Fostering Reading and Literacy in

ESD/ELT: Strategies for Providers

Lisa Hiley, PhDEnCompass: Resources for Learning

October 2013

21st Century Skills

Learning and Innovation:

• Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration

Media and Tech:• Information Literacy • Media Literacy • Information, Communications and

Technology (ICT) Literacy

Life and Career:• Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

Partnership for 21st Century Skills

The Role of ESD/ELT ProgramsThe Role of ESD/ELT Programs::

Reading Habits

What are Reading Habits? Those literacy practices we engage in as part of

learning and our social processes. Critical Literacy - Reading and interacting with

various texts in an active, reflective manner in order to better understand human relationships.

Why do Reading Habits Matter? For youth to be ready for college and career

expectations they must have AMPLE opportunities to take part in a variety of rich and structured reading and literacy opportunities.

Reading Habits

A note on “independent reading” and literacy Youth need opportunities to practice reading on their

own – ahead is a “lifetime of both academic and extracurricular reading adventures: analyzing primary history sources, reviewing the findings of laboratory reports, or just picking up a novel for pleasure” (Bambrick-Santoyo, 2013)

Remember, youth can’t fall in love with reading if they are not reading in the first place.

Choosing texts (with kids) is a critical part of fostering independent reading.

Reading Habits

Applying Strategies with a “Growth Mindset” Remember people (kids too) grow in steps, not leaps…

intentional opportunities to interact with various texts are critical.

Giving praise and feedback is critical to build confidence and to reinforce reading habits – consider the structures you have in place and the language you’re using.

Making growth evident allows for the celebrations of success. Pairing success with purpose (goals) allows you to build relevance. Consider how reading can help youth reach their goals (e.g., career) and foster commitment to reading, writing, critically thinking, connecting, etc.

CCSS Shifts - ELA

Strategies

Program Level (G)

Audit Trail

Research Journals

Literacy Circles

Reader’s Theatre

Individual Level (I)

Close Reading Protocols

Graphic Organizers and Thinking Maps

Vocabulary Instruction to support word learning

Spelling Strategies

Audit Trails (G)

What is it? Community representation of reading, writing, learning

and research - interactive and creative over time with perspectives of many.

Artifacts are created by youth and become opportunities to represent learning.

Creates a space for youth to re-visit, re-read, analyze and connect various topics and issues.

Who uses it? How? Anyone. Need space to represent learning, ground rules for

posting and creating. You only need simple office materials and IDEAS!

How can afterschool providers adopt critical concepts in programming?

Research Journals (G) What is it?

Youth representation of reading, writing, learning, research and reflection – various texts are collected, reflected upon, and synthesized.

An opportunity to question, record and synthesize. Youth learn critical skills around researching (text sources, reliable resources) and providing evidence for their claims – just like a scientist would.

Provides an opportunity to collect work samples and create additional projects.

Who uses it? Anyone – who wants to foster writing and reflection.

How can afterschool providers adopt critical concepts in programming?

Discuss It. Discuss current writing performance and strategies Review current use of the writing process Reflect on the value and application of the writing process

Model It. Use self-talk and self-instructions to work through the writing process Analyze your own use of writing process and share successes and challenges with others Share your own goals and strategies used in the writing process

Support It. Offer direct assistance in specific steps of the writing process Offer corrective praise and constructive feedback on process Provide reminders of the steps of the writing process

Promote Independent Performance. Identify opportunities to use writing process in other situations Examine possible modifications based on assignment Set goals for using the writing process in other situations

Research Journals (G)Supporting

Supporting the Writing

the Writing ProcessProcess

Literature Circles (G)

What is it? Small groups of students gathering together to discuss a piece of

literature in depth. The discussion is guided by students' response to what they have read.

What are the roles within the Literature Circle? Literary Luminary: finds interesting sections where the author uses language Discussion Director: asks questions Illustrator: illustrates scenes or ideas from the selection Vocabulary Extender: finds and teaches new words from the selection to the group) Connector: makes connections between the selection to other literature, authors,

movies, life experiences, etc.)

**A Discussion Debriefing Sheet is also included for use after the in-class discussion.

How can afterschool providers adopt critical concepts in programming?

Reader’s Theatre (G)

What is it? A dramatic presentation of a script.  No memorization,

costumes, blocking, or special lighting is needed. Lines are not memorized.

The focus is on reading the text with expressive voices and gestures. Making comprehending the text meaningful and fun for the student!

Who uses it? Small groups of youth – potentially mixed ages. Facilitated by

an adult to promote reading habits and natural practice.

How can afterschool providers adopt critical concepts in programming?

Reader’s Theatre (G)

Close Reading (I) What is it?

Close reading describes the careful, sustained interpretation of a brief passage of text.

Close reading emphasizes paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read.

Develops meta-cognitive skills where a youth is thinking about their own reading, understanding, and meaning making.

Intentional reading that is focused on learning new information/vocab.

Who uses it? Many secondary aged youth who are learning core content specific material

and vocabulary. Can be reinforced by afterschool providers to encourage youth to go deeply

into complex texts.

How can afterschool providers adopt critical concepts in programming?

Graphic Organizers (I) What are they?

Visual representations of thinking – allows us to have concrete images of abstract thoughts.

Graphic organizers assist youth in brainstorming and/or organizing information to make it easier to understand how ideas connect.

Who uses it? Adults to have a common language to support youth in writing

and understanding texts. Youth use these to produce and distribute a variety of

texts and for various purposes (academic, extracurricular)

How can afterschool providers adopt critical concepts in programming?

Vocabulary Teaching (I)

“One should not underestimate the value of any meaningful encounter with word, even if the information

gained from the encounter is relatively small” (Nagy and Herman, 1987, p. 31-32)

6 Step Process for Vocabulary Learning Provide a Description, Explanation or Example Ask youth to re-state. Ask youth to construct a picture, symbol or graphic to

represent. Engage them in activities where they can use the new

word. Ask youth to discuss terms with others. Provide opportunities to play games with the terms.

Let’s Practice!! GIRN – YERD – DENDROFILOUS – WAMBLE – RIBAZUBA

How can afterschool providers adopt critical concepts in programming?

Spelling Support (I)Factors we know are critical for spelling:

Phonological awareness – sound awareness

Orthographic knowledge - understanding of patterns and rules

Vocabulary & Knowledge of Semantic Relationships

Morphological knowledge – understanding of word parts

What we can do to support:

Sounding it out (e.g., c-a-t)

Spelling Forward and Backward (e.g., c-a-t, t-a-c, c-a-t)

Thinking about rhyming words (e.g., flame-same-dame)

Asking “does it look right/write?” – looking for common word patterns (e.g., been, bean, Ben)

Create a word wall

Tap out syllables (e.g., rain-bow)

Highlight the hard parts (e.g., belIEve)

Actions that Support Actions that Support

LearningLearning

Explaining

Showing

Practicing

Reflecting

Sharing

Teaching

Assessing

Checking-in

Making a plan

General Points to Support Literacy

Actions that Support Actions that Support

LearningLearning

Environment

Instructions and Expectations

Visuals and Technology

Vocabulary and Language

Background Knowledge

Values and Beliefs

Wait time

Question types

Giving feedback and praise

Reflecting and Perfecting.Lisa Hiley PhD

EnCompass: Resources for Learninglhiley@encompassresources.org