Presentation on theme: "TEXAS LITERACY INITIATIVE OVERVIEW ROUTINES/STRATEGIES & SUMMER INSTITUTE Focus: Grades 6 - 12 2014 - 2015 Presented by PACE EARLY COLLEGE HIGH SCHOOL."— Presentation transcript:
TEXAS LITERACY INITIATIVE OVERVIEW ROUTINES/STRATEGIES & SUMMER INSTITUTE Focus: Grades Presented by PACE EARLY COLLEGE HIGH SCHOOL TLI Teacher Specialist Patricia Cisneros Young
Comprehension Purpose Questions (CPQs) Thoughtful “questions appear to be effective for improving learning from reading because they: give students a purpose for reading; focus students’ attention on what they are to learn; help students to think actively as they read; encourage students to monitor their comprehension; and help students to review content and relate what they have learned to what they already know” (CIERA, 2003). Copyright 2012 Texas Education Agency and the University of Texas System
Going From Good to Great! A good CPQ: Is answered in the text either explicitly or implicitly. Involves student thinking. Will focus on comprehension. Relates to student learning. A great CPQ: Cannot be completely answered until students have read the entire text. Involves higher order thinking, inferences, text evidence or synthesis of information. Will deepen and extend comprehension. Gets at the heart of what you want students to understand. Relates to the cognitive strategy(ies) currently being taught. 5
Think-time Positive effects on students: “The length and correctness of their responses increase. The number of their ‘I don't know’ and no answer responses decreases. The number of volunteered, appropriate answers by larger numbers of students greatly increases. The scores of students on academic achievement tests tend to increase.” (Stahl, 1994) 1.5 seconds 3 seconds Copyright 2012 Texas Education Agency and the University of Texas System 8
Application “…the brain learns best when it ‘does’, rather than when it ‘absorbs’ [Pally, 1997]. Thus, all students must think at a high level to solve knotty problems and to transform the ideas and information they encounter.” (Tomlinson & Kalbfleisch, 1998, p. 54) Copyright 2012 Texas Education Agency and the University of Texas System 9
“Inferences are really important and great readers make them all the time. An inference is something a reader knows from reading, but the author doesn’t include it in the book. It helps you understand the story more deeply and helps make books mean something very personal to you.” (Keene & Zimmermann, 2007, p. 148)
Annotating the Text “Annotating text is one of the most common comprehension-enhancing strategies used by proficient readers (Daniels & Steineke, 2011, p. 41). “When students capture their thinking while reading, they are more likely to return to texts, participate in discussion and have an easier time starting writing assignments. They also use their marked text to review and study” (Tovani, 2004, p. 68).
Annotating the Text Text Excerpt 87 years ago (1776 when the Declaration of Independence was signed) marked the beginning of our nation. The country was founded on the idea that all men are created equally. At the time of this speech, Lincoln was looking to abolish slavery. CPQ: What is Lincoln saying in this speech?
“Visualizing strengthens our inferential thinking. When we visualize, we are in fact inferring, but with mental images rather than words and thoughts. When we create mental images we take the words from the text and mix them with our background knowledge to create a picture in our mind. We use all of our senses to create mental images. In literary texts, this helps us to understand what the setting looks like, what a character looks like, how characters are behaving, etc. In informational text, creating mental images helps us to understand the dimensions of size, space and time.” (Harvey & Goudvis, 2007, p. 130) 31 Creating Mental Images
Increase motivation and engagement Improve literal comprehension Improve integration of new information with background knowledge Aid in making inferences, identifying main ideas, and determining importance Help students to uncover text structures Makes texts memorable and increases retention (Kelley, & Clausen-Grace, 2013, Zwiers, 2010, Wilhelm, 2004) Why Should We Teach Creating Mental Images?
It helps readers to… Improve overall comprehension. Manage excessive amounts of information. Focus attention. Extract relevant information. Build relationships among concepts contained in text. (CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002; Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003) ) Why Should We Teach Determining Importance & Summarizing?
It helps readers to… Understand author’s purpose. Remember text. Identify theme. Make connections. Monitor understanding. (CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002; Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003) Why Should We Teach Determining Importance & Summarizing?
Determining Importance & Summarizing? How Should We Teach
40 Topic, Main Idea, or Summary? TermDefinitionExample TopicWho or what the text is about; can often be expressed in one or two words. Sharks Main IdeaWhat the text says about the topic; can often be expressed in one sentence or less. Sharks do many things. SummaryA synthesis of the important ideas in a text; may be of varying length, expressed in the reader’s own words and should reflect the structure of the text. Sharks swim through the oceans hunting for prey, such as fish and seals. Sometimes, they work together to attack prey and may even engage in playful activities. (Silver, Strong, & Perini, 2000; CIERA, 2003)
Texas Literacy Initiative Highlights 2014 LEADERSHIP SUMMIT & TLI SUMMER INSTITUTE District Level Support of the Texas State Literacy Plan Prepared by, BISD DLL’s at UT Health Science Center at Houston
2014 Summit Focus & Session Objectives 83 Define your role as a Grant Implementation Team (GIT) in supporting TSLP work. Learn a process for GIT support of TSLP implementation. Apply the process at the district level.
GIT Support at the District Level 84 1.What are your district’s current literacy needs and priorities? 2.Which TSLP Action Step is the most commonly selected by sites/campuses? 3.How do the literacy needs and priorities of your district align with the Action Step that was commonly selected? Please explain. 4.For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support? 5.What action(s) will the GIT take to impact the level C Indicator(s) you have selected? 6.How will the GIT build accountability for the actions planned in question 5?
DISTRICT TSLP SUPPORT Modeling - GIT Support for TSLP Implementation What are your district’s current literacy needs and priorities? 2. Which TSLP Action Step is the most commonly selected by sites/campuses? 3. How do the literacy needs and priorities of your district align with the Action Step that was commonly selected? Please explain. 4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support? 5. What action(s) will the GIT take to impact the level C Indicator(s) you have selected? 6. How will the GIT build accountability for the actions planned in question 5?
DISTRICT TSLP SUPPORT Defining – Campus TSLP Support How will the GIT monitor the TSLP Implementation Plan Timeline for each site/campus? 2. How will the GIT support sites/campuses to make adjustments if implementation slows or stalls? 3. How will the GIT provide opportunities for sites/campuses to collaborate? 4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?
DISTRICT TSLP SUPPORT Returning to Your District – NEXT STEPS Accessing Summit Resources: 88 There is a Project Share group where you can access the Summit resources you’ll need. Log into: Find and/or join the group: Texas Literacy Initiative Grantees PLC. Access materials in the Drop Box File: 2014 TLI Leadership Summit. Joining the Texas Literacy Initiative Grantees PLC Log into: On your “My Portal” page in Project Share, click on “Collaboration,” and then on “Groups” in the menu on the left.
Final Reflection How will we share what was learned and the work we started at the Summit? When will our GIT meet next? What work did not get done today that our GIT will need to continue? What are the most important points from the Summit to convey to our district, and how will we go about disseminating Summit information? 5 89
“Implementation is a process, not an event. Implementation will not happen all at once or proceed smoothly, at least not at first.” (Blase, K., Fixsen, D., Friedman, R., Naoom, S., & Wallace, F., 2005) 90
Foundations Discuss the foundation on which explicit instruction is based. Describe the research, 16 elements, and three underlying principles of explicit instruction. How well you teach = How well they learn Optimizing academic learning time Promoting high levels of success Optimizing amount of content covered 91 DescriptionHighlights
Lesson Design Outline an explicit instruction lesson: opening, closing, and body (I DO, WE DO, YOU DO). Teaching is never a static procedure Opening – Gaining attention – Reviewing and previewing Body – Teaching skills and strategies – Guided practice – Types of prompts Closing – Reviewing and previewing Assigning independent work 92 DescriptionHighlights
Lesson Design Outline an explicit instruction lesson: opening, closing, and body (I DO, WE DO, YOU DO). Teaching is never a static procedure Opening – Gaining attention – Reviewing and previewing Body – Teaching skills and strategies – Guided practice – Types of prompts Closing – Reviewing and previewing Assigning independent work 93 DescriptionHighlights
Classroom Organization Emphasize the effective use of available space and the development of rules, routines, and procedures. Space communicates What you expect = What you get 94 DescriptionHighlights Predictability predicts ability Avoid the void, for they will fill it Classroom organization Goals and rules Routines and procedures Active engagement Buffer activities Sponge activities
Instructional Delivery Focus on fostering active participation and eliciting responses. Many responses, many responders Active participation – Verbal responses – Partner considerations – Team considerations – Structured choral responses Written responses – Response slates – Response cards Action responses 95 DescriptionHighlights
Responsive Literacy Instruction Define response to intervention (RTI). Explore how the RTI model can help us create a framework for all students’ success, not just struggling students. Defining RTI Using data to identify needs Examining Tier I instruction Examining Tier II strategic interventions Examining Tier III intensive interventions 96 DescriptionHighlights
Planning for Tier I Instruction Take an in--depth look at planning considerations for core literacy instruction. Planning steps critical for Tier I instruction Planning considerations for literacy components I DO, WE DO, YOU DO lesson cycle and planning for Tier I instruction Reflection on planning for Tier I instruction 97 DescriptionHighlights
Planning for Tiers II and III Instruction Take an in-‐depth look at planning literacy instruction in Tiers II and III. Planning steps critical for Tiers II and III instruction Planning considerations for literacy components I DO, WE DO, YOU DO lesson cycle and planning for Tiers II and III instruction Reflection on planning for Tiers II and III instruction 98 DescriptionHighlights
Conclusion Recall what we learned and identify our goals, benefits, and next steps. Reviewing important learning Identifying goals Identifying benefits Identifying next steps 99 DescriptionHighlights
References Blase, K. A., Fixsen, D. L., Naoom, S. F., & Wallace, F. (2005). Operationalizing implementation: Strategies and methods. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute. McKinsey & Co. (2007). How the world’s best-performing schools come out on top. Retrieved from top. Texas Literacy Initiative. (2014). The Texas state literacy plan: A guide for creating comprehensive site/campus-based literacy programs (version 2.0). Texas Education Agency. 100