Title: 200708 Secondary Literacy Model Report The Journey to an Intensive Writing Curriculum
12007-08 Secondary Literacy Model Report The
Journey to an Intensive Writing Curriculum
- School District U-46 Literacy Model
- February 2008
- Dr. Susan Ali
- Suzanne Sack Bartlett High School
- Michele Albano Elgin High School
- Mary Ellen DeRicco Larkin High School
- Lori Lopez South Elgin High School
- Debby Fralick Streamwood High School
- Elisa Biancalana Streamwood High School
2Presentation Objectives
- A Global Perspective
- National Research Context
- Illinois State Board Graduation Requirements
- U-46 Literacy Continuum of Services
- ELL
- Special Education
- Gifted Education, Honors and Advanced Placement
- Secondary Literacy Model
- Plan
- Process
- Outcomes
- Teacher Implementation
3Video Clip
4National Literacy Facts
- Approximately 2/3 of eighth-and
twelfth-grade-students read at less than the
proficient level as described by NAEP (National
Institute for literacy, 2008) - Approximately 32 of high school graduates are
not ready for college-level English composition
courses (ACT, 2005) - Approximately 40 of high school graduates lack
the literacy skills employers seek (Achieve,
INC.,2005)
5ISBE Language Arts Graduation Requirements
- Ninth grade students entering high
- school 2007-08 and thereafter
- 4 Years of language arts
- 2 Years of writing-intensive courses
- One must be an English language arts
- course
- The other may be provided as part of
- any other subject
6- U-46 Continuum
- of
- Literacy Services
7Secondary Continuum of Literacy Services
8- The U-46 Curriculum Plan to Address the ISBE
Writing Intensive Graduation Requirements
9Language Arts Grades 7-12
- 2006-07 School District U-46 began to
- design a new Language Arts curriculum for
- grades 7-12 in response to the new Illinois
- State Board of Education graduation
- requirements.
10U-46 Language Arts Curriculum Plan Grades 7-12
- Address intensive writing state requirements
- Provide professional development
- Revise current curriculum
- Upgrade instruction to address intensive writing
state requirements
11U-46 Language Arts Curriculum Timeline Grades
7-12
- 2006-07 Sophomore Teachers
- 2007-08 Middle School Teachers
- 2007-08 Junior Teachers
- 2008-09 Freshman Teachers
- 2008-09 Senior Teachers
12Research Base
- Biancarosa, G. Snow, C.E. (2004). Reading Next
A - vision for action and research in middle and high
school - literacy A Report to the Carnegie Corporation of
- New York. Washington, DC Alliance for Excellent
- Education
- Graham, S. Perin., D. (2007) Writing Next
effective - strategies to improve writing of adolescents in
middle and - high school- A Report to the Carnegie Corporation
of - New York. Washington, DC Alliance for Excellent
- Education
13Reading Next 2004 Recommendations
- Direct explicit comprehension instruction
- Effective instruction principle embedded in
content - Motivation and self directed learning
- Text-based collaborative learning
- Strategic tutoring
- Diverse text
- Intensive writing
- Technology component
- Ongoing formative assessment
- Extended time for literacy
- Professional development
- Ongoing summative assessment
- Teacher teams
- Leadership
- A comprehensive and coordinated literacy program
14Writing Next 2007 Recommendations
- Process Writing Approach, which interweaves a
number of writing instructional activities in a
workshop environment that stresses extended
writing opportunities, writing for authentic
audiences, personalized instruction, and cycles
of writing
15Writing Next 2007 Recommendations
- Writing Strategies planning, revising, and
editing compositions - Summarization explicitly and systematically
teaching students how to summarize texts - Collaborative Writing adolescents work together
to plan, draft, revise, and edit their
compositions - Specific Product Goals specific, reachable goals
for the writing they are to complete - Word Processing for writing assignments
- Sentence Combining students construct more
complex, sophisticated sentences - Prewriting activities designed to help them
generate or organize ideas for their composition - Inquiry Activities students analyze immediate,
concrete data to help them develop ideas and
content for a particular writing task - Study of Models students read, analyze, and
emulate models of good writing - Writing for Content Learning students use writing
as a tool for learning content
16 17The Journey to an Intensive Writing Curriculum
- Hired Consultant Dr. Ken Stamatis from
- Harding University to provide professional
- development
18The Journey to an Intensive Writing Curriculum
- Professional Development Focus
- Current research on adolescent literacy
- Engagement and motivation of adolescent learner
- The importance of access to books
- Improvement of curriculum and instructional
practice - Focus on ACT writing standards
19Literacy Model Practice Cycle
Engagement
Keys to Reading Improvement
More proficient
More practice
- Practice
- Comprehension Strategy Instruction
- Writing
- Word Study/Vocabulary
- Fluency
Access
More pleasure in reading
20The Journey to an Intensive Writing Curriculum
- October 2006-Review of existing
- curriculum
- February-Professional Development at Harding
University - March-Core Group Presentation
- MarchMay
- Release time for curriculum review
- Development of literacy model
- Ken Stamatis school visits
- June-One week of curriculum writing at the
- School District U-46 Educational Service
Center
21The Journey to an Intensive Writing Curriculum
- Summer 2007
- June-July Focus groups worked on glossary,
aligning concept map, finding samples for scoring
rubrics, curriculum writing - Mini lessons with summer school ELL students at
South Elgin High School
22Photos of teachers at work
Focus group worked on anchor text at the ESC
23Photos of teachers at work
Focus group worked on anchor text and
glossary at the ESC
24 25The Journey to an Intensive Writing Curriculum
- Rubrics
- Concept maps
- Sophomore binder (teachers received on Institute
Day) - Recommended list
- Ken Stamatis teaching video
- Literacy Lab Binder
26Sophomore Writing Rubrics Narrative
Focus Organization Sentence Fluency and Word
Choice Conventions Style
27Sophomore Writing Rubrics Expository
Focus Organization Sentence Fluency and Word
Choice Conventions Style
28Sophomore Writing Rubrics Persuasive
Analysis Position and Elaboration Organization
Sentence Fluency and Word Choice Conventions St
yle
29History Curriculum
30High School Library Circulation10th Grade 2006
and 2007
- August September October November
Year to Date - 2006 459 1483 1137
1065 4144 - 2007 958 2486 2337
1866 7647 - Percent
- Increase 109 68 106 75
85
Materials
31Video Clip
32The Journey to an Intensive Writing Curriculum
- 100 of all sophomore teachers are trained
- 500 for classroom libraries per each 10th grade
section of English, Reading, Special Ed, and ELL
for the five high schools - Writing rubrics to assess student writing
transition and training (getting teachers on
board) - Sophomore English curriculum binders
- One set of books will be provided for each high
school from Kens recommended list for their
library - 10th grade high school library circulation
33What Work Remains?
- Professional development to support and sustain
initiative - New curriculum for all grades 7-12
- Full implementation in grades 7-12
- Vertical articulation
- Common assessments
- Additional offerings at 12th grade level
- Choice based on student requirement for
graduation - Continue alignment of curriculum (anchor/mentor
texts at appropriate levels) - Binders ongoing revision
- Cross-curricular articulation
- Application of literacy model all in content areas
34A Special Thank-you to
- Luke Azinger - South Elgin High School
- Christina Basich - South Elgin High School
- Kelly Halterman - Larkin High School
- George Kalousek - Larkin High School
- Pat Karner - Streamwood High School
- Marilyn Mattei Streamwood High School
- Nelida Palacious - Larkin High School
- Effie Rouse - Elgin High School
- Lisa Whitmer - Larkin High School
- Anthony Zoubek -Bartlett High School