adolescent literacy cadre day 4 jane awtry & marnie leiferman aea 13 reading consultants

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Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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Page 1: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Adolescent Literacy Cadre

Day 4

Jane Awtry & Marnie LeifermanAEA 13 Reading Consultants

Page 2: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Today’s Agenda• Leadership• Content Area

Read Aloud• CARA

Page 3: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants
Page 4: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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.

Page 5: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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.

Page 6: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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.

Page 7: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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

Page 8: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Content Area Read-Alouds

Introduction to the Content Area Read-Aloud

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Page 9: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Talk to a Partner

What are the benefits of reading aloud to students?

Adolescent Literacy Professional Development Series 9

Page 10: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Talk to a Partner

• What are the benefits of reading aloud to students in your content area?

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Page 11: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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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Page 12: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Connections to Iowa Core

Page 13: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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

Page 14: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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

Page 15: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Iowa Core Curriculum

Characteristics of Effective Instruction

• Teaching for Understanding• Student-Centered Classrooms

• Rigorous and Relevant Curriculum

Page 16: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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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Page 17: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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

Page 18: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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

Page 19: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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

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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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Page 21: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

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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Page 22: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Demonstration of a C.A.R.A.

Page 23: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

The Content Area Read-AloudPlanning Guide

• Review• Model• Debrief

Adolescent Literacy Professional Development Series 23

Page 24: Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

Adolescent Literacy CadreTreynor Community Center

JUNE 119:00 – 3:00

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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