Literacy is…
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Literacy is… “the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”
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Transcript of Literacy is…
Literacy is… “the ability to identify, understand,
interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”
The United Nations Educational, Scientific and Cultural Organization (UNESCO)
Promoting Student Success: Targeting Students’ Literacy Needs in the Science and Math Content Areas
Presented by: Karen Eder, Science TeacherLisa MacArtney, Science TeacherBarb Mazzolini, Reading Specialist
Amy Stoops, Reading Specialist
Learning Objectives: At the end of the session, participants will be
able to understand the purpose of Downers Grove
South’s Literacy Liaison Model. understand how the Literacy Liaison Model
benefits students. understand how Professional Learning
Communities paired with Literacy Liaisons utilize data to drive curricular changes.
gain practical examples of resources and strategies to use in the science and math content areas.
Science and Math
Reading
Coach
Student
Success
Downers Grove South High School Literacy Liaison Model
DGS Background Subgroups failed to make AYP in Reading
Needs Resources
DGS Literacy Liaison Model Objectives RAISE AWARENESS IMPROVE INSTRUCTION INCREASE COLLABORATION PROVIDE LITERACY TRAINING CREATE CONTENT AREA LITERACY
RESOURCES ENCOURAGE COLLABORATIVE REFLECTION
Content Area Liaison
• Teacher (any level of experience)• Flexible and willing to try new strategies
Qualifications
• 1 year commitment to the program• weekly meetings• literacy lunches
Requirements
• Meet the identified needs of the students• Best practice share• Transition to departmental resource
Responsibilities
Content Area Liaison Recruitment Departmental Presentations Department Chair Recommendations Volunteer Basis Generate Buy-In
State Standards Educate (Tovani) Rigor Article Time Management Literacy = Making Content Accessible for Students
Literacy Coach
• Reading Specialist
Qualifications
• Flexible• Trustworthy
Qualities
• Meet the identified needs of the students.• Coach the teacher to meet the needs of the
students.
Responsibilities
The Role of the Literacy CoachDuring Weekly Meeting: During Class Time:
Identifying objectives for a unit
Analyzing textbook structure
Co-creating lessons & units Locating resources Co-creating
activities/handouts that will help students access material
Identifying students’ current strengths and weaknesses
Co-creating interventions Sharing research-based
strategies Co-creating assessments Refining assessments Co-evaluating student work Data analysis
Guest teach Demonstration lessons Model teaching Working with small groups in
the classroom Observation of students in
classroom Observation of teacher in
classroom Testing of students in
classroom
DGS Liaison & Literacy Coach Pairing 2009- 2010 School Year
Literacy Coach assigned to 5-7 Content Area Liaisons
23 Content Area Liaisons
Department Representation: Science, Social Studies, World Languages, Applied
Arts and Technology, PE/ Drivers Education/ Health
DGS Liaison & Literacy Coach Pairing 2010- 2011 School Year
Literacy Coach assigned to 7-10 Content Area Liaisons
26 First Year Content Area Liaisons
18 Second Year Content Area Liaisons
Department Representation: Science, Social Studies, World Languages, Applied
Arts and Technology, PE/ Drivers Education/ Health, Math, English, Special Education
Literacy Program Pitfalls Not a substitute “Co”!!! Not there to grade papers Not an administrator!!! All is kept private Trust building Everyone at a different pace
“Literacy Lunches”
Lead by Content Area Literacy LiaisonsBest Practice Share
Example: Making Inferences, Drawing Conclusions, Lymphoma by Peyton.wmv
Shared Leadership: Literacy Coaches and Content Area
Liaisons Literacy Instruction and Best Practice Share
Examples: Lit Circles, Connect Two
Lead by Literacy Coaches
Literacy InstructionDo I Really Have to Teach Reading?: Content Comprehension, Grades 6-
12 by Cris Tovani
Pairing a Science Content Professional Learning Community and a Reading
SpecialistA success story…
Science Literacy PLC Identified District 99 need for increased literacy reading skills
PLC Assignments SMART Goal Development
Stated, Measurable, Attainable, Results-oriented, and Timebound
Baseline Exam Designed by reading specialist & science
department members Designed to assess reading fluency and
comprehension
Pre-Test Data Analysis Identified Student Needs
Narrowed Focus Making Inferences Questioning Drawing Conclusions Fluency Ratings
Led to adjustment of SMART GOAL
Science Literacy PLC in Action:Supporting Student Learning
Coaching• Literacy
Instruction• Lesson
Development
Modeling• PLC Meetings• Classroom
Visits
Collaboration
• Continued Lesson Development & Implementation
• Best Practice Share
• Evaluation• Improvemen
t
Science Literacy PLCs & Literacy Liaisons in Action: Supporting Student Learning Lit Circles Vocabulary Exercises
Pick Two Direct Instruction Lessons
Making Inferences Cartoons Labs Text
Drawing Conclusions Think Aloud Timed Reading Passages
LIT CIRCLES FOR SCIENCE Roles
Awesome Artist Science Word Nerd Super Summarizer Examples Expert Captain Connector Discussion Director
Model
Gradual release
VOCABULARY Picture Notes Concept Mapping Frayer Model Authentic Discussions Word Walls Vocabulary Rating Scales Connect Two
MAKING INFERENCES & DRAWING CONCLUSIONS Using Cartoons
MAKING INFERENCES & DRAWING CONCLUSIONS
Science Cartoons at http://www.sciencecartoonsplus.com/index.php
MAKING INFERENCES & DRAWING CONCLUSIONSLab Modifications
Conclusions Hypothetical Situations
USING THE SCIENCE TEXTBOOKTextbook Walk“Think Aloud”External Text SourcesSetting the Purpose
PQRST P2ARCS
QUESTIONING STRATEGIESQAR
Formulate genuine questions as you read.
Explain problem solving process. Summarize problems Categorize questions Model questions after examples.
Math Literacy Coaching First year Working with two math teachers On one vertical PLC 1st teacher focusing on Vocabulary 2nd teacher focusing on Active Learning and
Story Problems
Math Teachers
Vocabulary Active Learning Word Walls Vocabulary Cards Connect Two ABC Brainstorming 3-Column Chart Probable Passage Ultimate Challenge Station Review
Speed Dating Station Review Math Cube Story Problem Grids Math Notes
Math Resources Literacy Strategies for Improving Mathematics
Instruction by Joan M. Kenney But I’m Not A Reading Teacher: Strategies for
Literacy Instruction in the Content Areas by Amy Benjamin
Writing Strategies for Mathematics by Trisha Brummer and Sarah Kartchner Clark
http:\\tinyurl.com/beyondcalcs
Science Literacy PLC in Action:Supporting Student Learning
Coaching• Literacy
Instruction• Lesson
Development
Modeling• PLC Meetings• Classroom
Visits
Collaboration
• Continued Lesson Development & Implementation
• Best Practice Share
• Evaluation• Improvemen
t
How will we know when students have learned what we expect them to learn? 591 Students
Overall Improvement 74.28% of test takers showed gains in their overall
score
Increase in Mastery 11.5% growth in the number of students
demonstrating mastery of the assessment
Inference & Drawing Conclusion Questions 21.67% growth on all targeted questions
Literacy Rates PRE TEST 121 students did not complete the exam
(20.47%)Avg. number of questions
unanswered = 9
POST TEST 36 students did not complete the exam(6.09%) Avg. number of questions
unanswered = 2
To Take Away Common Language
Adaptable Strategies
Making Content Accessible
Additional Support Karen Eder [email protected] Lisa MacArtney [email protected] Barb Mazzolini [email protected] Amy Stoops [email protected]
Content
TeacherReadin
g Coach
Student
Success
Wenger, Etienne. (1998). “Cultivating Communities of Practice: Learning as a Social System.”
Eaker, R., DuFour, R., & DuFour, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloominton, IN: National Educational Service
