Literacy Strategies We Can All Use Presented by Carma Barlow

Welcome! “Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfillment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.” - UNESCO Institute for Education On your index card, answer the question below. How do you address literacy in your classroom?

Presentation Outcomes To share literacy strategies that can be employed in all content areas. To understand lexile levels and how they can be used in the classroom. To define the Literacy Coach/Teacher partnership.

The Challenge Drop out rate averages 4% per year Over 20% of African American and Hispanic students drop out Graduation averages 67% 55,000-63,000 HISD student fall in the bottom quartile of Stanford reading

The Urgency 24% of Edison students read on grade level Overall ELA scores have declined Aggressive district goals for SPED/LEP students. We must continue the upward trend in content area test scores The lexile level of the TAKS will continue to increase in all content areas

What is a lexile score? Lexile scores are a measurement of students’ abilities to read and understand a text. Lexile measures gauge the complexity and sophistication of a given text.

Lexile to Grade Correspondence

How might knowing a student’s lexile level influence your instructional approach?

Trifold Fluency Strategies: In my classroom: Comprehension Strategies: In my classroom: Vocabulary Strategies: In my classroom:

“These kids can’t read.” (Fluency) Paired reading Students of different skill levels are paired together. Norms are clearly explained/reviewed. Students read the assigned text aloud alternating.

“These kids can’t read.” (Fluency) Choral Reading The teacher reads the text aloud. Students and teacher read the text aloud whole group. OR The teacher rereads the text pausing at key words/concepts and students read these words aloud whole group.

“These kids just don’t get it.” (Comprehension) Pre- Reading During Reading Post Reading

“These kids just don’t get it.” (Comprehension) Previewing/Predicting (Pre-Reading) Students review and think about the text’s title Students look at pictures, charts, graphs Students look at any questions Students use any gathered information to make predictions about the text’s content

“These kids just don’t get it.” (Comprehension) Process Guide (During) The teacher determines key components of a text. The teacher develops a guide to focus student reading on key components. Students read the text and complete the guide as they read.

Process Guide Example Sample Process Guide Prompts for a Chapter in a History Textbook 1. In the section under “Afghanistan,” you will learn the background of this country and why there is so much unrest there. Now read the first paragraph. Be prepared to explain the term—Taliban. The Taliban is ____________________ 2. The paragraph on page 66 will discuss some events caused by the Taliban. Read the paragraph carefully. List below some of the events connected with the Taliban: The Taliban did these things: ________

“These kids just don’t get it.” (Comprehension) Summary (After) Students discuss the text. Students write a B.M.E./sequential summary of at least 3 sentences. Students share and receive feedback on their summary.

“These kids just don’t get it.” (Comprehension) R.A.F.T. (After) Role of the writer Audience being addressed in the composition Format of the writing Topic or focus of the writing

RAFT Example R – Chromosome A – Daughter Chromosomes F – Letter T – Cell division during mitosis Dear Daughter Chromosomes, You are moving on to better things as part of separate but equal cells. You don’t remember me because you are both part of what I was. You see, during Anaphase, I split in two at my Centro mere. My last minutes were spent with what now accompany you as other daughter chromosomes. Please do not be afraid of the double membrane, called the nuclear envelope, which will soon surround you. It is going to form in order to protect you while you replicate and proceed through what I did. You will eventually split as I did in order to help form another duplicate cell. I write you to wish you luck and share with you my experience so that you may pass it on to others. Sincerely, Mr. Chromosome LCC Revised 2008, Literacy Strategies

“These kids have no vocabulary.” (Vocabulary) Sorting Context Clues Students categorize related words. Students look for comparisons or contrasts. Students look for direct definitions in a clause separated by commas. Students look for concept relationships *These steps are best taught via teacher modeled think alouds.

Another Resource Reviews striving reader data Shares data with campus teachers Observes targeted in content classroom Works with content teachers to develop strategies to support striving student needs. Works with teachers to review effectiveness of implemented strategies.

Reflection Complete these sentence stems on the back of your index card. “As a literacy advocate this year, I plan to….” “As a content teacher my biggest concern regarding literacy is…” “As a content teacher I would like to learn…”