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Company LOGO High Schools That Work: A Framework for School Improvement Focus on Literacy Across the Curriculum Frank Duffin School Improvement Specialist.

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Presentation on theme: "Company LOGO High Schools That Work: A Framework for School Improvement Focus on Literacy Across the Curriculum Frank Duffin School Improvement Specialist."— Presentation transcript:

1 Company LOGO High Schools That Work: A Framework for School Improvement Focus on Literacy Across the Curriculum Frank Duffin School Improvement Specialist Columbia, SC February 5, 2011

2 Company LOGO Agenda:  Welcome and Introductions  Please think about the following question:  What do you know about motivating students to read? (4 minutes) 2

3 Company LOGO  Welcome and Introductions  Please think about the following question:  What Big Hairy Awesome Goal (B.H.A.G.) do you want to know about motivating students to read? (4 minutes) 3

4 Company LOGO Know—Want to Know—Learned K W L

5 Company LOGO Debriefing the KWL System:  KWL and motivation  Beginning, middle, and end structure  Motivates learners in the learning by having them identify what they want to learn  Invests teacher/facilitator in the learning by listening and responding to his or her audience  Involves these thinking skills: remembering, describing, understanding, analyzing, evaluating, synthesizing, reflecting, and creating. 5

6 Company LOGO Five school-wide goals will make a difference Read 25 books—equivalent of 25 Write weekly Use reading and writing strategies Write research papers Teach all ELA classes as if gifted

7 Company LOGO Essential Questions:  As a team, briefly discuss which goal your school does the best and which goal you find most difficult (3 minutes).  Raise your hand when I call out the goal:  Best goal:  Most difficult goal: 7

8 Company LOGO The Six Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic/Technical Vocabulary

9 Company LOGO 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

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

11 Company LOGO 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

12 Company LOGO 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

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

14 Company LOGO Predicting Form of inferring Requires support for prediction Forward thinking based on backward knowledge Required to solve non-routine problems in the real world

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

16 Company LOGO Essential Questions:  On page titled “Essential Reading Skills for All Students,” write down the strategies you use and the struggles you have had in addressing the skill (5 minutes to work alone). 16

17 Company LOGO Essential Questions:  At your table discuss what you wrote and identify, as a team, the most difficult skill and type your response (4 minutes to work as a team). 17

18 Company LOGO How Can We Help Students Improve Predicting Skills?

19 Company LOGO Anticipation Guide  Read the anticipation guide statements on your handout.  Rank how strongly you believe each is true on the left side.  Discuss with partner and revise, if appropriate, still on the left side. (4 minutes)

20 Company LOGO “Let the Students Do the Work”  Read the article titled “Let the Students Do the Work.”  Find information to support or refute the 5 statements.  Be an interactive reader! (4 minutes)

21 Company LOGO “Redefining Rigor”  Create 5 anticipation guide statements for the article “Redefining Rigor.”  Use both inferring and concrete statements.  Write down one statement per team and be prepared to report out (4 minutes).

22 Company LOGO Anticipation Guides  Set purpose for reading  Provoke lots of discussion  Require interactive reading  Ensure that students have “correct” notes  Which skill(s)?

23 Company LOGO Anticipation Guides:  As a team develop one sentence on how anticipation guides helped motivate you to read (2 minutes). 23

24 Company LOGO Story Impressions Topic: Life in American Cities in the late 19 th century Write a paragraph using each of the words—in order. Don’t worry if you don’t know exactly what each of the terms means.

25 Company LOGO Getting Ready for Another Story Impression “Fin Whales’ Big Gulp” Choose 10-15 important terms.

26 Company LOGO Story Impressions Pre-reading Teacher preparation Stimulates interest and creativity Taps prior knowledge Identifies misconceptions Connects to word walls or other vocabulary strategies

27 Company LOGO Homework Identify a passage that would be appropriate for Story Impressions. Identify 12-15 words/terms.

28 Company LOGO Story Impressions Pre-reading Teacher preparation Stimulates interest and creativity Taps prior knowledge Identifies misconceptions Can connect to word walls or other vocabulary strategies

29 Company LOGO Story Impressions:  As a team type up one sentence on how story impressions help students predict what they are going to be reading and motivate them to read. (2 minutes). 29

30 Company LOGO Essential Questions:  Which reading skills are essential for all students?  Which strategies motivate students to want to read and why are they motivational?  How do you use predicting as a strategy in your reading practice? 30

31 Company LOGO Literacy Across the Curriculum Understanding Academic and Technical Vocabulary 31

32 Company LOGO Essential Questions:  Why is it important for students to improve their academic and technical vocabulary?  What strategies most effectively help students improve their vocabulary and why are they most effective? 32

33 Company LOGO Vocabulary Instruction Which vocabulary practices should we increase and which practices should we decrease? Standards33

34 Company LOGO Increase or Decrease  Time for reading  Use of varied, rich text  Looking up definitions as a single source of word knowledge  Assessments that ask students for single definitions  Opportunities for students to hear or use words in natural sentence contexts  Using context as a highly reliable tool for increasing comprehension  Finding the word or concept that will have the biggest impact on comprehension rather than “covering” many words superficially  Opportunities for inference 34

35 Company LOGO Multiple Levels of Understanding 35 Verbal Association Level *everyday use *definitional/single contexts *wide and varied interactive reading *learn words as they appear in context Partial Concept Knowledge *deeper level of understanding *knowledge of multiple meaning possibilities *explicit strategies for words integral to the story's meaning *graphic organizers to extend definitional knowledge Full Concept Knowledge *deep level of understanding that includes knowledge of word families, multiple meaning, and ways to extend definitions to applications *ability to discriminate word from similar words *ability to extend definition to related concepts *explicit strategies for connecting and extending words *opportunities for students to integrate word and concept in meaningful use From Janet Allen’s Words, Words, Words.

36 Company LOGO Levels of Vocabulary Level I WordsLevel II WordsLevel III WordsLevel IV Words These are words that are used over and over in everyday speech. Since they are so frequently used in a variety of contexts, virtually all children learn them. These are words that are likely to be learned only through reading or through instruction. They have been referred to as the vocabulary of educated persons, as “academic vocabulary,” and as “instructional vocabulary.” They are words that are necessary for general success in school. These are words associated with a particular field of study or profession. These words make up the technical vocabulary or jargon of a field. These are words that are interesting but so rare and esoteric that they are probably not useful even in most educational environments, and they are not associated with a field of study or profession. 36

37 Company LOGO Vocabulary Process  Before Reading  During Reading  After Reading 37

38 Company LOGO Before Reading: List-Group-Label 1.List all of the words you can think of related to securities laws and conduct rules (major concept of the text). 2.Group the words that you have listed by looking for words that have something in common. 3.Once words are grouped, decide on a label for each group. 38

39 Company LOGO List-Group-Label How does the List-Group-Label strategy help develop vocabulary understanding before reading? (Take 3 minutes as a team to discuss and record your team response) Standards39

40 Company LOGO During Reading: How well do I know these words? I still need help finding a meaning for this word. I think I know the meaning. I know a meaning. 40 From Janet Allen’s Words, Words, Words. Directions: As I read the words listed below in the context of the story, you and your partner should decide if you know a meaning for the word that would fit the context. List the word and give your guess for the meaning of the word if you think or know that you know it under the appropriate column. Fraudulent, Markups, Interpositioning, Third Party

41 Company LOGO SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009 OPINION OF THE COMMISSION REGISTERED SECURITIES ASSOCIATION – REVIEW OF DISCIPLINARY PROCEEDINGS Violations of Securities Laws and Conduct Rules Unfair and Fraudulent Markups Interpositioning Registered representatives of member firm of registered securities association fraudulently interposed a third party between their member firm and their customers and charged their customers undisclosed and fraudulently excessive markups. Held, association's findings of violations and sanctions are sustained. 41

42 Company LOGO During Reading: How well do I know these words? I still need help finding a meaning for this word. I think I know the meaning. I know a meaning. 42 From Janet Allen’s Words, Words, Words. Directions: As I read the words listed below in the context of the story, you and your partner should decide if you know a meaning for the word that would fit the context. List the word and give your guess for the meaning of the word if you think or know that you know it under the appropriate column. Fraudulent, Markups, Interpositioning, Third Party

43 Company LOGO How Well Do I Know These Words How does the strategy “How Well Do I Know These Words” help during reading ?

44 Company LOGO Read Aloud  We’re going to use the same passage as we did with “How Well Do I Know These Words” strategy, but with a Read Aloud strategy. 44

45 Company LOGO Read Aloud Description:  The teacher reads aloud short articles, brief passages of interesting material, or successive installments of a story, biography, or high-interest book in her subject area  Individual students, pairs, or small groups may also read passages aloud How Does it Work? Choosing the Text:  Explore important issues, surprising facts or experiences, or fascinating, funny, or thought-provoking problems  The text must be well-written, in clear, vivid language  It must be read with expression If Students do the Reading:  Provide time for them to practice  Could use “Readers’ Theater”  Could read into a tape recorder From Harvey Daniels’ and Steven Zemelman’s Subjects Matter: Every Teacher’s Guide to Content-Area Reading.

46 Company LOGO SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009 OPINION OF THE COMMISSION REGISTERED SECURITIES ASSOCIATION – REVIEW OF DISCIPLINARY PROCEEDINGS Violations of Securities Laws and Conduct Rules Unfair and Fraudulent Markups Interpositioning Registered representatives of member firm of registered securities association fraudulently interposed a third party between their member firm and their customers and charged their customers undisclosed and fraudulently excessive markups. Held, association's findings of violations and sanctions are sustained. 46

47 Company LOGO Read Aloud Guiding Question: What is the violation and why is it a violation? (Teams, record your thinking in writing. 1 minute.)

48 Company LOGO SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009 This case revolves around convertible bond trades that Applicants made at CIBC between August 2000 and January 2002. Convertible bonds, as with most bonds, provide a fixed return of principal. Unlike straight bonds, however, convertible bonds include a right to exchange the bonds for the common stock of the issuer at a predetermined price. The price of a convertible bond is thus directly related to the price of the underlying stock. The convertible bond price therefore tends to rise as the underlying stock price rises, and fall when the underlying stock price falls. 6 http://www.sec.gov/litigation/opinions/2009/34-605 06.pdf 48

49 Company LOGO Read Aloud Guiding Question: What is a convertible bond trade and how is it related to the price of the underlying stock? (Teams, record your answer—2 minutes.)

50 Company LOGO How well do I know these words? I still need help finding a meaning for this word. I think I know the meaning. I know a meaning. 50 From Janet Allen’s Words, Words, Words. Directions: As I read the words listed below in the context of the story, you and your partner should decide if you know a meaning for the word that would fit the context. List the word and give your guess for the meaning of the word if you think or know that you know it under the appropriate column. Fraudulent, Markups, Interpositioning, Bonds, Trades, Convertible Bond, Return, Fixed Return, Principal, Stocks, Straight Bonds, Common Stock, Underlying Stock

51 Company LOGO During and After Reading: Knowledge Chart Prior Knowledge About ________________________ New Knowledge About ________________________ 51 From Janet Allen’s Words, Words, Words.

52 Company LOGO After Reading: Foldables 52

53 Company LOGO Foldables Many types Many uses Tactile/visual learners Not a way to “color”—be careful about time Skills?

54 Company LOGO Layered Look Book Stack three sheets of paper with the back sheet one inch higher than the front sheet. Bring the bottom of both sheets upward and align the edges so that all of the layers are the same distance apart. Fold the papers and crease well. You are ready to add content.

55 Company LOGO Your Turn Identify text that would be appropriate for a foldable On-going reference Enough depth for chosen foldable Essential parts/knowledge to merit time

56 Company LOGO Miniature Matchbooks 56 Miniature Matchbook Directions 1.Fold a sheet of paper in half like a hot dog. 2.Cut the sheet in half along the fold line. 3.Fold the two long strips in half like hot dogs, leaving one side ½ inch shorter than the other. 4. Fold the ½ inch tab over the shorter side of each strip. 5.Cut each of the two strips in half forming four halves. Then cut each half into thirds making 12 miniature match books. 6. (Optional) Glue the 12 small match books inside a hamburger fold (3 rows of 4 each).

57 Company LOGO Mini-Book Directions 1. Fold a sheet of paper like a hot dog. 2. Fold it in half again like a hamburger. 3. Then fold in half again forming eighths. 4. Open the fold and cut the eight sections apart. 5. Place all eight sections in a stack and fold in half like a hamburger. 6. Staple along the center fold line. 7. (Optional) Glue the front and back sheets into a construction paper cover. 57

58 Company LOGO Desk File Directions 1. Fold a sheet of paper in half like a hamburger. 2. Fold the hamburger in half again like a hot dog forming fourths. 3. Fold in half again like a hot dog forming eighths. 4. Open the folded sheet of paper and refold it like a fan. Crease the folds well. It is important that the folds are sharp. 5. Place the fan so that four mountains are point up and the three valleys are between the folds. 6. Fold another sheet of paper into a trifold. Cut the paper along the fold lines leaving three separate, but equal sections. 7. Place these sections of paper into the desk file you just made. 8. When not in use, fold desk file flat, place paper clips on the ends, and store. 58

59 Company LOGO Word Vocabulary Books 59 1. Take two sheets of paper and fold each sheet like a hot dog. 2. Fold each hot dog in half like a hamburger. Fold the hamburger in half two more times and crease well. Open up the fold, and the sheet of paper will be divided into 1/16’s. 3. On one side only, cut up the folds to the mountain top, forming eight tabs. Repeat this process on the second fold. 4. Take a sheet of construction paper and fold like a hot dog. Glue the solid back side of one vocabulary sheet to one of the inside sections of the construction paper. 5. Glue the second vocabulary sheet to the other side of the construction paper fold. (This step can be eliminated to form a one-sided vocabulary book.) Make sure the center folds of the vocabulary books meet at the center fold of the construction paper. Foldables

60 Company LOGO Foldables  How do foldables increase students’ vocabulary understanding? 60

61 Company LOGO Exit Slip: One-Word Summaries  What word best summarizes all of the vocabulary-building strategies you used today? 61

62 Company LOGO Exit Ticket:  To confirm the learning and to give me your feedback on this workshop, please take time to fill out the evaluation …and please let me know how things are working in your classroom this coming academic year!!! frank.duffin@sreb.org 62

63 Company LOGO Literacy Across the Curriculum What Works to Improve Reading Skills Session 3: Using Summarizing in Real- World Research 63

64 Company LOGO Essential Questions:  Why is summarizing a key strategy for both reading and writing?  How does summarization as a literacy strategy promote higher-order thinking skills?  How is summarizing used in a real-world application for your content area? 64

65 Company LOGO Quick Write:  Why is summarizing a key strategy for both reading and writing?  How does summarization as a literacy strategy promote higher-order thinking skills? (You will have 4 minutes to write as much as you can on page 4 of your handout—Note: this prompt is different than the prompt in the materials.) 65

66 Company LOGO Reflections on Quick Writes:  What was the most difficult aspect of doing this quick write?  Can you see any advantages to using this strategy with your students?  Do you see the implications of how it can be used to scaffold more rigorous work from your students? (Discuss these questions with your team for 3 minutes and record your responses.) 66

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

68 Company LOGO Research and Theory on Summarizing 1.To effectively summarize, students must delete some information, substitute some information, and keep some information. 68

69 Company LOGO Research and Theory on Summarizing 2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. 69

70 Company LOGO Research and Theory on Summarizing 3. Being aware of the explicit structure of information is an aid to summarizing information. 70

71 Company LOGO Essential Question:  So, how can we help students improve summarizing and paraphrasing skills? 71

72 Company LOGO Summarizing Jigsaw School 1: first section (page 102) School 2: Traits of Proficient Readers (102-103) School 3: How to integrate literacy strategies (103-104) School 4: Effective teachers…. (104- 105) Take notes on page 5 of your planner.

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

74 Company LOGO Team Work Directions  Read aloud your section as a team (2 minutes). 74

75 Company LOGO Team Work Directions Cont.  Collectively compose a one sentence summary of the section in the text box and wait for my directions to hit enter. (4 minutes) 75

76 Company LOGO Benefits of 2-column note-taking Many exposures to text Matches most textbook styles Easy to teach Study guide Differentiation LAC pages 121-123

77 Company LOGO Which skill(s) does 2-column notetaking address?

78 Company LOGO Reflections on Cornell Notes:  How does the structure of Cornell notes change how you read the material?  Can you see any advantages to using this strategy with your students?  Do you see the implications of how it can be used to scaffold more rigorous work? (Discuss these questions with your team for 4 minutes and record your responses.) 78

79 Company LOGO Summarization Pyramid: Democracy __________ Synonym __________ Two Groups to Which Democracy Applies _________ ________ _________ Three Areas of Origin Page 6

80 Company LOGO 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

81 Company LOGO Your Turn  “Please Don’t Pardon the Interruption” (page 6-7).  Write pyramid prompts 4 3 2 1

82 Company LOGO 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

83 Company LOGO Summarization Pyramid  What was the most difficult part of creating pyramid prompts for the summarization pyramid? 83

84 Company LOGO 3-2-1 Exit Slip Reflections on Essential Questions  Identify three one-word examples how summarizing is used in a real-world application.  List two one-word reasons why summarization as a literacy strategy promotes higher-order thinking skills.  Identify one word that describes why summarizing is a key strategy for both reading and writing? 84

85 Company LOGO Your 3-2-1 Summarization Should Look Like This: ___ ___ ___ ___ 85

86 Company LOGO 3-2-1 Exit Slips Construct your own 3-2-1 Exit Slips based on our session today to ask me more in-depth questions about summarizing and paraphrasing. (Due Tomorrow)

87 Company LOGO Next Steps Learning Journal: Reflect on the successes and challenges in using quick writes, Cornell notes, jigsaws, summarization pyramids, and 3-2-1 exit slips. Readings: Identify a brief primary document from your content area to model a think aloud and bring it to the webinar session. “One Size Does Not Fit All”—Donalyn Miller “Disciplinary Literacy”


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