia, Pennsylvania
Session facilitator:Julie Meltzer
PCG Education
Page 2
Goals of this Intensive Session
Introduce the key components of A Leadership Model for Improving Adolescent Literacy
Communicate the importance of whole-school literacy efforts as a lever for educational improvement for adolescents
Clarify the roles and responsibilities of school administrators and classroom teachers in ensuring that students develop the critical literacy skills needed to be successful in college, in their careers, and as citizens
Page 3
PCG’s Definition of “Adolescent Literacy”
Adolescents who are fully literate
KNOW and USE
reading, writing, listening, speaking, and thinking
strategies to learn across all content areas
and
CAN DEMONSTRATE/COMMUNICATE
that learning to others who need to know
and
CAN TRANSFER
their learning to new situations.
Page 4
What were you like as a reader in high school?
Page 5
The BIG question…
If the answer is YES – a collective concerted effort is required.
If the answer is NO – a collective concerted effort is required.
Do you want your students to be a reader/writer like you were?!!!!?
Either way, working together on this is how to make it happen!!!!
Page 6
What do we mean by a “schoolwide effort”?
Read the high school vignette and underline the things this school put in place to support literacy.
Code the items you underlined in the following way: 4 = things everyone does in our school/academy
3 = things some people do in our school/academy
2 = things no one does at our school/academy
1 = things that would be unrealistic/not relevant at our school/academy
Discuss your results with a partner
Page 7
Who needs literacy support?
Non readers
Struggling readers and writers
Reluctant readers and writers
Average readers and writers
Excellent readers and writers
English language learners who may be any of the above
Page 8
Why focus on literacy?
More than six million students in middle and high schools struggle with reading.
Literacy demands in the 21st century are higher than they have ever been.
Literacy and academic success go hand in hand.
Literacy and workplace success go hand in hand.
Page 9
Taking Action Literacy Leadership Model
3 Goal Areas
5 Action Points
Page 10
Taking Action onAdolescent Literacy:An ImplementationGuide for School
LeadersASCD, 2007
Meeting the Challengeof Adolescent Literacy:
Practical Ideas for Literacy Leaders
IRA, 2009
Taking the Lead on Adolescent Literacy:
Action Steps for Schoolwide SuccessCorwin Press, 2010
Taking Action Literacy Leadership Model
Page 11
Quotes Activity
Page 12
Taking Action Literacy Leadership Model
3 Goal Areas
5 Action Points
Page 13
Provide instruction, modeling, and guided practice of literacy support strategies in context.
Improve student confidence, competence, and efficacy.
Engage students in literacy tasks that are meaningful and purposeful.
The Literacy Engagement and Instruction Cycle
Page 14
Student Motivation, Engagement, and Achievement
Make connections to students’ lives (RELEVANCE)
Create safe and responsive classrooms (RELATIONSHIPS)
Have students interact with text and with each other about text (RIGOR)
Page 15
Linking instruction to the needs of adolescents
Need for control/autonomy
Interest in technology/media
Need to be heard
Disposition to debate
Need to make a difference
Need to belong
Sense of accomplishment
Page 16
Taking Action Literacy Leadership Model
3 Goal Areas
5 Action Points
Page 17
Integrating Literacy and Learning: Across the Content Areas
Asking the right question:
Not
“Everyone a reading teacher?”
but
“How will students become better readers, writers, speakers, and thinkers of this content (English language arts, math, science, finance, IT, engineering, cultural geography, etc.) as a result of being in your class?”
Page 18
The goal of quality content literacy instruction…
…is to improve students’ content learning AND literacy development (progress as a reader, writer, listener/viewer, speaker/presenter, and critical and creative thinker) AT THE SAME TIME
Page 19
What does it mean to read something?
Do you read an informational website on health issues and a mystery novel the same way?
Do you read a how-to manual for your DVD player or cell phone the same way you read an advertisement for supermarket specials?
Do you read a graph, a photograph, and a graphic novel the same way?
Why not??? What determines HOW you read something??? What would happen if you read everything the same way???
Page 20
Content Literacy = Program Area Literacy
How, why, and what you READ and WRITE in a particular content area
How and why you SPEAK/PRESENT in a given content area
Types of THINKING required by a specific discipline
Applicable vocabulary, formats/text structures, and discourse elements
Page 21
What do we mean by “literacy demands”?
CROSS CONTENT literacy demands
Students need to strategically read, write, speak/listen, present, and think across content areas (however these may need to be APPLIED in different ways to each discipline of study).
Examples: Activating prior knowledge, setting purpose for reading, clarifying, questioning, predicting, summarizing, visualizing, deductive and inductive thinking, brainstorming, responding
Page 22
What do we mean by “literacy demands”?
DISCIPLINE SPECIFIC literacy demands
Specific ways of reading, writing, speaking/listening, presenting, and thinking WITHIN each discipline of study are more applicable to some disciplines as opposed to others.
Examples: Rules of evidence, text types and structures, presentation formats, conceptual vocabulary, technical vocabulary
Page 23
Content of the English language arts classroom
Literary genres and formats: Poem, essay, short story, play, biography, memoir, novel, letter
Language usage: Grammar, technical and conceptual vocabulary related to the study of literature
Writing: Narrative, persuasive, and expository writing
English Language Arts is heavily dependent on reading and writing for success BUT teachers may not know how to support literacy development, especially in the area of reading
Page 24
Content of the math classroom
Literary genres and formats: Word problems, textbooks, proofs, articles, graphs and charts
Language usage: Operations, terminology with precise meanings, conceptual vocabulary
Writing: Problem write-ups, manuals, proofs, statistical analysis, response to problematic situations, notes combining symbols and text
Math is heavily dependent on critical thinking, vocabulary/concept development, and the ability to learn from dense concise text BUT teachers may not know how to support literacy development
Page 25
Content of the science classroom
Literary genres and formats: Articles, lab reports, textbooks, informational websites, graphs, charts, diagrams
Language usage: Process words, terminology with precise meanings, conceptual vocabulary
Writing: Lab reports, analytical essays, notes, I-search and research projects, summaries, evidence-based conclusions
Science is heavily dependent on reading and research skills, critical thinking and vocabulary/concept development for success BUT teachers may not know how to support literacy development
Page 26
Content of the social studies classroom
Literary genres and formats: Primary sources, textbooks, articles, nonfiction texts, maps, historical photographs, graphs, charts, artifacts
Language usage: Conceptual vocabulary, debate
Writing: Analytical essays, opinion essays, I-search and research projects, summaries, evidence-based conclusions
Social Studies is heavily dependent on reading, critical thinking, vocabulary/concept development and writing for success BUT teachers may not know how to support literacy development
Page 27
Literacy demands of NAF Academies
Academy of Finance
Academy of Hospitality & Tourism
Academy of Information Technology
Academy of Engineering
Page 28
Reading, writing, and learning as processes
Before reading, writing, or learning
Activate prior knowledge, teach vocabulary, set purpose
During reading, writing, or learning
Ask and answer questions, monitor comprehension, make inferences, make connections
After reading, writing, or learning
Summarize, make connections, evaluate, apply, synthesize
Page 29
What are literacy support strategies?
When integrated into content area literacy support strategies instruction, can help struggling readers learn the habits and skills of strong readers, writers, and thinkers.
Page 30
Why are strategies important?
You return from vacation and a week’s worth of mail has accumulated in your absence. Discuss what strategy you would use to deal with the pile of mail.
What did you need to know in order to select an appropriate strategy to use?
What if you sorted by size of envelope or color? When would this be an effective strategy to use?
Page 31
What’s the point?
As adults, we sometimes do not realize what students are not able to do with text.
Strategies to improve reading comprehension, writing, and vocabulary learning are teachable.
Strategies have to be matched with the purposes and goals of the reading/writing/learning task.
The focus of strategy instruction must be fluent, independent strategy use by students.
Page 32
What does this mean in grades 9–12?
Vocabulary development
Collaborative inquiry with, and meaning making of, increasingly complex text
Strategy instruction to read and write: teaching, modeling, and guided and independent practice
Writing to learn
Writing to communicate
Focus on critical thinking
Page 33
The NAF Learning Handbook
Cutting-edge methods of increasing literacy using cross-disciplinary teaching strategies that weave career themes across core subjects such as math, English, and history
Instructional strategies
Literacy strategies
Key activities
Page 34
Instructional Strategies
Concept Attainment
Cooperative Learning
K-W-L
List, Group, Label
Think, Pair, Share
Page 35
Literacy Strategies
Active Listening
Composing with Key Words
Defining Format
Metacognitive Statements
Taxonomy
Page 36
Key Activities
Cornell Notes
Panel Discussion
Read, Draw, Talk, Write
Reading Jigsaw
SQ3R
Page 37
Literacy support in five instructional modes
Teacher presentation
Whole group instruction
Group or pair work
Individual completion of work (without technology)
Individual completion of work (with technology)
Page 38
When students struggle as readers or writers
They will need content area literacy support AND strategic literacy interventions.
Strategic literacy interventions are supports put into place to accelerate the progress of struggling readers and writers.
Strategic literacy interventions can be offered in a variety of formats: One size does not fit all.
Page 39
Eight ways to be a struggling reader
I can read it, but I don’t “get it.”
If the answer is “right there,” I’m okay.
I never see pictures when I read.
I have trouble sounding out the words.
I read very slowly.
I don’t know a lot of the words.
I like real stuff, not Shakespeare.
I like stories, not textbooks.
Page 40
What intervention supports exist for your students?
List the interventions you have in place for struggling readers and writers
Connect the interventions to the types of needs they are designed to address
Discuss insights or patterns you notice about your list
Page 41
Taking Action Literacy Leadership Model
3 Goal Areas
5 Action Points
Page 42
Sustaining literacy development
School culture, policies, and structures
Parents and community
District support
Page 43
Creating a vision
If our literacy improvement effort was successful, how would our school be different?
What would students be doing?
What would teachers be doing?
What would the environment be like?
Page 44
Taking Action Literacy Leadership Model
3 Goal Areas
5 Action Points
Page 45
Rubric #2: Literacy Across the Content Areas
Desired Outcome: Teachers consistently integrate high quality reading, writing, and vocabulary instruction to improve all students’ literacy development and content learning.
Components:
Classroom Instruction
Curriculum Alignment
Differentiation
Feedback and Grading Practices
Assignments
Research and Use of Text
Page 46
Literacy Across the Content Areas Rubric
Page 47
Taking Action Literacy Leadership Model
3 Goal Areas
5 Action Points
Page 48
Five action points
Implement a Literacy Action Plan
Support teachers
Use data
Build capacity
Allocate resources
Page 49
Spotlight on teaching in the 21st century
Page 50
What is our responsibility?
Making sure that all students have ample access to quality content literacy instruction so they can read, write, discuss, and think at high levels.
Setting up systems of support to make sure all students get access to teaching that truly prepares them for college, careers, and citizenship in the 21st century.
Page 51
Goal: Build a SYSTEM of literacy support
Page 52
Literacy is NOT something added to the plate…
Literacy IS the plate