Purpose :
To create a failsafe system of literacy so that all students have equal access to a standards based curriculum
Result:
Joyful, independent readers, writers, and content learners!
The Challenge is for…
– teachers to move from compliance to commitment and
– students to move from compliance to engagement.
Align daily work with reading & thinking expectations of assessment.
Non-fiction reading =non-fiction on assessment
Levels of questions=levels of questions on assessment
Literacy islistening, viewing, thinking, expressing through multiple symbol systems, speaking,
reading, and writing.
Schools that improve literacy…
Research-based intervention is consistently implemented, monitored, and evaluated.
All teachers consistently teach, model, practice literacy strategies before, during, and after reading.
Literacy is
everyone’s job all day long!
Literacy Development Tasks
Primary Grades
Phonics
Phonemic awareness
(vocabulary, fluency and comprehension also)
Grades 3 and up
Vocabulary
Fluency
Comprehension
Literacy
Classroom Community
Student Text
Academic safety
Psychological safety
Knowledge, content, vocabulary background
Structure,
Vocabulary
Motivation: choice, clear goals
Strategies, motivation
Relevancy, respect
Literacy enriched Culture Rigor, accessibility
Commitment to Literacy is……
integrated language arts & content print & literacy rich classrooms arts, and technology used as tools accessing, deepening
& communicating reading to and with students daily students reading independently with accountability daily writing about reading daily teaching, modeling, practicing strategies aligning learning tools with belief of literacy
Science Venn Diagram & Compare and Contrast Paragraph
Word Wall in Science
Root words, prefixes, suffixes
Intervention: Scope Magazine & Reader’s Handbook
Mathematics Journal
Accountable Independent Reading
Choice in independent reading
Accountability for Independent Reading
Finding Time for Independent Reading
Read to in Global Studies
Main idea, supporting details
Using Literature to Scaffold to Authentic Work
Courtyard Café:Created by Art StudentsRiverview High School
Literacy Rich: Lake Brantley High School
English Language Learners’ Writing: LBHS
JHMS Media Center Marketing Books
SLHS Media Center Marketing Books
Motivating Independent Reading: Lyman High School
Literacy Coach:Professional development, materials, resources, data
study
Literacy Leadership Modeling
Daily Literacy Non-negotiables
Use processes of literacy: reading, writing, speaking, listening, viewing, thinking, expressing through multiple symbol systems
Read to and with students Read by themselves with accountability Teach, model, practice strategies of expert
readers and writers Literacy rich, print rich environment
Periodic non-negotiables
Word study Strategic test preparation
Strategies of Expert Readers
Predicting: What is it about? What will happen next?
Visualizing: picturing the story
Connecting:self, text, world
Questioning: asking/answering
Clarifying: answering own questions with context clues, pictures, rereading, etc.
Evaluating: before, during, after reading
Strategies of Expert Readers
Using graphic organizers Monitoring comprehension Recognizing text structure Summarizing
Question Answer RelationshipsQAR
– Helps students know where to find the answers.
– Helps students comprehend what they are reading.
– Gives students a purpose for reading.
– Helps students monitor comprehension.
– Encourages higher level thinking.
– Helps students to know that all questions are not answered by looking in the text.
4 Levels of Questions
Right there! Answer is found in one place in the text. Who? What? When? Where? How? List.
Think & search! Answer if found in more than one place in the text. Summarize. Compare. Contrast, What caused? Retell. Explain. Find 2 examples. For what reason?
Author & you!Answer is not in the text, but you must read the text and apply what you read.
On My Own!Questions are answered with information you have read from the text and/or from other places. You must think to answer it.
Steps to Implement QAR
1. Become an expert & consistent questioner.
2. Teach students the 4 levels of questions.
3. Create expert question recognizers and answerers.
4. Students ask 4 levels of questions.
Resources
Moxley, D. & Taylor, R. T. (2006). Literacy Coaching: A Handbook for School Leaders. Thousand Oaks, CA: Corwin Press; Reston, VA: NASSP.
Taylor, R. & Gunter, G. (2005). K-12 Literacy Leadership Fieldbook. Thousand Oaks, CA: Corwin Press.
Taylor, R. & Collins, V.D. (2003) Literacy Leadership for Grades 5-12. Alexandria, VA: ASCD.
Williams, R. D. & Taylor, R. T. (2003). Leading With Character to Improve Student Achievement. Chapel Hill, NC: Character Development Publishers. 919.967.2110