adolescent literacy cadre day 4 jane awtry & marnie leiferman aea 13 reading consultants
TRANSCRIPT
Adolescent Literacy Cadre
Day 4
Jane Awtry & Marnie LeifermanAEA 13 Reading Consultants
Today’s Agenda• Leadership• Content Area
Read Aloud• CARA
throught
• Effective school leadership is not one person nor is it a list of experience and course requirements. Leadership is about decisions, actions and constantly learning.
Necessary Support Components for Designing an Initiative to Accelerate Student Achievement in an
Academic Area
On your own:Silently read and use the
structured response sheet to record your thoughts, ideas and questions.
As a table/building group:Discuss and record
consensus remarks, ideas and questions on the group structured response sheet.
Key Point
The goal of quality professional development is for 100% of the staff to be implementing the model with fidelity to the researched-based strategy/model. The promise of schoolwide positive student achievement effects can only be realized if 75% of the staff are implementing with fidelity.
Major Purposes Served by Studying Implementation
• To help the school leadership team determine if staff are practicing the new strategy enough to develop skill and understanding of its use.
• To provide data on the levels of use of the strategy being studied so that the school team could design professional development sessions to increase and expand use.
• To help the staff determine-based on their data-when to move on to a new strategy.
» Showers, B. (2002) Student Achievement through Staff Development
Content Area Read-Alouds
Introduction to the Content Area Read-Aloud
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Talk to a Partner
What are the benefits of reading aloud to students?
Adolescent Literacy Professional Development Series 9
Talk to a Partner
• What are the benefits of reading aloud to students in your content area?
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Passage Read-Aloud
Ivey, G., & Fisher, D. (2006, October). When thinking skills trump reading skills,
Educational Leadership, 64(2), 16–21.
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Connections to Iowa Core
Content Area Read Alouds
• (Reading) Uses a variety of skills and strategies to comprehend complex nonfiction and informational text
• (Reading) Uses a variety of strategies to understand unfamiliar vocabulary found in narrative text, technical reading, and literary text
Content Area Read Alouds (cont.)
• (Speaking) Recognizes the role of response in oral communication
• (Listening) Listens for information and understanding
• (Listening) Listens for interpretation, analysis, and evaluation
Iowa Core Curriculum
Characteristics of Effective Instruction
• Teaching for Understanding• Student-Centered Classrooms
• Rigorous and Relevant Curriculum
The Content Area Read-Aloud
Independently : Read the Description and
Rationale
Why did AEA 13 secondary teachers use Content Area Read Alouds in their classroom?
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The Content Area Read-AloudMoves
• Introduction – Make connections to curriculum concepts or
earlier lessons:• concept(s) to be addressed from content areas, or• concept(s) that could be addressed for literacy
development.
Adolescent Literacy Professional Development Series 17
The Content Area Read-AloudMoves
• Activate Students’ Listening Comprehension– Focus students’ attention
• Read Passage* – Interruption free as much as possible
* Reading aloud is the only essential move. The other moves help incorporate the Content Area Read-Aloud into lessons to support optimum teaching and learning value.
Adolescent Literacy Professional Development Series 18
The Content Area Read-AloudMoves
• Elicit Responses from Students– What did students attend to? – What did they miss? – Record enough information to help you remember
what to address next.
• Post-Reading Activity– Goal is to get students engaged in text
Adolescent Literacy Professional Development Series 19
Research Sound Bites1.Divide the Research Sound Bites between your table partners. 2. Read silently3. Perform your own Read Aloud to your table partners•Activate Student’s Listening Comprehension:
“ As I read aloud to you, I want you to be listening for…..
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Supporting Theory for the Content Area Read-Aloud
• Albright, L., & Ariail, M. (2005). Tapping the potential of teacher read-alouds in middle schools.
From: Journal of Adult and Adolescent Literacy, 48(7), 582–591.
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Demonstration of a C.A.R.A.
The Content Area Read-AloudPlanning Guide
• Review• Model• Debrief
Adolescent Literacy Professional Development Series 23
Adolescent Literacy CadreTreynor Community Center
JUNE 119:00 – 3:00
Survey to help us plan for your needs
• Continue with a literacy cadre– Continue to study the Content Area Read Aloud– begin writing in the content area
• Help with planning professional development in your building
• other