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Reading Next Writing Next A Vision for Action and Research In Middle and High School Literacy PowerPoint Presentation by: Audrey Weekes 2007.

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Presentation on theme: "Reading Next Writing Next A Vision for Action and Research In Middle and High School Literacy PowerPoint Presentation by: Audrey Weekes 2007."— Presentation transcript:

1 Reading Next Writing Next A Vision for Action and Research In Middle and High School Literacy PowerPoint Presentation by: Audrey Weekes 2007

2 Fifteen Key Elements of Reading Instruction Direct, explicit comprehension instruction Direct, explicit comprehension instruction Effective instruction principles embedded in content Effective instruction principles embedded in content Motivation and self-directed learning Motivation and self-directed learning Text-based collaborative learning Text-based collaborative learning Strategic tutoring Strategic tutoring Diverse texts Diverse texts Technology component Technology component Ongoing formative assessment Ongoing formative assessment Extended time for literacy Extended time for literacy Professional development Professional development Ongoing summative assessment of students and program Ongoing summative assessment of students and program Teacher teams Teacher teams Leadership Leadership Comprehensive and coordinated literacy program Comprehensive and coordinated literacy program

3 Direct, Explicit Comprehension Instruction Comprehension strategies instruction Comprehension strategies instruction Comprehension monitoring and meta cognition instruction Comprehension monitoring and meta cognition instruction Teacher modeling Teacher modeling Scaffolded instruction Scaffolded instruction Apprenticeship models Apprenticeship models

4 Motivation and Self-Directed Learning Provide students with opportunity to make choices of reading selections, research and writing topics Provide students with opportunity to make choices of reading selections, research and writing topics Provide relevancy in what students read and learn Provide relevancy in what students read and learn

5 Text-Based Collaborative Learning Students interact with each other around a text Students interact with each other around a text Meaning of text is negotiated upon within the group Meaning of text is negotiated upon within the group Can be applied to a theme in which students are reading different texts about the same topic Can be applied to a theme in which students are reading different texts about the same topic Teacher provides scaffolding for engagement Teacher provides scaffolding for engagement

6 Strategic Tutoring Tutors teach learning strategies while helping students complete the content assignment which instills independence for the student in approaching similar tasks in the future Tutors teach learning strategies while helping students complete the content assignment which instills independence for the student in approaching similar tasks in the future

7 Diverse Texts Teacher provides texts with wide range of topics at a variety of reading levels Teacher provides texts with wide range of topics at a variety of reading levels Texts must be below students frustration level Texts must be below students frustration level Must be engaging to student Must be engaging to student

8 Intensive Writing Writing instruction in grammar and spelling. Writing instruction in grammar and spelling. Connect students to the kind of writing they will have to perform in high school and beyond Connect students to the kind of writing they will have to perform in high school and beyond Not only increasing the amount of writing students do, but increasing the quality of writing instruction and assignments Not only increasing the amount of writing students do, but increasing the quality of writing instruction and assignments

9 Technology Component Use of technology as instructional tool and instructional topic. Use of technology as instructional tool and instructional topic. Provide support for struggling students, reinforcing guided practice Provide support for struggling students, reinforcing guided practice Reading and writing online requires skills unimaginable only a decade ago Reading and writing online requires skills unimaginable only a decade ago

10 Ongoing Formative Assessment Ongoing assessment of students strengths and weakness Ongoing assessment of students strengths and weakness Often informal and frequent Often informal and frequent Formatted for easy viewing of students progress Formatted for easy viewing of students progress

11 Extended Time for Literacy 2-4 hours of literacy-connected instruction everyday 2-4 hours of literacy-connected instruction everyday Focus on reading and writing effectively Focus on reading and writing effectively Realization that teaching content includes teaching how to read and write for a specific subject Realization that teaching content includes teaching how to read and write for a specific subject

12 Professional Development Ongoing, long-term professional development Ongoing, long-term professional development Systematic, use of research data based on adult learning to effect sustained change Systematic, use of research data based on adult learning to effect sustained change Consistent opportunities to learn about new research Consistent opportunities to learn about new research Team-orientated approach to improving instruction and instructional structures Team-orientated approach to improving instruction and instructional structures

13 Ongoing Summative Assessment of Students and Program Continuous progress-monitoring systems Continuous progress-monitoring systems Allows for tracking over a year, and ideally, over an entire academic career K-12 Allows for tracking over a year, and ideally, over an entire academic career K-12 Allows for internal and external evaluation of program Allows for internal and external evaluation of program

14 Teacher Teams School structure supports coordinated instruction and planning through interdisciplinary teacher teaming School structure supports coordinated instruction and planning through interdisciplinary teacher teaming Reestablishing coordinated instruction in higher grades Reestablishing coordinated instruction in higher grades Promote collegiality Promote collegiality

15 Leadership Principal assumes role of instructional leader Principal assumes role of instructional leader Knowledge of how young people learn and struggle with reading and writing Knowledge of how young people learn and struggle with reading and writing Attend professional development designed for teachers Attend professional development designed for teachers Necessary understanding to organize and coordinate change for literacy program Necessary understanding to organize and coordinate change for literacy program Needed foundation to alter structural elements for optimal programming Needed foundation to alter structural elements for optimal programming

16 cont Also applies to teachers in leadership roles Also applies to teachers in leadership roles Teachers play role in curricular reform Teachers play role in curricular reform Vital when principal does not take active leadership role Vital when principal does not take active leadership role

17 Comprehension and Coordinated Literacy Program Includes other school personnel such as Includes other school personnel such as Librarians Librarians Reading specialists Reading specialists Literacy coaches Literacy coaches Resource room teachers Resource room teachers

18 Eleven Key Elements to Writing Instruction Writing StrategiesWriting Strategies SummarizationSummarization Collaborative WritingCollaborative Writing Specific Product GoalsSpecific Product Goals Word ProcessingWord Processing Sentence-CombiningSentence-Combining PrewritingPrewriting Inquiry ActivitiesInquiry Activities Process Writing ApproachProcess Writing Approach Study of ModelsStudy of Models Writing for Content LearningWriting for Content Learning

19 Develop Background Knowledge Develop Background Knowledge Describe Describe Model Model Memorize Memorize Support Support Independent Use Independent Use Writing Strategies

20 Summarization Explicit and systematic instruction by teacher how to summarize text Explicit and systematic instruction by teacher how to summarize text Enhancing summarization by progressively fading the model Enhancing summarization by progressively fading the model Rule governed or intuitive approach Rule governed or intuitive approach

21 Collaborative Writing Peer/team approach Peer/team approach Focus on: Focus on: Meaning Meaning Organization Organization Spelling Spelling Punctuation Punctuation Generating ideas Generating ideas Creating a draft Creating a draft Rereading essays Rereading essays Editing essays Editing essays Choosing intervention Choosing intervention Teacher is monitor Teacher is monitor

22 Specific Product Goals Assigning students specific, reachable goals for writing, such as: Assigning students specific, reachable goals for writing, such as: Identifying purpose of assignment Identifying purpose of assignment Characteristics of final product Characteristics of final product

23 Word Processing Stresses activities that emphasize: Stresses activities that emphasize: extended opportunities for writing extended opportunities for writing writing for real audiences writing for real audiences self-reflection self-reflection personalized instruction and goals personalized instruction and goals cycles of planning cycles of planning translating translating reviewing reviewing

24 Sentence-Combining Strategy in which students are taught to combine two basic sentences to create a more complex sentence. Strategy in which students are taught to combine two basic sentences to create a more complex sentence.

25 Prewriting Designed to help generate or organize ideas Designed to help generate or organize ideas Gathering information through reading or developing a visual representation prior to writing Gathering information through reading or developing a visual representation prior to writing Encouraging students to plan in advance Encouraging students to plan in advance Teacher modeled Teacher modeled

26 Inquiry Activities Analyzing immediate concrete data and compare/contrasting evidence prior to writing Analyzing immediate concrete data and compare/contrasting evidence prior to writing Clearly defined, specific goal Clearly defined, specific goal Use of Specific strategy Use of Specific strategy Applying what is learned Applying what is learned

27 Process Writing Approach Activities including: Creating extended opportunities for writing Creating extended opportunities for writing Emphasizing writing for real audiences, Emphasizing writing for real audiences, Encouraging cycles of planning Encouraging cycles of planning Translating and reviewing Translating and reviewing Stressing personal responsibility and ownership of writing project Stressing personal responsibility and ownership of writing project Facilitating high levels of student interaction Facilitating high levels of student interaction Developing supporting writing environments Developing supporting writing environments Encouraging self-reflection and evaluation Encouraging self-reflection and evaluation Offering personalized individual assistance Offering personalized individual assistance Brief instructional lessons to meet students needs Brief instructional lessons to meet students needs

28 Study of Models Present two models of excellent writing Present two models of excellent writing Each model represents the opposite stance on the same subject Each model represents the opposite stance on the same subject Students are given one of the models as a sample Students are given one of the models as a sample Students are assigned a topic on which to take a stance of their own Students are assigned a topic on which to take a stance of their own

29 Writing for Content Learning Students write summaries to: Students write summaries to: Increase ability to explain information Increase ability to explain information Elaborate knowledge Elaborate knowledge Lead to deeper understanding of the topic Lead to deeper understanding of the topic Comment on and interpret information Comment on and interpret information Communicate what has not been understood Communicate what has not been understood Writing is used as a tool to learning content material Writing is used as a tool to learning content material

30 Credits Reading Next A Report to Carnegie Corporation of New York 2004 By Gina Biancarosa and Cathrine E. Snow Writing Next A Report to Carnigie Corporation of New York 2007 By Steve Graham and Dolores Perin


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