best practices for adolescent literacy
Post on 06-Jan-2016
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Secondary Alabama Reading
Initiative
ARI Content Literacy 2010
Key Leaders will:
Gain understanding of Strategic Teaching Content
Develop a plan of action for practicing Strategic Teaching in their building with a teacher
Prepare for aiding facilitation of Strategic Teaching in their system
ARI Content Literacy 2010
Teachers will be able to describe the necessary components of strategic teaching in order to improve student achievement.
Teachers will be able to identify strengths and weaknesses of a lesson.
ARI Content Literacy 2010
Parameters:
1. All participants - no observers.2. Use time wisely.3. Stay focused.4. Respect others’ opinions. 5. Cell phones on vibrate.
ARI Content Literacy 2010
To provide the standards, resources, and support needed to ensure all students graduate college and/or career ready
ARI Content Literacy 2010
ARI Content Literacy 2010
Visualize the best teacher you had in school.
Describe that teacher on a note card.Turn and talk.
Visualize the worst teacher you had in school.
Describe that teacher on a note card.Turn and talk.
ARI Content Literacy 2010
Strategic teaching is the process of incorporating purposeful planning, connected strategies, and explicit instruction to maximize the understanding and retention of content material.
ARI Content Literacy 2010
As educators, we are ineffective when our students are actively engaged in a meaningless task or passively involved in a meaningful one.
ARI Content Literacy 2010
THERE ARE FIVE COMPONENTS
OF STRATEGIC TEACHING
ARI Content Literacy 2010
ONE or More Daily Outcomes with
Daily Assessment
ARI Content Literacy 2010
Two Instructional Practices in Every Lesson
1.Chunking2.Student discussion
ARI Content Literacy 2010
Before
During
After
ARI Content Literacy 2010
Self Self
ARI Content Literacy 2010
ARI Content Literacy 2010
1. We develop and refine our content knowledge.
2. We assess our own teaching, as well as our students’ learning.
3. We differentiate our instruction.
4. WE ENGAGE OUR STUDENTS!
ARI Content Literacy 2010
One or More Daily Outcomes Two Daily Instructional Practices: Chunking ; Student Discussion of ConceptsThree Parts of Strategic Lessons: Before; During; After Four Steps in Explicit Instruction:“I Do”; “We Do”; “Y’all Do”; “You Do”Five Daily Components of Active Literacy
(Engagement): T-Talking; W-Writing; I-Investigating; R-Reading; L-Listening
ARI Content Literacy 2010
Happens on a regular basis
? Not so sure
! Area of Focus
ARI Content Literacy 2010
AN INCREDIBLE JOURNEY
ARI
Content Lit
eracy 2010
Outcomes: Participants will make connections between the developing brain and adolescent learning.
Before: Anticipation GuideDuring: Jot NotesAfter: Anticipation Guide
ARI
Content Lit
eracy 2010
Read each statement.Mark in the left-hand column whether you agree or disagree with the statement.
When directed, locate your “brainy” partner A and discuss your predictions.
Prepare to share whole group.
ARI
Content Lit
eracy 2010
“Jot” notes are based on key points, concepts, or ideas as the text is read.
Use single words and/or phrases to keep notes brief and to the point.
This may include: brief notes about the important points in the text; sketches of images constructed as the text is
read; connections to the text; questions about the text; and first reactions to the text.
ARI
Content Lit
eracy 2010
ARI Content Literacy 2010
• 7 to 10 percent of brain is pruning away• lacks reasoning and judgment• hormones are not completely
responsible• acts childishly• physical appearances deceiving
Connection: Adolescent students look mature, but act
childishly.
ARI
Content Lit
eracy 2010
• Read the text. • Write jot notes that are short and to the point.
• Sketching is encouraged.• Share notes with a partner.• Share notes with the whole group. AR
I Content Lit
eracy 2010
Read Chunk 3 with a partner.
Take jot notes.
ARI
Content Lit
eracy 2010
Read text.Reflect individually.Take jot notes.Meet with your “clock” partner B and reflect on your jot notes.
ARI
Content Lit
eracy 2010
• Reread the statements from the beginning of the lesson.
• Mark new responses in the right-hand “After” column.
• Justify any corrections made after reading.
• Write justifications under the appropriate statements.
ARI
Content Lit
eracy 2010
Outcomes: Participants will make connections between the developing brain and adolescent learning.
Before: Anticipation GuidePurposes: activate prior knowledge; establish a purpose
for reading; make predictionsDuring: Jot NotesPurposes: organize information; summarize and practice
note taking; make connections After: Anticipation GuidePurposes: reflect and correct predictions; integrate new
information with prior knowledge ARI
Content Lit
eracy 2010
Step by step guide to implementing strategic teaching in the content areas
ARI Content Literacy 2010
Daily outcome: Participants will use the components of purposeful planning to analyze two classroom lesson plans.
Before: Conversation Stem
During: Graphic Organizer
After: “We Think” Statement
ARI Content Literacy 2010
Conversation Stem 1
When a teacher tells the students, “I want you to
learn…” what is he/she really saying?
ARI Content Literacy 2010
Conversation Stem 2
What is the difference between learning and
memorizing?
ARI Content Literacy 2010
ARI Content Literacy 2010
Examine the steps for planning.
Use what is known about strategic teaching to critique the scenario.
ARI Content Literacy 2010
Decide what it is the students will be able to do TODAY as a result of this lesson.
The outcome(s) of the lesson should move the students closer to mastery of content standards.
Decide on assessment(s) that will be used to determine if outcome has been met.
ARI Content Literacy 2010
ARI Content Literacy 2010
Consider the purposes of before strategies:
activate prior knowledge
build background knowledge
generate questions make predictions discuss vocabulary establish a purpose for
reading
Choosing a Strategy:
Is it a new concept? Plan a strategy that will build some
background knowledge.
Is it a review or continuation? Plan an activity that will activate prior
knowledge.
Is there new or unfamiliar vocabulary?
Plan a strategy that will involve discussion of unfamiliar words.
Are there particular parts of the content that need to be emphasized?
Plan a strategy that draws attention to important concepts.
ARI Content Literacy 2010
Before Strategy:Before Strategy: *List, Group, Label*List, Group, Label
ARI Content Literacy 2010
Think about the strategy and purpose(s) of this part of the lesson.
How are the strategies connected and related to the daily outcome(s)?
ARI Content Literacy 2010
Consider the purposes of during strategies:
engage with the text verify and formulate
predictions summarize text self-monitor
comprehension
construct graphic organizers
use mental imagery integrate new
information with prior knowledge
Choosing a Strategy:
Is the text challenging to comprehend?
Choose a strategy that will require students to stop periodically as they read and self-monitor comprehension.
Is the text structure unfamiliar or challenging?
Consider using a graphic organizer to help students organize information from the text.
Is there a large amount of text to be read?
Consider chunking the text and choosing a strategy that will allow small groups of students to read portions of the text and share important information with the entire class.
ARI Content Literacy 2010
During Strategy:During Strategy:
ARI Content Literacy 2010
Think about the strategy and purpose(s) of this part of the lesson.
How are the strategies connected and related to the daily outcome(s)?
ARI Content Literacy 2010
Consider the purposes of after strategies:
reflect on the content of the lesson
evaluate predictions examine questions
that guided reading respond to text
through discussion respond to text
through writing retell or summarize
Choosing a Strategy:
Does the content of the lesson build upon previous learning?
Consider a strategy that makes connections and evaluates new information.
Does the content lend itself to visual representations?
Consider graphic organizers as a format for organizing information and concepts.
Does the content contain challenging vocabulary?
Consider a strategy that will lead to student ownership of important vocabulary.
Is the content open to interpretation? Consider a strategy that will promote
discussion and critical thinking.ARI Content Literacy 2010
Think about the strategy and purpose(s) of this part of the lesson.
How are the strategies connected and related to the daily outcome(s)?
ARI Content Literacy 2010
Ultimately, how will we know the lesson outcomes have been met?
Consider: work products separate assessments exit slips observational data
ARI Content Literacy 2010
One or More Daily Outcomes Two Daily Instructional Practices: Chunking ; Student Discussion of ConceptsThree Parts of Strategic Lessons: Before; During; After Four Steps in Explicit Instruction:“I Do”; “We Do”; “Y’all Do”; “You Do”Five Daily Components of Active Literacy
(Engagement): T-Talking; W-Writing; I-Investigating; R-Reading; L-Listening
ARI Content Literacy 2010
Examine the steps for planning. Use what is known about strategic teaching
to critique the scenario. Take notes on the planning graphic
organizer.
ARI Content Literacy 2010
Complete the following statement:
“After comparing and contrasting the two scenarios, we think ________ lesson was more strategic because______________.”
Use ‘5 components of a Strategic Lesson’ (pg. 3) to guide your conversation around the ‘We Think” statement above.)
ARI Content Literacy 2010
Daily outcome: Participants will use the components of purposeful planning to analyze two classroom lesson plans.
Before: Conversation StemsPurposes: activate prior knowledge; set a purpose
During: Graphic Organizer Purposes: organize information; engage with textAfter: “We Think” Statement
Purposes: reflect on content through writing and discussion
ARI Content Literacy 2010
ARI Content Literacy 2010
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