Presentation on theme: "#103 How to Implement a Successful Literacy Initiative Nicole Hochholzer."— Presentation transcript:
#103 How to Implement a Successful Literacy Initiative Nicole Hochholzer
ANSWER THE BIG QUESTIONS: Who? How? What? When and where? But most importantly: WHY???
Adolescent Literacy A successful adolescent literacy initiative is only successful if you know WHY you are implementing it!
Answering the questions: Developing great leadership – WHO? Using lexiles to differentiate instruction – HOW? Choosing the most effective strategies – WHAT? Fostering reading for pleasure – WHEN & WHERE?
DEVELOPING GREAT LEADERSHIP Do form a strong team of interested staff Dont rely on one administrator or one literacy coach Do develop a plan that details WHO will do WHAT by WHEN with time for reflection and adjustment Do give yourselves time – it wont happen in one year Dont expect things to go perfectly – they wont!
Successful literacy initiatives generally address five steps: 1.Identify the literacy issues and needs in the school. 2.Develop consensus around the need for change. 3.Build capacity to address the literacy issues and needs with staff. 4.Design action steps to support change over time. 5.Monitor, evaluate, and modify plans as success is achieved.
Leading with Literacy Rubric
Grade Levels Do I want to buy a 5 th grade shoe? grade shoe? Why would I want to buy a 5 th grade book? grade book?
USING LEXILES Using lexile data gives staff helps with the WHY - the argument its not my job to teach reading seems rather petty when a student with a 400L is facing a textbook of 1300L Its up to the literacy leadership team to help staff understand HOW to use lexiles to differentiate instruction
Lexile Literature On Ancient Medicine The Scarlet Letter Brown vs. Board of Ed War and Peace Pride and Prejudice Black Beauty Tom Swift in the Land of Wonders Tom Swift in the Land of Wonders The Adventures of Pinocchio The Adventures of Pinocchio Bunnicula: A Rabbit Tale of Mystery Bunnicula: A Rabbit Tale of Mystery A Baby Sister for Frances A Baby Sister for Frances The Magic School Bus Inside the Earth The Magic School Bus Inside the Earth Frog and Toad are Friends Frog and Toad are Friends Cliffords Manners Cliffords Manners
Lexile Texts The Making of Memory: From Molecules to Mind; Doubleday Philosophical Essays; Hackett Publishing Psychology: An Introduction; Prentice Hall Business; Prentice Hall America: Pathways to Present; Prentice Hall Writing and Grammar Gold Level; Prentice Hall World Cultures: A Global Mosaic; Prentice Hall World Cultures: A Global Mosaic; Prentice Hall Word 97; Glencoe/McGraw-Hill Word 97; Glencoe/McGraw-Hill World Explorer: The U.S. & Canada; Prentice Hall World Explorer: The U.S. & Canada; Prentice Hall Science (Grade 4); Addison-Wesley Science (Grade 4); Addison-Wesley People and Places; Silver Burdett Ginn People and Places; Silver Burdett Ginn Imagine That!; Scholastic Inc Imagine That!; Scholastic Inc My World; Harcourt Brace My World; Harcourt Brace
Uses at Kaukauna High School: Self-selection of books in English classes Math textbook example Helped teachers understand need for strategies and differentiation Part of textbook selection process Snapshot test for special ed
CHOOSE THE MOST EFFECTIVE STRATEGIES: Literacy Leadership Team can: Test run strategies Run in-services Serve as resources Act as cheerleaders
What are the best strategies? Strategies that work with all subject areas Strategies that arent too daunting or complicated Strategies that complement already existing curriculum Frankly, the best strategies are the ones you can do!!
Chapter 8 Content Area Strategies Strategies For Specific Content Areas CTE – Give One Get One Fine Arts – Semantic Feature Analysis Math – SG4R Physical Education – ABC Squares
Vocabulary: the great equalizer Vocabulary strategies are great to start with because everyone has content-area vocabulary Its not just an English issue
Concept Definition Map LITERACY What is it? (definition)What is it like? What are some examples?
Vocabulary Knowledge Rating Sheet Unit of study:___________ WORD3 Can define it, use it, teach it 2 Heard it, seen it 1 Do not know it Definition, example, and/or image Source: Kinsella and Feldman
Vocabulary Squares TermDefinition Example How I will remember this
Read Around the Text This picture shows… Picture Cues Captions Maps, Charts Graphs Big Ideas First and Last Paragraph Questions
Title of the Reading: MY title for the reading: Key Quote (one of the most important statements in the reading) Why I Chose This Quote (reasons and evidence to support my choice) Brief Casual Summary (the main ideas expressed in my own words) Graphic Representation (illustration or clip-art that conveys theme) The Deluxe Reading Tour Source: Kinsella & Feldman
Two Summarizing Strategies: Summarizing Fiction: Somebody Wanted But So Somebody – main character Wanted – problem they dealt with But – force that worked against the problem So – outcome, but dont give away ending *Then take each part and craft it into a sentence to summarize what was read Source: Laura Robb
Summarizing Strategies… Summarizing Nonfiction: TFCN T – Topic F – 2 Fascinating facts C – connection made N- new understanding *Then write a summary
The Lesson Research Suggests a New Format Prereading Activities Discussions Predictions Questioning Brainstorming Setting Purpose Guided ACTIVE Silent Reading Activities to clarify, reinforce, extend Knowl- edge Reading Assignment Given Discussion to see if students learned main concepts, what they should have learned Independent reading Traditional FormatNew Format
Chapter 9 Practices and Instruction Recommendations for: starting a literacy initiative working with ELL students making the most of professional development time using young adult literature to enhance a literacy initiative
Reading CAN be fun! Make Book Clubs attractive and rewarding Draw attention to reading – create buzz!! Latch on to trends in Young Adult Lit
Using RAFTs for Book of the Month Each month, select a high-interest Young Adult title and amass 25 copies Create a RAFT assignment for students to complete Once complete, student selects teacher who will give ____ amount of extra credit
Remember… Dont expect perfection Give yourself some time! Start small and start strong Always focus on the WHY