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

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

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.

What were you like as a reader in high school?

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!!!!

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

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

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.

Taking Action Literacy Leadership Model

3 Goal Areas

5 Action Points

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


Quotes Activity


3 Goal Areas

5 Action Points

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

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)

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


3 Goal Areas

5 Action Points

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?”

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

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???

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

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

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

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

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

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

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

Literacy demands of NAF Academies

Academy of Finance

Academy of Hospitality & Tourism

Academy of Information Technology

Academy of Engineering

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

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.

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?

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.

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

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

Instructional Strategies

Concept Attainment

Cooperative Learning

K-W-L

List, Group, Label

Think, Pair, Share

Literacy Strategies

Active Listening

Composing with Key Words

Defining Format

Metacognitive Statements

Taxonomy

Key Activities

Cornell Notes

Panel Discussion

Read, Draw, Talk, Write

Reading Jigsaw

SQ3R

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)

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.

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.

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


3 Goal Areas

5 Action Points

Sustaining literacy development

School culture, policies, and structures

Parents and community

District support

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?


3 Goal Areas

5 Action Points

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

Literacy Across the Content Areas Rubric


3 Goal Areas

5 Action Points

Five action points

Implement a Literacy Action Plan

Support teachers

Use data

Build capacity

Allocate resources

Spotlight on teaching in the 21st century

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.

Goal: Build a SYSTEM of literacy support

Literacy is NOT something added to the plate…

Literacy IS the plate

Naf ppt 2010

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