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Making an Impact in a DN Language Arts Classroom Doug Elmer City Year Summer Academy 2013.

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Presentation on theme: "Making an Impact in a DN Language Arts Classroom Doug Elmer City Year Summer Academy 2013."— Presentation transcript:

1 Making an Impact in a DN Language Arts Classroom Doug Elmer City Year Summer Academy 2013

2 By the end of this session, participants will be able to: Understand the structure of DN Language Arts courses at the middle school and high school level Identify the appropriate corps member support strategies in various phases of the class Develop a draft set of next steps that engage the instructional coach, facilitator, and teachers to effectively integrate corps members into the ELA classroom. Objectives for this session

3 Introductions/Warm-Up The Structure of the DN ELA Classroom Integrating the Corps Member Working Together To Plan, Prep, and Perform Agenda for This Session

4 Read the data strip you’ve been given and spend a moment thinking about the meaning of the passage and what it means with regards to the work you do. Make eye contact with someone in the room you do not know very well and that has a numbered passage. This will be your first partner. Share your passage with your partner and discuss its implications for your work. Switch roles. (5 minutes) Thank your partner and find a new partner. Repeat for total of three rounds. Block Party!

5 Share ideas and questions around the data. Share ideas, responses, or questions about the Block Party as an instructional tool. What do the ideas mean for curriculum and instruction as a teacher or instructional coach of a reading intervention course? Time to Share

6 Only 52 percent of high school graduates tested on the 2011 ACT met the reading readiness benchmark, which represents the knowledge and skills a student needs to succeed in credit-bearing, first-year college courses. Alliance For Excellent Education 2011 Adolescent Literacy: Facing The Challenge

7 Four of every 10 new college students, including half of those at two-year institutions, take remedial courses. A Blueprint for Reform The Reauthorization of the Elementary and Secondary Act U.S. DEPARTMENT OF EDUCATION March 2010 Adolescent Literacy: Facing The Challenge

8 Literacy Demands Change Secondary students are expected to learn new words, new facts, and new ideas from reading, as well as to interpret, critique, and summarize the texts they read. Time to Act An Agenda for Advancing Adolescent Literacy for College and Career Success Carnegie Corporation 2010 Adolescent Literacy: Facing The Challenge

9 Literacy Demands Change Text become longer Word complexity increases Sentence complexity changes Graphic representations become more important Conceptual challenge increases Texts begin to vary widely across content areas Adolescent Literacy: Facing The Challenge

10  Comprehensive Approach To Literacy  Provides a Variety of Learning contexts  Students Build and Apply a Range of Knowledge Skills, and Strategies  Teachers Interact with Students through: Discussion, explicit modeling, inquiry, research and cooperative learning. Talent Development Literacy Initiative What is it?

11 Student Motivation Literate Environment Teacher Expectation Instruction with Guided Practice & Immediate Feedback Student Engagement Teacher Modeling Cooperative Learning Teams and Text-based Discussions On-going Formative and Summative Assessment Talent Development Literacy Initiative Guiding Principles

12 ELAMathScience Social Studies Climate & Character Student Team Literature Savvy Readers’ Lab TD Writing Program Hakim’s History of US Everyday Math (district program) Transition Math & Algebra Math Acceleration Lab FOSS & STC science support Hakim’s Story of Science District program support High Five As & Bs Climate Program Mastering the Middle Grades curriculum Talent Development Middle School Curriculum and Instruction

13 1 st Semester2 nd Semester Grade 9 Strategic ReadingEnglish 9 Grade 10 Reading & WritingEnglish 10 in Your Career Grade 11 College PrepEnglish 11 Reading & Writing (Double-Dose Courses) (Required Courses) __________________________________________________ Triple-Dose Course Accelerating Literacy For Adolescents ALFA Lab (Tutorial) Talent Development Literacy Initiative Framework

14 Focus Lesson 20 minutes Strategic Reading: The Four Components Focus Lesson Student Team Literature Self-Selected Reading or Learning Centers Reading Showcase 20 minutes 30 minutes 20 minutes

15 Focus Lesson 20 minutes Strategic Reading: The Four Components Focus Lesson Student Team Literature Self-Selected Reading or Learning Centers Reading Showcase 20 minutes 30 minutes 20 minutes

16 Teachers read aloud while students listen. Teachers model a variety of reading strategies for students, particularly thinking aloud (sharing thoughts and strategies of a reader.) Teachers demonstrate use of background knowledge from a reader’s perspective. Students visualize as they listen. Students give predictions and opinions about the text to which they are listening. Teachers explicitly demonstrate how meaning aids the reader. Reading Showcase 20 minutes

17 Make and elicit predictions Self-question and pose questions Highlight the author’s choice of vocabulary and model how to use context clues Identify the author’s use of literary elements and devices Summarize Elaborate Share “mind movies” Make and elicit inferences Make and elicit connections between the text and self/world/another text Menu of Showcase Strategies

18 Focus Lesson 20 minutes Strategic Reading: The Four Components Focus Lesson Student Team Literature Self-Selected Reading or Learning Centers Reading Showcase 20 minutes 30 minutes 20 minutes

19 Teachers use a mini-lesson format to teach skills and strategies. Teachers target specific skills and strategies (as needed by the students in each class.) Teachers model and conduct guided practice. Students will have the opportunity to apply skills and strategies independently. Focus Lesson 20 Minutes

20 Cycle of Instruction Introduction of the Instructional Target Direct Instruction Guided Practice Teacher Modeling Monitoring / Immediate Feedback Summarizing and Reflecting Independent Practice Focus Lesson Instructional Delivery

21 Procedural and Content Knowledge – Reading Comprehension Strategies – Writing Skills – Literary Elements and Devices – Background knowledge – Procedures and Protocol – Benchmarks/District mandates Focus Lesson What is taught?

22 Focus Lesson 20 minutes Strategic Reading: The Four Components Focus Lesson Student Team Literature Self-Selected Reading or Learning Centers Reading Showcase 20 minutes 30 minutes 20 minutes

23 The Vehicle that drives the Student Team Lit Process Cooperative Learning

24 Increased Achievement Increase in Positive Relationships Greater Intrinsic Motivation Higher Self-Esteem More “On-Task” Behavior Better Attitudes Toward Teachers and School Benefits of Cooperative Learning

25 A MIXED-ABILITY LEARNING TEAM HIGH LOW AVERAGE Partnership B Partnership A AVERAGE The Literary Critics

26 Students extend their knowledge of word meanings and vocabulary usage. Students read anthologies and novels on their instructional levels. Students work in peer teams. Students use partner discussion guides to either discuss comprehension and inferential questions or complete literature-related writing assignments or extension activities. Student Team Literature 30 Minutes

27 Before Reading Opportunities Teacher Presentation Introduction/Review of Reading Selection Build Background Knowledge Introduction/Rapid Review of Vocabulary Introduction/Discussion of Essential Questions During Reading Opportunities Partner/Team Practice Silent / Partner/Team Reading Partner/Team Discussion of Reading Selection and Vocabulary in Context Partner/Team Checking for Understanding After Reading Opportunities Assessment Writing Meaningful Sentences/ Reinforcing Vocabulary Crafting Written Responses Checking for Understanding Reviewing for Assessments Extension Opportunities Application Literature-Related Writing Literature-Related Projects Self-Selected Learning & Learning Centers

28 A Partner Discussion Guide (PDG) is A tool to facilitate student discussion and debate A guide to determine student comprehension A resource to provoke student thinking A PDG is not A workbook A source of busywork Student Team Literature Partner Discussion Guides

29 1.Introduce text/background 2.Introduce/Review vocabulary 3.Guide silent reading/partner reading 4.Facilitate team discussions 5.Conduct whole group discussions around essential questions 6.Guide literature related written responses 7.Compose meaningful sentences 8.Facilitate writer’s workshop Student Team Literature Instructional Approaches

30 Student Team Literature Supports the Use of Strategies Previewing Reading Returning to Text Responding Extending

31 Focus Lesson 20 minutes Strategic Reading: The Four Components Focus Lesson Student Team Literature Self-Selected Reading or Learning Centers Reading Showcase 20 minutes 30 minutes 20 minutes

32 Focus Lesson 20 minutes Strategic Reading: The Four Components Focus Lesson Student Team Literature Self-Selected Reading or Learning Centers Reading Showcase 20 minutes 30 minutes 20 minutes

33 Self-Selected Reading – Students select independent reading texts. Composer’s Square – Students respond to provided writing activities. Data Central – Students work to improve information retrieval skills. Word Play – Students engage in activities highlighting the structure of language. Self-Selected Reading and Learning Centers

34 1. How does the Showcase component impact a student’s reading comprehension? 2. Why is guided practice a valuable teaching tool? 3. In what ways does Student Team Literature provide ongoing support with reading literature? 4. What are some benefits of using Self-selected Reading and Learning Centers? Reflections:

35 Strategic Reading is a course; Student Team Lit is a course component Listening Comprehension is a specific approach to reading showcase Direct instruction and independent practice may not follow specific format Differences between Strategic Reading and Student Team Lit

36 Let’s see how you do mapping out corps members strategies in the classroom to a DN Literacy lesson plan. Count off in groups of 4. Activity

37 Groups 1 & 3– Look at Lesson #1 Groups 2 & 4—Look at Lesson #2 Using the DN/CY literacy strategies crosswalk (and your own experience!), brainstorm what strategies a corps members would utilize during each component of the lesson to best support students’ learning Activity

38 Working with the DN team

39 Teacher Corps Member Instructional Coach Instructional Facilitator Regional Literacy Trainer Department Chair (in some cases) DN Literacy Team

40 Delivering the Lesson Developing Lessons/Units Developing and Delivering Professional Development Analyzing Literacy Data Developing interventions—and aligning interventions with instruction Areas for Collaboration

41 Team Leaders and PMs should get proactively involved in developing the School Transformation Plan (Pillar II especially focuses on literacy) Schedule a conversation with your ELA instructional coach and facilitator—and regional literacy trainer—to develop plans for Corps Member training before and throughout the year How to get the collaboration party started!

42 Engage team in discussion around integrating corps members into professional development Work with instructional facilitator and coach to propose a lesson plan template that integrates corps members into the lesson design Brainstorm with ELA teachers about the best way to engage in co-planning of lessons between corps members and teachers How to get the collaboration party started!

43 Develop an action plan for reviewing literacy curriculum and data in order to align interventions with instruction Connect instructional facilitators and coaches with regional literacy trainer to get consensus around specific intervention approaches How to get the collaboration party started!

44 Take a few minutes to map out your next steps back at your site with regards to collaborating with the DN team If you have concerns or questions, let’s raise them as a group and troubleshoot together. Action Planning and Trouble Shooting

45 Learning Evaluation Surveys PITW # 83: Give Immediate Feedback Follow the link in your to complete the Learning Evaluation Survey. or If you did not receive an , please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.

46 Questions? Contact info: THANK YOU!


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