1. Developing a Focus on Literacy Across the Curriculum
Albuquerque NM
July
Joanna Kister

2. Write on the Wall
Put dot on the continuum of faculty readiness for literacy across the curriculum
Write on the wall. Tell me about New Mexico, your home town, your school, you (name optional).

3. Essential Questions
How can we develop a focus on literacy across the curriculum in our school?
How do literacy skills contribute to the 10 key practices of High Schools That Work?
Which literacy skills have the greatest impact on student achievement?
How can we effectively use instructional strategies to improve literacy skills?

4. 10 Key Practices Integration of Academic and Career/Technical Studies
Wisconsin Keynote
10 Key Practices
Integration of Academic and Career/Technical Studies
Active Engagement
Guidance and Advisement
Extra Help
Data-based Decision Making
High Expectations
Challenging Career/Technical Studies
Challenging Academic Studies
Academic Core and a Concentration
Work-based Learning
This is an overview of all 10 Key Practices. Mature HSTW sites have implemented these practices in their schools over time. For purposes of this workshop, we will re-order them and go into greater detail for some of the key practices. No school is expected to implement all ten at one time or in one year. You will be asked to examine priorities, goals and actions for your school that can be implemented over a 3-5 year period.

5. Brag about your school (extra credit if connect to 10 key practices)

6. Jigsaw Articles Count to 6 Each person read one article.
Compare with others who read the same article.
Return to original group.
Now what do we know?

7. SREB Literacy Goals Read 25 books across curriculum
Write weekly in all classes
Use reading and writing in all classes
Write research papers in all classes
Complete a rigorous language arts curriculum taught like college-prep/honors English

8. Before Reading . . . Poor Readers Good readers
Build up their background knowledge on the subject
Know their purpose for reading
Focus their complete attention on reading
Poor Readers
Start reading without thinking about the subject
Do not know why they are reading

9. ONE KEY PREDICTOR of reading success is the student’s background knowledge.

10. During Reading . . . Good Readers Poor Readers Pay complete attention
Constantly check their understanding
Monitor their comprehension automatically
Stop only to use a fix-up strategy when they don’t understand
Poor Readers
Do not know whether they understand or do not understand
Do not monitor their own comprehension
Seldom use any of the fix-up strategies

11. Strategies for Monitoring Reading
How would I say that in my own words?
What’s the main point here, and why is it important?
What would be an example of this?
How could I cluster the ideas I’ve read about?
Where is this going next?
Can I picture in my mind what is going on here?
Can I trust this author’s accuracy/authority/objectivity?

12. Fix-Up Strategies Let me reread that last part, more slowly this time.
Let me think about that for a minute.
Is there a certain word here that is throwing off my understanding?
Let me read ahead a little to see if getting the larger picture helps.

13. After Reading . . . Poor Readers Good Readers
Decide if they have achieved their goal for the reading
Evaluate their comprehension
Summarize the major ideas
Seek additional information
Poor Readers
Do not know what they have read
All ideas are equal
Do not follow reading with comprehension self-check

14. The Six Summarizing Paraphrasing Categorizing Inferring Predicting
Recognizing Academic Vocabulary
Page 14

15. Carousel Brainstorming
Divide into groups.
Go to one station.
Select scribe.
Write at least one answer—small.
Rotate at signal.
Must add new answer.
Continue.

16. Carousel Strategy
For each skill, list why you believe it is considered to be one of the “Big Six” essential reading skills

17. How do we know these are important?
Direct links to most items on ASSET/COMPASS reading placement tests.
Included in ACT
Consistently in state standards
Recognized by postsecondary faculty for importance
Linked to all content areas
Linked to careers

18. Summarizing
Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
Essential in research and other expository writing

19. Paraphrasing
Reduces plagiarism—considered one of the biggest academic “crimes”
Show adaptation for audience and purpose—essential writing skills
Reflects a deeper understanding of material

20. Categorizing Ability to group information into manageable chunks
Essential for study skills
Mandatory for problem analysis and solution—especially in workplace or laboratory
Only easy for naturalist intelligence—must be taught to others

21. Inferring Reading “between the lines”
Encourages connection within a text, across texts and to other contexts
Shows that a reader “really gets it”

22. Inference
In order to infer readers must lift up the words and go beneath them.
Keene & Zimmerman (1997)

23. She moves backwards a few feet and with a piece of white chalk draws a rectangle onto the wood floor. Then continues backwards, drawing more rectangles, so there is a pyramid of them, single then double then single, her left hand braced flat on the floor, her head down, serious… She drops the chalk into the pocket of her dress. She stands and pulls up the looseness of her skirt and ties it around her waist. She pulls from another pocket a piece of metal and flings it out in front of her so it falls just beyond the farthest square. She leaps forward, her legs smashing down, her shadow behind her curling into the depth of the hall. She is very quick, her tennis shoes skidding on the numbers she has drawn into each rectangle, one foot landing, then two feet, then one again until she reaches the last square. From, The English Patient by Michael Ondaatje

24. Hocked gems financed our hero
Hocked gems financed our hero. Scornful laughter had tried to prevent his scheme. Bravely he persisted. An egg, not a table, typifies this unexplored planet, he said. Now three sturdy sisters sought proof. They forged along turbulent peaks and valleys. Days became weeks as doubters spread fearful rumors about the edge. At last welcome winged creatures appeared. Momentous success was at hand.

25. Predicting Form of inferencing Requires support for prediction
Forward thinking based on backward knowledge
Required to solve non-routine problems in the real world

26. Using academic/technical vocabulary
Separates success for second-language students
Technical language (jargon)
Understanding roots and affixes

27. K – W - L K W L
What I Know
What I Want to Find Out
What I Learned

28. Directed Reading and Thinking Activity (DRTA)
Preview
Discuss what you know
Write questions
Read to find answers
Reflect on the reading

29. Anticipation Guide Rationale
Students get excited-argue/debate the points
Predict - curiosity – hook for content
Creates purpose for reading
Purposeful reading leads to improved comprehension

30. “Teaching Secrets” Create 5 anticipation guide statements.
Use both inferring and concrete statements.

31. A to Z Review
Using each letter of the alphabet, describe what employers want in employees.

32. Tournament – Defend Your Word
In pairs, select four words that address a question about reading. Convince each other that their word is the best to go to the next level. Present “the” word to the whole class with evidence.

33. INSERT (Interactive Notetaking System for Effective Reading and Thinking)
- I agree
X – I disagree
+ - That’s new
! – Wow!
? – I wonder
?? – I don’t understand
* - That’s important

34. How to teach vocabulary???
Front-load meaning - prior instruction increases understanding by 33%
Descriptions and examples
Create symbols or pictures to represent the word -- gains 34 percentile higher
Categorize words -- associations among related concepts
Limit the # of words taught to those that represent key concepts
Teach common prefixes, suffixes, roots

35. Vocabulary Blocks Definition Picture or symbol
Described in your own words
Ways I used the word (a week later)

36. Word Sort – Sort into Three Categories
Formative
Warm up activity
Scenarios
Collegial observations
Questioning
Team building
Graphing
Reading comprehension
Teacher book study
Summative
Project-based learning
Demonstration classrooms

37. Frayer Model Topic Essential Characteristics
Non-essential Characteristics
Examples
Non-examples
Topic

38. Summarizing and Paraphrasing
GIST
3-2-1
Summary Pyramid
Final Word

39. 3-Identify 3 pieces of advice given to new teachers.
Teaching Secrets
3-Identify 3 pieces of advice given to new teachers.
2-Explain how the advice fits into 2 categories.
1-Describe 1 way that taking the advice will help novice teachers.

40. 3-2-1 Increasing level of difficulty
Requires summarizing and paraphrasing
Pre- or post-reading
Requires teacher preparation
Students can construct.

41. Democracy __________ __________ __________
Synonym
__________ __________
Two Groups to Which Democracy Applies
_________ ________ _________
Three Areas of Origin
Page 5

42. Other Possible Prompts
Analogy between the topic and a sport
Attributes or facts
Words that best describe the topic
Related topics
Causes
Effects
Arguments for/against the topic
Ingredients
Tools for using the topic
Formulas
Page 6

43. Your Turn
“Please Don’t Pardon the Interruption”
Write pyramid prompts

44. Bye, Bye Birdie Reasons to Avoid Round Robin Reading
It encourages negative attitudes about reading.
It is boring for everyone.
Proficient readers read ahead.
Poor readers are forced to advertise their deficiencies.
Students pay attention only to the passage they have to read aloud.
It does not build fluency or accuracy.
Students need to read entire passages instead of pieces.
It does not require engagement with the text.
I hated this kind of reading. For many it is painful to do and boring to watch or listen to. I was one of those readers who never knew where we were in the passage because I had read far ahead of those doing the oral reading. Students don’t read aloud naturally. Unless they are modeling proper reading or reading as a performance, high school students read silently. Students should not be asked to read orally until they have had a chance to process text silently and practice to read orally.

45. Avoid… Round robin reading Copy notes that the teacher has provided
Look up definitions and copy
Fill spaces on work sheet from textbook
End-of-chapter questions

46. Types of writing Writing to learn - daily Audience is the learner
Purpose is to learn or process information
Writing to demonstrate learning - weekly
Audience is the teacher
Purpose is to demonstrate learning
Authentic writing
Audiences are varied
Purposes are “real world” or beyond the classroom

47. Journals Learning Logs
Writing To Learn
Journals Learning Logs
Exit/Admit Slips
Writer’s Notebook Inquiry Logs
Mathematics Logs
Let’s use another literacy strategy to look at these activities.
This is a structured overview. You can use it as a preparation activity before a lesson. It shows students the big idea—Writing-to-learn strategies—and the items that come under that big umbrella.

48. Writing To Demonstrate Learning
Paragraphs Essays
Open-response Lab Reports
Questions
Research Assignments

49. Speeches Letters Proposals
Authentic Writing
Articles
Editorials
Speeches Letters Proposals
Memoirs Poems
Short Stories
If you used this visual representation of your lesson as a culminating activity, you would call it a post-graphic organizer.
Now, just as you did with Goal 1, take 20 minutes to work in your groups to devise a plan for getting students to write every week in every class :05
Ask someone in each group to stand and share…1:10

50. National Writing Commission: What Employers Say
In most cases, writing ability could be your ticket in or it could be your ticket out…
Everything must be documented… manufacturing documentation, operating procedures, reporting problems, lab safety, waste-disposal operations—all have to be crystal clear
Writing is a significant hiring consideration in the finance, insurance, and real estate sectors

52. “Email is for old people”
– A student
© 2006 Marc Prensky

53. The “Net” Generation – Survey of College Students
97% own a computer
94% own a cell phone
76% use Instant Messaging.
34% use websites as their primary source of news
75% of students have a Facebook account
Source: Connecting to the Net Generation: Junco and Jeanna Mastrodicasa, 2007

55. Social networking – Facebook, My Space, Linked In
Web 2.0
Social networking – Facebook, My Space, Linked In
Blogs, wikis, twitter, podcasting, RSS feeds
Read and create interactive content
Photobucket (online sharing)
Collaborative
Web 1.0
Web pages
Read and research; use PPT to present content
Otofoto (digital to print)
Individual
-75% of students who are on line have a facebook or my space account
Facebook, my space, you tube, teacher tube, linked in,
- Interactive content including hyperlinks -

56. 2-column note-taking Step 1: Draw a grid with 3 sections
Step 3: Identify key concepts or questions
Step 2: Take notes here; use abbreviations
Step 4: Summarize lesson here

57. Benefits of 2-column note-taking
Many exposures to text
Matches most textbook styles
Easy to teach
Study guide
Differentiation

58. Use Admit and Exit Slips

59. All students will read the equivalent of 25 books per year across the curriculum to increase their understanding of the content of all classes.

60. Reading is the single most important social factor in American life today.
The more you read, the more you know.
The more you know, the smarter you grow.
The smarter you are, the longer you stay in school.
The longer you stay in school, the more diplomas you earn and the longer you are employed—thus the more money you earn in a lifetime.
The more diplomas you earn, the higher your children’s grades will be in school.
The more diplomas you earn, the longer you live.

61. The opposite is also true.
The less you read, the less you know.
The less you know, the sooner you drop out of school.
The sooner you drop out, the sooner and longer you are poor.
The sooner you drop out, the greater your chances of going to jail.

62. Poverty and illiteracy are the parents of desperation and imprisonment.
82% of prison inmates are school dropouts.
Inmates are twice as likely to be in bottom levels of literacy.
60% of inmates are illiterate.

63. To raise their reading skills and to increase understanding of the content of all classes,
Students must
read more and a wider range of materials.
read both fiction and non-fiction, including technical manuals and journal and magazine articles.
prepare written reports.
make oral presentations.
perform tasks that are described in the text.
Teachers should
assign reading appropriate to the course content.
expect students to demonstrate understanding of what they read.
give students choice in the selection of materials.

64. Can we ask students to read more?

65. Reading more = scoring higher
High School:
Seniors who read an assigned book outside class and reported on the main ideas several times during the year score 26 points higher than those who don’t.
Students who read at least six books in English scored 12 points higher.
500-point scale

66. Reading more = scoring higher
Middle Grades
Eighth-graders who read 11 or more books each year score 25 points higher than those who read none.
Those who read an assigned book outside class and demonstrated understanding only once per semester score 6 points higher.
300-point scale

67. Why don’t we ask students to read more?
Brainstorm in pairs.

68. Why don’t we ask students to read more?
Believe students aren’t good readers
Believe students don’t have time
Believe that reading detracts from teaching “my” content
Lack of materials
Teachers aren’t readers
Sage on stage

69. Do students have time to read?

70. Do students have time to read?
High School
35% of the students watch TV three or more hours per day
26% spend three or more hours per day surfing the internet, ing or instant messaging
Middle Grades
51% watch TV or play computer games three or more hours each school day.
20% watch over 5 hours!

71. less than 30 minutes per day
Do The Math
Goal of 25 books
Average reading rate 250 words per minute
500 words per page
100 pages per book
175 school days
equals
less than 30 minutes per day
to reach goal!

72. What are some specific steps to raise the amount of reading?
Looking for ideas…
1. Review 11 strategies to get students to read more (pp )
2. Skim the five sections
DEAR (65)
Summer reading (67-68)
Technology (69-70)
Motivational activities (70-72)
Library media center (72-73)
3. Select three ideas that might work in your school.

73. Table Talk and Planning
What are some specific steps to increase the strategies our students use?
Table Talk and Planning
What strategies might we want to try?
What training and support would teachers need to implement these strategies?
How will we know if these strategies are working (e.g., assessment, analysis of student work, classroom observations)?

74. Homework
Read pp in LAC guide
Admit Slip
Two ahas
One So what?

75. Day Two – Literacy Plan “Planning”
Review data – p. 36
Review pp
Analyze and prioritizepossible actions – p. 41