Presentation on theme: "Deep Learning ThroughLiteracy-Rich Instructional Strategies Sara Overby Coordinating Teacher for Secondary Literacy"— Presentation transcript:
Deep Learning ThroughLiteracy-Rich Instructional Strategies Sara Overby Coordinating Teacher for Secondary Literacy email@example.com
What is “literacy rich instruction?” classroom culture A classroom culture that promotes deep learning content concepts engagement of content concepts through student engagement with complex text increasingly complex text and student meaning-making student meaning-making through reading, writing, and speaking authentic in a variety of authentic ways.
Why does it matter?” One of the most often cited reasons for dropping out of high school is that students do not have the literacy skills needed to keep up with the increasingly complex high school curriculum. Reading Next, 2004
Why does it matter?” The knowledge and skills for high school graduates going directly into the workforce and those going directly to college are now about the same. America Diploma Project, 2004.
Why does it matter? In the past half-century, K-12 practices have lessened the accountability for students to learn to read complex text independently, while at the same time published K-12 texts have become less difficult to read. more complex During the same time, post-secondary reading requirements for career, college, and citizenship have become more complex. (Reading Between the Lines, 2006)
Why does it matter? The greatest distinguisher of student performance on the ACT is not the difficulty of the question or the thinking skills required to answer the question. is read complex texts The greatest differentiator of student performance is the ability of the student to read complex texts. (Reading Between the Lines, 2006)
are more likely to prompt critical thinking …Reading and writing in combination (Tierney et al., 1989, p. 134) than when reading is separated from writing or when …combined with… answering questions. Writing to Read, 2010
Because writing is thinking, at least about the topic of study. (Fisher and Frey, 2013) they probably are not thinking fluently, thinking, if students are not writing fluently
Students who are CCR… Demonstrate independence. They can comprehend and evaluate complex texts across a range of disciplines. They can construct effective arguments. Build strong content knowledge. They can establish a base of knowledge across a wide range of subject matter by engaging with works of substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain discipline- specific expertise. Comprehend, as well as critique and make judgments. They are open-minded—but discerning— readers and listeners. They work diligently to understand precisely what an author is saying, but they also question an author’s assumptions and premises. They can assess the veracity of claims and the soundness of reasoning. Value evidence Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence to support their own points, making their reasoning clear to the reader or listener. They constructively evaluate others’ use of evidence. Use digital media strategically and capably Students employ technology thoughtfully. They tailor their searches online to acquire useful information efficiently. They are familiar with the strengths and limitations of various technological tools. They can select and use those best suited to their goals. Understand other perspectives Students appreciate that the classroom and workplace are settings in which people from divergent cultures, experiences, and perspectives learn and work together. They can evaluate other points of view critically and constructively. from Common Core State Standards for Literacy in Science, Social Studies and Technical Subjects, p. 7
What Does It Look Like in Your Class? Have students write about the texts they read. Summarizing Analyzing, interpreting the text Strategic Note-taking and Annotating Creating and answering Higher Order questions Writing collaboratively Incorporate complex reading materials into your course content. Use complex text at least weekly Create a text-based collaborative learning environment Design inquiry activities to drive student learning Teach students the writing skills and processes that go into creating text for your discipline. Have students study models of effective discipline-specific text Design authentic, discipline- specific product tasks using clear criterion-based rubrics
Incorporate complex reading materials into your course content. What IS Complex Text? Literacy Lifesaver, March 2014
Incorporate complex reading materials into your course content. Use complex text at least weekly Create a text- based collaborative learning environment Design inquiry activities to drive student learning 4 Tasks 1.Videos 2.Different Kind of Study Guide 3.Moving From Knowledge to Evaluation 4.39 StrategiesRespond What are the “big rocks” to remember? How will these help with text-based collaborative culture? What inquiry activities could drive student learning? Give an example from a content area NOT English.
The true source of suffering has been our timidity. We have been afraid to think. Let us dare to read, think, speak, and write. John Adams The true source of suffering has been our timidity. We have been afraid to think. Let us dare to read, think, speak, and write. John Adams