Presentation on theme: "READING NEXT & WRITING NEXT. READING NEXT Recommendations for Meeting the Needs of Struggling Readers."— Presentation transcript:
READING NEXT & WRITING NEXT
READING NEXT Recommendations for Meeting the Needs of Struggling Readers
15 Recommendations Direct, explicit comprehension instruction Effective instructional principles embedded in content Motivation and self-directing learning Text-based collaborative learning Strategic tutoring Diverse texts
Recommendations Cont Intensive writing Technology Ongoing formative assessment of students Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program
Combine Elements Flexibly try out various combinations –Must include the following: Professional Development Formative Assessment Summative Assessment
Programs Planned Variation Evaluate implementation using a common process –Allow for comparisons across programs Outcomes and Procedures –For evaluation to promote cross- program comparisons.
Key Part to These Programs Should not be used in isolation Should be used in a dynamic and powerful interrelationship.
Instruction and Infrastructure School reform Curricular Improvement
Instructional Elements Direct, explicit comprehension instruction –Comprehension strategies –Comprehension monitoring and metacognition instruction –Teacher modeling –Scaffolding instruction –Apprenticeship models
Effective Instructional Principles Embedded in Content Teaches technique and content-area materials Reinforce instruction in the skills and strategies that are effective and coordinate it with an emphasis on reading and writing practices –Graphic Organizers –Prompted Outlines –Guided Discussions
Motivation and Self- Directed Learning Promote greater student engagement and motivation –Let them select materials to read and topics to research –Promote relevancy
Text-Based Collaborative Learning Interact with each other around a text Teachers provide scaffolding for engagement at every ability level and promote better oral language and content-area skills.
Strategic Tutoring Individualized instruction Be taught how to learn Teach learning strategies Empower adolescents to complete similar tasks independently in the future.
Diverse Texts Providing students with diverse texts, topics, and reading levels. High interest and low readability Link multiple ability levels
Intensive Writing Help students improve their writing skills Writing instruction helps improve reading comprehension Increase the amount of writing and also the quality of writing
A Technology Component Technology is a facilitator of literacy and a medium of literacy. Instructional reinforcement and opportunities for guided practice.
Ongoing Formative Assessment of Students Informal and frequently on a daily basis Track progress Inform instruction
Infrastructural Elements Extended Time for Literacy Professional Development Ongoing Summative Assessment of Students and Programs Teacher Teams Leadership A Comprehensive and Coordinated Literacy Program
Extended Time for Literacy 2 – 4 hours of literacy-connected learning daily Teachers need to realize that they are not only teaching content but also ways of reading and writing.
Professional Development Ongoing, long-term Include teachers, coaches, librarians, and administrators. Built into regular school schedule Learn new research and practice
Ongoing Summative Assessment of Students and Programs Implementation with continuous progress-monitoring system. Formal Demonstrate progress specific to school and program goals
Teacher Teams Teachers meet regularly to discuss students and to align instruction. Plan for consistency in instruction across subject areas.
Leadership Principal is the instructional leader. Teachers assume leadership roles and spearhead curricular improvements.
A Comprehensive and Coordinated Literacy Program Teachers coordinate literacy programs that teachers work on in teams and are responsible for a cohort of students. Recognize adolescents varying needs and develop a comprehensive program that will successfully address the needs of all their students.
WRITING NEXT All Students Need To Become Proficient and Flexible Writers Provide Guidance for Improving Writing Instruction
11 Elements of Effective Adolescent Writing Instruction Writing Strategies Summarization Collaborative Writing Specific Product Goals Word Processing Sentence Combining
Elements Continued Prewriting Inquiry Activities Process Writing Approach Study of Models Writing for Content Learning
Writing Strategies Explicitly teach strategies for planning, revising, and/or editing Self-Regulated Strategy Development (SRSD)
SRSD Develop Background Knowledge Describe It Model It Memorize It Support It Independent Use Plan Write
Summarization Explicitly and systematically teaching students how to summarize texts. Write Summaries –Rule-Governed Approach or –Intuitive Approach
Collaborative Writing Peers Writing as a Team Developing instructional arrangements where students work together to: –Plan –Draft –Revise –Edit
Specific Product Goals Provides students with objectives to focus on particular aspects of their writing. Assigning students specific, reachable goals.
Word Processing Can be particularly helpful for low- achieving writers. Work collaboratively on writing assignments Neat and legible script that can be easily changed.
Sentence Combining Teaching students to construct more complex and sophisticated sentences through exercises in which 2 or more basic sentences are combined into a single sentence. Enhance the quality of their writing.
Pre-Writing Engages students in activities designed to help them generate or organize ideas for their composition. Gather information –Reading –Visual Representations
Inquiry Activities Students examine and analyze data in order to describe them in writing. Hands-on learning Sharpen inquiry skills
Process Writing Approach Involves several activities: –Creating extended opportunities for writing –Emphasizing writing for real audiences –Encourage planning, translating, and reviewing –Stress personal responsibility and ownership –Facilitate student interactions –Supportive writing environments –Self-reflection and evaluation
Study of Models Provides good examples or models of different types of writing. Analyze examples –Find the critical elements, patterns, and forms
Writing for Content Area Writing-To-Learn –Writing in the content area helps the student learn the content better. –75% if the writing-to-learn studies showed a positive effect.
Bringing The Elements Together A comprehensive and coordinated literacy program includes the elements of both reading and writing strategies. All students can learn, and an informed and educated teacher can teach them how to learn.