1. Sara Overby, soverby@wcpss.net Coordinating Teacher for Secondary Literacy LITERACY SUPPORT COURSES FOR HIGH SCHOOL LEARNERS

2. Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. THE CALL TO ARMS They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imagination so they can create the world of the future. http://www.adlit.org/modules/categories/xarimages/writing.jpg National Institute on Literacy, What Content Area Teachers Should Know about Adolescent Literacy, 2007.

3. Strengthening the literacy skills of struggling adolescent readers is not easy, and improvement usually does not come quickly. LITERACY PURPOSE http://www.everychildcanlearn.net/wp- content/uploads/2013/11/frustrated-teen.jpg US Department of Education, Improving Adolescent Literacy, 2008.

4. NAEP READING LEVELS

5. Foundational  Phonemes  Graphemes  Morphemes  Syllables Comprehension  Fluency  Vocabulary  Meaning  Hidden Meaning TWO PARTS TO LITERACY

6. FOUR-PART STRUCTURE FOR LITERACY COURSES Foundational Skills Reading Comprehension, Fluency, Vocabulary Write to Read, Read to Write Discuss Worthy Text

7. FOUNDATIONAL SKILLS

8. Key concepts Are students are able to recognize and do  Letter-sound correspondence  Phonemes  Graphemes  Syllables  Segmenting and isolating parts FOUNDATIONAL SKILLS

9. What sounds do letters make? Word Play! How many ways can A be said? Apple, hard, gape, water, audit, human, mare, Activity: Make a rhyme out of these LETTER-SOUND CORRESPONDENCE

10. What sounds do letters make? Word Play! Sounds of consonants: “hard” v. “soft” sounds P = B S = Z K = G, T = D F = V Easily confused sounds : C / S G / J X / S Q / K Activity: Make a rhyme out of these LETTER-SOUND CORRESPONDENCE

11. Smallest unit of sound The spellings that represent them  Consonant, vowel  Schwa əpersən  Blendth, sh, ch  Digraphs rh, ng, kn  Dipthongeye, I PHONEMES/GRAPHEMES

12. Word Play!  Segment sounds: How many in  Pile, please, room, Anthony [students’ names], gnat, ignite, [course vocab], box, grass, eye  Kinesthetic cues – arms, fingers, tiles, m&ms PHONEMES/GRAPHEMES

13. Word Play! Backwards and forwards  Say these backwards  Nice  Lip  Robe  Knife  light PHONEMES/GRAPHEMES Make your own, trick your class sign pill bore fine tile

14. A vowel and its consonants  How many per word?  Segmenting  Kinesthetic: arm, finger, pacing  Start small, get crazy, get silly  Fish, fruit, apple, banana  Crazy Word Families  Structure, destruct, destruction, destructive, indestructable  Silly pronunciations  Pool or pool? SYLLABLE PLAY

15. Rime and onset: vowel+ ending consonants; beginning consonants Word Play: Hink/Pink, Hinky-Pinky, Hinkety-Pinkety  An angry father  A large sow  A fortunate mallard  A fake horse  Learn the last month of the year  Two drums talking SYLLABLE PLAY

16. Slant rhymes – spelled same, sound different or vice versa  Come/dome, read/bread Spelled different, sound like a rhyme  Done/fun, break/take Spelled different, sound the same (homophones)  Mall/maul, waist/waste Spelled same, sound different, mean different (homographs)  Wind,/wind, Bow/bow Spelled same, sound same, mean different (homonyms)  Bear/bear Lie, lie SLANT RHYMES AND MORE

17.  Knock-knock jokes  One line riddles based on puns  Tom Swifties  What Tom says is a pun on how it’s said “Please pass the sugar,” Tom said ____. “Please grade my paper again,” Tom ______. “It’s very clear on the board. Take off is at 6:32,” Tom said _______. IT’S SO PUNNY!

18. Smallest unit of meaning  Help, cat, heat  -s, -ing  Re- pre-, de-, phone, logy Word Play! Play with roots and prefixes  What might the word mean, literally?  Conversation – a state of, turn, together  What might the word mean?  Antipathy – feeling, against  Neology – new/ word  Create a Word!  antipathology – feeling against words : a word hater MORPHEMES

19. WORD FAMILY TREES

20. ONE- WORD TREES

21. COMPREHENSION SKILLS

22. Tier 1 General Vocabulary  Everyday words  House, car, plane, book TIERS OF VOCABULARY Tier 2 Descriptive Vocabulary  Words that require some knowledge level or specific teaching  score (PE/Music/Fo ods) Tier 3 Precision Vocabulary  Discipline- specific  Close shades of meaning  Used in special contexts

23. FOR WHOM? EVERYDAY WORDS TIER 1 Yacht, mast Corset, Watch fob mosque, tire iron, hoagie, hero, sub(marine), poorboy, grinder, torpedo, dagwood

24. WORD THERMOMETER SHADES OF MEANING irate aggravated resentful annoyed - + peeved angry apoplectic raging mad irked vexed wrathful TIER 2 peeved

25. TIER 3 Precision Vocabulary  Discipline-specific  Precise meanings  Used in special contexts  Low frequency of use onomatopoeia quatrain Fiery, blazing (Tier 2) v. Conflagration, inferno arcane esoteric

26. SOME THINGS TO LOOK AT

29. Teach the Word Analyzer SOME THINGS TO LOOK AT

30.  Multiple readings of the same thing  Prepared readings for “performance”  Low risk, high yield  Reader’s Theaters  Table readings, no body actions, facial Yes  Turn narratives into “plays” with parts and dialog  Turn informational text into “parts”  Radio Readings  Similar to Reader’s Theater  Pretend you are on the radio—nobody sees you  Voice quality makes reading meaningful  Choral Readings  Whole group, antiphonal, multi-part (with solos)  Authentic audiences: Principals, other classes, lower grades, team with ESL, SpEd FLUENCY

31. ROSIE THE RIVETER

32. All: She is “Rosie the Riveter,” 1: with movie-star looks, 2: hair pulled up in a colorful bandana, 1: sleeves rolled up high, 2: ready to take rivet gun in hand. ALL: Everyone knows Rosie. 1: She had not worked before the war. 2: With her man away fighting, however 1: and not much else to do, 2: she was cajoled into taking one of those ALL: dirty wartime jobs 1: out of patriotism 2: or boredom ALL: or both. 1: Attired in new-found overalls and bandana, 2: she riveted away 1: for the duration of the war, 2: dreaming of a time when she could return to her home 1: and tend to her domestic chores. All: She is Rosie the Riveter.

33. All: She is “Rosie the Riveter,” 1: with movie-star looks, 2: hair pulled up in a colorful bandana, 3: sleeves rolled up high, All: ready to take rivet gun in hand. Solo: Everyone knows Rosie. 1: She had not worked before the war. 1,2: With her man away fighting, however, 2: and not much else to do, 2, 3: she was cajoled into taking one of those ALL: dirty wartime jobs 3: out of patriotism 2: or boredom ALL: or both. Solo: Attired in new-found overalls and bandana, ALL: she riveted away 1: for the duration of the war, 2,3: dreaming of a time when she could return to her home Solo: and tend to her domestic chores. All: She is Rosie the Riveter.

34.  Monitor reading:  Do I get it? Do I not? What should I do?  Metacognition:  Think about my thinking  Take control! Slow down, speed up, sound it out.  Say it in my own words.  Write questions to myself. HIGH YIELD COMPREHENSION

35.  Graphic organizers:  make a chart to record main ideas  but also what I don’t know.  Teachers teach typical organizers  (story map, tree diagram, T-charts, Venns)  students choose the organizer  Predictions and Hypotheses  What happens next? How could I guess?  Questions and Cues  Text Dependent: Right There, Think and Search (Inference)  Context Cues  Student created: Bloom’s taxonomy as starters HIGH YIELD COMPREHENSION

36. Make Thinking Visible  Teacher Models  Think Alouds  Teacher-to-student  Student-to-class  Student-to-student  Turn and Talks  “Say Something” statement stems  Explain yourself: How did you know HIGH YIELD COMPREHENSION

37. The 9 Highest-Yield Instructional Strategies Marzano, Pickering, and Pollock, 2001

38. Do most of these every day  Foundational Skills  Reading/Fluency  Reading/Vocabulary  Word Work  Word Consciousness  Explicit Vocabulary  Write to Read, Read to Write  Discussion of worthy text YOUR LITERACY CLASS

39. MARZANO’S NINE HIGH-YIELD STRATEGIES WITH LITERACY APPLICATION

40.  Digital adaptive reading programs  Successmaker  Achieve 3000  Academy of Reading  Other?  YA Literature  English bookroom—books not being used in other courses  Guttenberg Project website  $1 books  CMAPP: Units from*  Study Skills  Competency Intervention, Reading  Introduction to High School Writing  Trends and Movements in Young Adult Literature  The Human Experience CMAPP AND OTHER RESOURCES * Use courses not usually taught at your school

41. CMAPP CLOSE READ 1.Study Skills 2. Competency Intervention, Reading 3. Introduction to High School Writing 4. Trends and Movements in Young Adult Literature 5. The Human Experience