1. Leadership for Excellence in Literacy Course Two – Unit 5

2. Unit 5: Leadership for Excellence in Literacy WELCOME WELCOME! Be sure you have your completed Literacy Survey with you. We’ll begin sitting by elementary and secondary levels. Those of you who are not in a school may select your grouping level.

3. Unit 5: Leadership for Excellence in Literacy Ground Rules Welcome! To establish an effective learning environment for all, please:  Turn all cell phones and pagers off  Refrain from sidebar conversations  Respond to raised arm/sounds to end conversation  Observe the schedule (start times, breaks)  Maintain confidentiality  Participate actively and fully

4. Unit 5: Leadership for Excellence in Literacy

5. Unit 1: The Educational Challenge We know where we stand in Science and Math. What about reading?

6. Unit 5: Leadership for Excellence in Literacy Elements of Strategic Thinking Unit 2  Context  Analysis (Internal/External)  Opportunities and Challenges  Vision  Strategic Intent  Strategy  Assumptions  Interests  Objectives  Capabilities  Threats  Risks  Decision/Action 6

7. Unit 5: Leadership for Excellence in Literacy Elements of a Standards-Based Instructional System Unit 3: SBIS Recall the components of A Standards Based Instructional System

8. Unit 5: Leadership for Excellence in Literacy Elements of a Standards-Based Instructional System Professional Development Leadership 8

9. Unit 5: Leadership for Excellence in Literacy Elements of a Standards-Based Instructional System Unit 4: Foundations of Learning Remember the critical role played by the Principles. Principles of Effective Learning 1-5 Principles of Effective Teaching 6-10 Principles of Effective Curriculum 10-13

10. Unit 5: Leadership for Excellence in Literacy Principles of Learning  Effort produces achievement.  Learning is about making connections.  We learn with and through others.  Learning takes time.  Motivation matters.

11. Unit 5: Leadership for Excellence in Literacy The Principles of Teaching  The teacher matters.  Focused teaching promotes accelerated learning.  Clear expectations and continuous feedback activate learning.  Good teaching builds on student’s strengths and respects individuals’ differences.  Good teaching involves modeling what students should learn.

12. Unit 5: Leadership for Excellence in Literacy Principles of Curriculum  The curriculum should focus on powerful knowledge.  All students should experience a “thinking curriculum.”  The best results come from having an aligned system.

13. Unit 5: Leadership for Excellence in Literacy NISL: Foundations of Effective Learning  Principles of Effective Learning: 1. Effort produces achievement. 2. Learning is about making connections. 3. We learn with and through others. 4. Learning takes time. 5. Motivation matters.  Principles of Effective Teaching: 6. The teacher matters. 7. Focused teaching promotes accelerated learning. 8. Clear expectations and continuous feedback activate learning. 9. Good teaching builds on student’s strengths and respects individuals’ differences. 10. Good teaching involves modeling what students should learn.  Principles of Effective Curriculum: 11. The curriculum should focus on powerful knowledge. 12. All students should experience a “thinking curriculum.” 13. The best results come from having an aligned instructional system.

14. Unit 5: Leadership for Excellence in Literacy  What is your vision of the 21 st century literate student? What would he/she look like, act like, know and be able to do?  Jot these characteristics down in your journals

15. Unit 5: Leadership for Excellence in Literacy Think of literacy as a spine: it holds everything together. The branches of learning connect to it, meaning that all core content teachers have a responsibility to teach literacy. Vicki Phillips and Carina Wong, The Bill and Melinda Gates Foundation

16. Unit 5: Leadership for Excellence in Literacy Learning Objectives The instructional leader in literacy will be able to:  Articulate the characteristics of effective literacy teaching and learning  Develop school-wide strategies for improving literacy learning outcomes for all students, including struggling readers and writers  Establish an action plan to achieve the literacy goals for your school

17. Unit 5: Leadership for Excellence in Literacy Key Questions for Day One What is the status of literacy instruction in my school? What is the status of literacy performance in the United States? What is literacy in the 21 st century? What does effective reading instruction look like K-12? What are the characteristics of effective interventions? What is the instructional leader’s in leading for literacy excellence?

18. Unit 5: Leadership for Excellence in Literacy As we participate in Unit 5, we use the following resources. Use the Sequence of Resources for Literacy Unit 5 to guide you.  The Instructors’ Guide or Participant’s Handbook, including the Appendix with video notes. READINGS: including  Research Recommended Literacy Practices  For the Sake of Argument (homework for Day 2) HANDOUTS (many but foremost)  The survey: The Status of Literacy Instruction in My School Survey

19. Unit 5: Leadership for Excellence in Literacy Context of Literacy Locally: Survey Status of Literacy in Our School Survey  What is the vision for literacy in your school?  What strategies and approaches are you using to improve student performance?  What does data indicate about the status of your efforts?  What are your greatest challenges or successes?

20. Unit 5: Leadership for Excellence in Literacy Status of Literacy in My School  Review responses to the Survey individually – 5 minutes  Share your Survey findings with a focus on: challenges & successes Total time 20 minutes (3-5 minutes each)  Record as you share Challenges & Successes  Designate a reporter to share with the whole group.  Think about Areas for Action

21. Unit 5: Leadership for Excellence in Literacy Share key points made in your group Current SuccessesCurrent Challenges Next steps: 21

22. Unit 5: Leadership for Excellence in Literacy Research Recommended Practices  We have recognized the importance of early literacy for many years.  Only recently have we had research to support best practices to improve Adolescent Literacy.  We are continuing to research best practices for struggling readers, particularly adolescents.  The paper Strategic Leadership for Excellence in Literacy: Research Recommended Literacy Practices provides you with a resource that summarizes key findings in one document.

23. Unit 5: Leadership for Excellence in Literacy Research Recommended Practices  Why has k-12 literacy learning been such an area of concern?  What are research recommended approaches for early literacy learning?  What instructional approaches have been recommended to improve adolescent literacy?  What are some of the key issues associated with implementing effective interventions?  How do these findings relate to your analysis of the status of literacy learning in your school?

24. Unit 5: Leadership for Excellence in Literacy Analyzing of the Paper  Divide the sections of the paper into:  Early literacy learning Pages 2-4  Instructional approaches recommended to improve adolescent literacy Pages 6-9  Key issues associated with implementing effective interventions Pages 9-12 All take note of chart on page 5!  Assign each section to a pair  Take 10-15 minutes to pull out and summarize key information from each section  Take 5 minutes to share section summaries  Consider how these findings relate to your analysis literacy learning in your school

25. Unit 5: Leadership for Excellence in Literacy Common Core Standards and Resources Three main sections  K−5 (cross-disciplinary)  6−12 English Language Arts  6−12 Literacy in History/Social Studies, Science, and Technical Subjects Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

26. Unit 5: Leadership for Excellence in Literacy 21 st Century Definition of Literacy What is literacy in the 21 st century? Review the handout “The Evolving Definition of Literacy.” What tensions exist around the meaning of literacy in your school? How can your school address these changes and build a common vision of literacy?

27. Unit 5: Leadership for Excellence in Literacy What does effective literacy instruction look like K-12? Begin by learning to recognize effective teaching and learning. 27 Key Question 4

28. Unit 5: Leadership for Excellence in Literacy Reading in the Elementary School  What does effective reading instruction look like in the elementary school? Review the introduction and pages 2-3 of the Strategic Leadership: Recommended Practices paper and the Principals’ Guide to Readers and Writers Workshop. Look over the Developmental Continuum table on page 5.

29. Unit 5: Leadership for Excellence in Literacy It’s all a part of the BIG picture in reading instruction… 29 The Research Building Blocks for Teaching Children to Read Phonemic Awareness Instruction Phonics Instruction Vocabulary Instruction Comprehension Instruction Fluency Instruction National Reading Panel

30. Unit 5: Leadership for Excellence in Literacy Key Components of Balanced Literacy Components of Balanced Literacy Readers Workshop  Mini-lessons targeted to specific skills  Guided Reading for students at similar skill levels  Independent Reading  Partner Reading  Response to Literature  Individual Conferencing

31. Unit 5: Leadership for Excellence in Literacy Defining Guided Reading Define Guided Reading in as much detail as you can…  How many students should be in a group?  What level of text should students be reading?  What role does the teacher play? What should he/she be doing?  What role do students play? What should they be doing?  What should happen before, during, and after the Guided Reading session?

32. Unit 5: Leadership for Excellence in Literacy Guided Reading Components Key Components of Effective Guided Reading Students meet in small groups of similar levels They read texts at an instructional level (within their zone of proximal development) Before reading the teacher activates or builds background knowledge and clarifies key vocabulary During reading teacher observes, monitors and records, evaluates, and assists as needed and students self- correct, reread, make connections After reading students summarize, self-evaluate, and connect learning

33. Unit 5: Leadership for Excellence in Literacy Reading in Elementary School Readers Workshop Lesson (Use Handout Guided Reading Lesson handout)  What does the teacher do?  What do students do?  What reading strategies do students use?  What is the lesson structure?  What are the implications for leadership?

34. Unit 5: Leadership for Excellence in Literacy Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it 2. Determine central ideas or themes of a text and analyze their development 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text 5. Analyze the structure of texts 6. Assess how point of view or purpose shapes the content and style of a text.

35. Unit 5: Leadership for Excellence in Literacy Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning 9. Analyze how two or more texts address similar themes Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

36. Unit 5: Leadership for Excellence in Literacy Common Core Response to Research Richer definition of text complexity Wider range of text: literary/informational – from 50/50 in early grades to 30/70 across content areas as grades progress Close reading – deep investigative analysis Argumentative and Informational Writing drawing on evidence from multiple sources

37. Unit 5: Leadership for Excellence in Literacy Common Core Responses to Research Demonstration of research skills for short focused projects Integration of speaking and listening with reading and writing Use of academic vocabulary along with content specific vocabulary Integration with multi-media technology

38. Unit 5: Leadership for Excellence in Literacy How the Common Core Standards Spiral 2- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of details in text. 1- Ask and answer questions about key details on a text. K -With prompting and support, ask and answer questions about key details in a text.

39. Unit 5: Leadership for Excellence in Literacy TEACHER REONSIBILITY STUDENT RESPONSIBILITY Focus Lesson “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

40. Unit 5: Leadership for Excellence in Literacy Literacy Across the Content Areas

41. Unit 5: Leadership for Excellence in Literacy About half of the incoming ninth graders in urban, high poverty schools read three or more years below grade level. (Adolescent Literacy Fact Sheet, Alliance for Excellent Education, February 2009) Seventy percent of 4-12 th graders are low- achieving writers.

42. Unit 5: Leadership for Excellence in Literacy Reading Instruction in the Secondary School Refer back to Research Recommended Practices Paper, page 5 and approaches recommended for adolescent literacy on pages 6-9. Note major points and be prepared to share highlights whole groups.

43. Unit 5: Leadership for Excellence in Literacy Five Specific Recommendations 1.Provide explicit instruction and supportive practice in the use of effective comprehension strategies throughout the school day. 2.Increase the amount and quality of open, sustained discussion of reading content. 3.Set and maintain high standards for text, conversation, questions, and vocabulary. 4.Increase students’ motivation and engagement with reading. 5.Teach essential content knowledge so that all students master critical concepts.

44. Unit 5: Leadership for Excellence in Literacy Common Core Standards In the Common Core Standards and Resources note the content standards  Grade 7 Reading Standards for Informational Texts, History/Social Studies and Science and Technical Subjects  Grade 8 Writing Strand including History, Social Studies, Science, and Technical Subjects 6-8

45. Unit 5: Leadership for Excellence in Literacy  To what extent is your school providing literacy instruction throughout the content areas?  How often do students read and write in content area classes?  Review your survey responses p. 3  How can schools use collaborative planning to integrate literacy throughout all content areas?

46. Unit 5: Leadership for Excellence in Literacy Content Area Lesson Rubric Components of Content Area Lesson Rubric  Literacy outcomes support Instructional Outcomes  Activities support Learning BEFORE Reading, activate and develop background knowledge  Literacy Instruction provides support DURING Reading/Learning  Literacy Instruction provides support AFTER Reading/Learning  Student-Centered Learning Outcomes are assessed during and after the lesson

47. Unit 5: Leadership for Excellence in Literacy We will be taking a close look at lesson plans that skillfully integrate literacy strategies that help student access the content. Format follows the Content Area Lesson Rubric. A narrative (observation) of how the teacher actually taught the plan follows along with the plans. Pull the Content Area Lesson Rubric and the History Civil Rights Lesson Plan and Narrative and English, Algebra, and Biology plans and narratives from the handouts

48. Unit 5: Leadership for Excellence in Literacy Content Area Literacy Instruction  Find a partner you have not worked with today  Select a content area lesson and narrative.  Use the Content Area Lesson Rubric for note taking.  Read and note specific literacy strategies used in the lesson plan and narrative. 15 minutes on own and share with partner for 5-10 minutes  Decide how literacy strategies support deeper learning and understanding of the content.  Prepare key observations to share with the whole group. Designate who will share.

49. Unit 5: Leadership for Excellence in Literacy  Look at “Using Literacy to Strengthen Content Learning” handouts  These are samples from CCSO Content Literacy Guide.  Carol will send you the file with all 81 pages! Other lessons on the web site referenced on IG page 25 and PH page 20.  http://programs.ccso.org/projects/adlosce nt_literacy_toolkit/

50. Unit 5: Leadership for Excellence in Literacy  What steps can you take to increase literacy support for learning across content area/s?  Take 4-5 minutes to write reflections in your journal

51. Unit 5: Leadership for Excellence in Literacy Struggling Readers How can we help struggling readers?

52. Unit 5: Leadership for Excellence in Literacy On your own read over the handout text that starts “A newspaper is better than a magazine” or “Things Unflattened by Science” What is this about? How do you know?

53. Unit 5: Leadership for Excellence in Literacy Struggling Readers What skills and strategies do strong readers use to make meaning? Think about the processes you used to make meaning of the assigned “challenging reading.” How can we determine which skills struggling readers need to develop?

54. Unit 5: Leadership for Excellence in Literacy  What are the key recommendations made on pages 9 – 12 of the Recommended Research paper about determining and implementing effective interventions?  What are the characteristics of effective interventions? Draw upon your current knowledge and practices.

55. Unit 5: Leadership for Excellence in Literacy Response to Intervention I II III Effective Classroom Instruction All Students Supplemental Instruction Approximately 15-20% Intensive Instructional Interventions Approximately 5-10%

56. Unit 5: Leadership for Excellence in Literacy Meeting the Needs of Struggling Readers 1.As you view the video, notice what the teacher does. 2.What instructional practices support improved student achievement in literacy? 3.As an administrator, what conversation would you have with the teacher of this class? 4.How can leaders ensure that effective interventions are provided for struggling students?

57. Unit 5: Leadership for Excellence in Literacy Struggling Readers  What are the characteristics of effective interventions?  Draw upon your current knowledge and practices.

58. Unit 5: Leadership for Excellence in Literacy Wrapping Up Day 1 Wrapping up Day 1 Today we addressed:  the context of literacy locally and national  effective instruction in the elementary and secondary school – with reading as focus  how we can help struggling readers What stands out? How will you use this in your school setting?

59. Unit 5: Leadership for Excellence in Literacy HOMEWORK For homework tonight, please read “For the Sake of Argument.” We will be holding a discussion based on this text.

60. Unit 5: Leadership for Excellence in Literacy Day 2 Key Questions  How can we provide effective leadership to assure that interventions are effective?  What is the status of writing instruction in my school/district?  What can leaders do to improve the teaching and learning of writing?  What are the characteristics of effective listening and speaking?  What is the role of instructional leadership in supporting such instruction school wide?  What steps can I take to provide this leadership?

61. Unit 5: Leadership for Excellence in Literacy Meeting Student Needs  As you come in, grab a marker and go over to one of the posters on the back wall. Consider how you would respond, given the characteristics provided.  Read the specific characteristics described for a struggling reader..”If”.  Decide on and chart all possible interventions that will address the student’s needs under “Then.”  Move along to the next chart, recording your suggestions, until you have visited all 4 charts. Keep using your group color marker for adding suggestions at each chart.

62. Unit 5: Leadership for Excellence in Literacy Diagnosing Struggling Readers Then this student needs help with learning how to find texts that interest him finding authors he enjoys understanding how parts of a textbook can assist understanding recognizing how formatting issues can aid in comprehension learning to navigate a library discovering resources that can help him find reading material If a student has good word recognition skills appears to understand written selections, but — resists reading — says he can’t find any books that are interesting — repeatedly claims that reading is boring — reads all types of texts the same way (probably all too fast) — cannot name any favorite authors — cannot describe a favorite genre — cannot list a favorite book — does not understand how different parts or features of a textbook offer different types of information Beers, Kylene, When Kids Can’t Read, What Teachers Can Do. Heinemann, 2003.

63. Unit 5: Leadership for Excellence in Literacy Diagnosing Struggling Readers If a student stumbles through many words tries to sound out a lot of words (either correctly or incorrectly) confuses what we’d call simple words such as were and where decodes the first few letters or first syllable of a multisyllable word and then makes up the rest of it (or gives up) reads very slowly, a word at a time says he doesn’t “hear” words in his mind while reading silently has trouble recognizing high-frequency sight words misspells a lot of words Then this student needs help with word recognition spelling fluency Beers, Kylene, When Kids Can’t Read, What Teachers Can Do. Heinemann, 2003.

64. Unit 5: Leadership for Excellence in Literacy Diagnosing Struggling Readers If a student can call all the words reads at an appropriate rate but — consistently has difficult answering questions — creating questions — discussing the text, or — repeatedly says that reading is boring or that he doesn’t “see” anything in his mind while reading — thinking beyond literal level questions — understanding unknown words Beers, Kylene, When Kids Can’t Read, What Teachers Can Do. Heinemann, 2003. Then this student needs help with vocabulary making predictions seeing casual relationships comparing and contrasting drawing conclusions questioning the text recognizing authors’ purpose/point of view summarizing finding the main idea monitoring own understanding sequencing visualizing

65. Unit 5: Leadership for Excellence in Literacy Diagnosing Struggling Readers If a student does not participate in small- or large- group discussions does not offer opinions or questions about what was read is not willing to take risks in discussions (so you hear a lot of “I agrees” or “I guess sos” or “I don’t knows”) does not believe he is a good reader thinks that good readers are “just smarter” or “just better students” than he is makes fun of good readers is disengaged not just from reading activities but from many or most learning activities does not appear to put much if any effort into reading assignments Beers, Kylene, When Kids Can’t Read, What Teachers Can Do. Heinemann, 2003. Then this student needs help with gaining confidence about his ability to comment on or question a text learning how to be an active participant in a community of readers becoming comfortable with sharing ideas learning the academic language that facilitates literary discussions learning to believe that he can be a part of the community of readers

66. Unit 5: Leadership for Excellence in Literacy  Consider how well the suggested interventions match with those that are being used at your school.  What can you do to support change?

67. Unit 5: Leadership for Excellence in Literacy Wide abundant reading is the surest route out of poverty and the limitations that impose themselves on the less literate. Reading changes everything. * page 95 Focus, Mike Schmoker, 2011

68. Unit 5: Leadership for Excellence in Literacy 68 Kids need to read a lot Richard Allington (2003) Minutes of reading a day contributes significantly to individual reading growth. (Taylor 1990, Morrow, 1992) Generous amounts of close, purposeful reading, rereading, writing and talking are the essence of authentic literacy (Schmoker, 2006) Recommendation: Each day students should engage in 90 minutes of actual reading. Develop standards for amount of reading (volume) required at each grade level.

69. Unit 5: Leadership for Excellence in Literacy 69 What Really Matters for Struggling Readers, Designing Research- Based Programs Research by: Richard Allington (2003) Kids need books they can read Kids need to develop “thoughtful literacy” Kids need to read fluently Kids need to read a lot

70. Unit 5: Leadership for Excellence in Literacy Writing  The very act of writing – and revising – teaches us to identify and correct contradictions, to refine and improve and clarify our thoughts – to think. (Hillocks, 1987)  Writing - linked to close reading is the workshop of thought – an almost miraculous effect on students’ critical capacities. (Schmoker, 2006)

71. Unit 5: Leadership for Excellence in Literacy Writing Focusing on Writing to Learn and to Write  Review the Developmental Continuum of Literacy Elements, p. 5 of research paper and the 10 College and Career Ready Anchor Standards.  Review recommendations about writing p. 7-9  Look over your survey and review areas that need improvement

72. Unit 5: Leadership for Excellence in Literacy Text Types and Purposes* Write arguments to support claims in an analysis of substantive topics or texts Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately Write narratives to develop real or imagined experiences or events Production and Distribution of Writing Produce clear and coherent writing Develop and strengthen writing Use technology to produce and publish writing and to interact and collaborate with others

73. Unit 5: Leadership for Excellence in Literacy Research to Build and Present Knowledge Conduct short as well as more sustained research projects based on focused questions Gather relevant information from multiple print and digital sources, assess the credibility and accuracy Draw evidence from literary or informational texts to support analysis, reflection, and research Range of Writing Write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences

74. Unit 5: Leadership for Excellence in Literacy  Look over the indicators K-12 for “Write arguments to support claims”.  Select two of the student writing samples in the handouts and determine the grade level standard that applies to the samples.  Share with a partner and then with another pair until you come to consensus.  Choose one of the student writings and consider what and how the student learned to develop the writing  What instructional practices are needed and how can you provide leadership to make this happen?

75. Unit 5: Leadership for Excellence in Literacy Leadership to improve writing Consider  providing writing assignments that require students to use the writing process  analyzing student work with teachers and students  providing effective feedback that is descriptive, specific (how to improve), and timely  empowering students to take responsibility for improving their own writing

76. Unit 5: Leadership for Excellence in Literacy The Writing School  Requires students to write in order to develop and strengthen writing skills  Understands that writing is a process that reveals critical thinking  Recognizes and sets clear criteria for good writing traits  Teaches students how to use multiple writing formats that match different purposes and audiences  Provides students with instruction and practice time to troubleshoot and solve writing problems  Improves research skills and the ability to present findings in writing

77. Unit 5: Leadership for Excellence in Literacy Writers Workshop

78. Unit 5: Leadership for Excellence in Literacy Effective Writing Instruction As you view the video of the Middle School Reading Writing workshop, look for these characteristics :  Targeted mini-lessons  Pre-writing  Drafting  Revisions  Editing  Publishing  Sharing

79. Unit 5: Leadership for Excellence in Literacy Writers’ Workshop Writers Workshop  How is the class organized?  What evidence did you see that demonstrated instructional practices that would support the improvements of student writing at all levels?

80. Unit 5: Leadership for Excellence in Literacy The Writing School Understands that writing is a process that reveals critical thinking through…  Pre-writing – getting ready to write (focus on a topic, consider what you want to say, and make a plan for writing)  Drafting – writing the first draft  Revising – making changes needed to strengthen the message  Editing and proof reading  Publishing

81. Unit 5: Leadership for Excellence in Literacy The Writing School Provides students with instruction and practice time to troubleshoot and solve problems they encounter as writers so that they  focus writing and stay on topic  develop vocabulary and syntax needed for expression and sentence structure  use rich and precise descriptive detail  use strong transitions to make connections  avoid superfluous redundancy  create colorful, interesting sentences  continue improving the craft of writing Improves research skills and ability to present findings in writing

82. Unit 5: Leadership for Excellence in Literacy Effective Writing Instruction Reflect on and jot down: your ideas about what you can do to lead instructional efforts to improve and support student writing in your school

83. Unit 5: Leadership for Excellence in Literacy Refer to the article For the Sake of Argument

84. Unit 5: Leadership for Excellence in Literacy Text Based Discussion o Note significant ideas – include page number o Each group member share big idea and how it applies to them – no more than 1 minute each o Select one or two of these ideas to discuss more deeply/extensively – encourage all to participate -10-15 minutes o Point out the leadership actions implied by the article – pose these as questions o Determine who and what to share whole group

85. Unit 5: Leadership for Excellence in Literacy Text Based Socratic Seminar Participants come with provocative (no right answer) questions based on reading of text Leadership is shared (students serve as facilitators) All participants actively participate and take turns (1 minute each ) Responses/opinions are based on text (page number and paragraph) All responses relate to questions Talk to each other, not just the leader

86. Unit 5: Leadership for Excellence in Literacy ` Argument is the soul of an education. It is the reason for schooling: to provide our youth with the knowledge and will to participate in the great experiment; to teach them how to argue and help them discover what questions are worth arguing about. (Postman, 1997)

87. Unit 5: Leadership for Excellence in Literacy “For the Sake of Argument” Suggested questions: To what extent is the Toulmin model of argumentation an effective whole school focus on literacy? Support or dispute the extent to which this model would benefit your school.

88. Unit 5: Leadership for Excellence in Literacy Effective Speaking and Listening What can you do as the instructional leader to support and encourage speaking and listening in all classrooms?

89. Unit 5: Leadership for Excellence in Literacy Effective Speaking and Listening  Consider the way that we have used speaking (including discussion) and listening in this course.  What role have they played in your learning experience?  How is discussion used in your school, both formally and informally?  Are teachers aware of the standards for speaking and listening?

90. Unit 5: Leadership for Excellence in Literacy Anchors Standards for Speaking and Listening Comprehension and Collaboration Prepare for and participate effectively in a range of conversations and collaboration Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

91. Unit 5: Leadership for Excellence in Literacy Presentation of Knowledge and Ideas Present information, findings, and supporting evidence such that listeners can follow the line of reasoning Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations Adapt speech to a variety of contexts and communicative tasks

92. Unit 5: Leadership for Excellence in Literacy Speaking and Listening Instruction Formal Discussion Structures  Socratic Seminar  Reciprocal Teaching  Six Hats  Lincoln Douglass Debate  Academic Debate  Toulmin Model of Argumentation  Essential Questions  Models of Argumentation  Sp: persuasive, informative, entertaining

93. Unit 5: Leadership for Excellence in Literacy Speaking and Listening Instruction Informal Discussion Structures  Quick Writes  The Important Thing  Think Pair Share  Calling Sticks  Round-the –clock buddies  Line up  Four Corners  Last Word  Numbered Heads

94. Unit 5: Leadership for Excellence in Literacy Reciprocal Teaching Discussion Reciprocal Teaching systematically requires students to use prediction, questioning, clarifying, and summarizing to find deep meaning in text. Watch the ASCD clip of 12 th grade ELL students using this model and then transitioning to a discussing of the Hero Journey and writing about it.

95. Unit 5: Leadership for Excellence in Literacy  How does the Reciprocal Teaching discussion structure promote student involvement, thinking, and literacy learning  Why is the transition to abstract observations about the Hero Journey important?  How does this process enhance student writing?  How can we provide leadership to encourage the development of speaking and listening to support rigorous literacy?

96. Unit 5: Leadership for Excellence in Literacy Intellectual Power Standards Four Intellectual “Power” Standards Read to infer/interpret/draw conclusions. Support arguments with evidence. Resolve conflicting views encountered in source documents. Solve complex problems with no obvious answer. * David Conley College Knowledge (2005 )

97. Unit 5: Leadership for Excellence in Literacy In summary  Reading, writing, and discussion are the foundation of a well equipped mind: the key to equity, access, and economic opportunity. (Schmoker, 2006)

98. Unit 5: Leadership for Excellence in Literacy The literate twenty first century person*  actively seeks the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews  habitually performs the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally  demonstrates the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic Introduction to the Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects June 2, 2010

99. Unit 5: Leadership for Excellence in Literacy NISL: Foundations of Effective Learning  Principles of Effective Learning: 1. Effort produces achievement. 2. Learning is about making connections. 3. We learn with and through others. 4. Learning takes time. 5. Motivation matters.  Principles of Effective Teaching: 6. The teacher matters. 7. Focused teaching promotes accelerated learning. 8. Clear expectations and continuous feedback activate learning. 9. Good teaching builds on student’s strengths and respects individuals’ differences. 10. Good teaching involves modeling what students should learn.  Principles of Effective Curriculum: 11. The curriculum should focus on powerful knowledge. 12. All students should experience a “thinking curriculum.” 13. The best results come from having an aligned instructional system.

100. Unit 5: Leadership for Excellence in Literacy Essential for schools What we teach: the implementation of a common, content rich curriculum How we teach: effective lessons Authentic literacy: meaningful literacy is integral to what and how we teach Research shows us that the formative assessment has a very large effect on learning. Mike Schmoker - Focus

101. Unit 5: Leadership for Excellence in Literacy Additional Resources Keep up with trends in literacy and the application of the Common Core Standards into…curriculum frameworks and assessments Visit the assessment consortia web sites:  Smarter Balanced Assessment Consortium www.k12wa.us/smarter/  PARCC (Partnership for Assessment Readiness for College and Careers) www.parcconline.org Refer to the Additional Resources handout for other materials

102. Unit 5: Leadership for Excellence in Literacy What is the leader’s role in leading, supporting and assessing literacy? 102

103. Unit 5: Leadership for Excellence in Literacy Seven Components 1.School culture is organized for learning 2.Information drives decisions 3.Resources are allocated on areas deemed critical for raising student achievement 4.School leadership is strong 5.Professional development is focused on developing literacy skills in content area learning development 6.Targeted interventions are provided for struggling readers and writers 7.All content area classes are permeated by a strong literacy focus From Carnegie Corporation, “Time to Act”

104. Unit 5: Leadership for Excellence in Literacy Principal Raymond Omer speaks What challenges did Omer face? Why and how was Omer able to determine and take action school wide actions in response to student needs? What provided him with the leverage to act? To what degree did he implement an all aligned- standards based system?

105. Unit 5: Leadership for Excellence in Literacy Unit 5 Summary To provide leadership for excellence in literacy, principals need to be thoroughly familiar with strategies including those listed below:  Establishing research and standards based instruction in the classroom  Ensuring effective classroom organization  Establishing safety nets to support struggling readers

106. Unit 5: Leadership for Excellence in Literacy Literacy Leadership Action Planning  After reviewing the survey and the chart that you completed as you began the course, review the notes that you have taken, your surveys, overall success and challenges.  Consider what you want to reduce or eliminate, maintain and protect, and extend with new learning.  Decide what your next action steps will be.

107. Action Learning Project / SIP Planning Literacy Course Two – Unit 5

108. Unit 5: Leadership for Excellence in Literacy Action Planning for Literacy  Use the following framework to draft a literacy action plan for your school  Prepare to share your key steps with the larger group

109. Unit 5: Leadership for Excellence in Literacy Literacy Learning Reduce or EliminateMaintain & ProtectExtend New Learning ACTION STEPS (Context, elements of strategic thinking) Goals or Vision