Building PLCs to Improve Reading Instruction

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Transitions for Literacy and Learning
New York City Conference April 1, 2008
Presented byCarol Scearce and Jan Rozzelle
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Objective

• To increase knowledge of literacy strategies that
  increase student achievement.
• To share strategies that administrators can take
  back to their buildings
• 1. Interactive note-taking
• 2. Framing connecting
• 3. 7 Comprehension strategies
• 4. Modeling and explicit instruction
• 5. Assessing instruction to guide professional
  development

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Literacy Education Greatest Opportunity of All

• Underdeveloped literacy skills are the number
  one reason why students are retained, assigned to
  special education, given long-term remedial
  services, and why they fail to graduate from high
  school.
• Mike Schmoker
• Results Now, 2006

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Factors Influencing Achievement p. 4

• School
• Teacher
• Student

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• A good teacher reaches 70 of his/her
  students. A great teacher reaches 70 of his/her
  students. What is the difference between a good
  teacher and a great teacher?
• Eric Jensen

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Transitions to Meet Adolescent Needs
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Grouping for Engagement
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What do we see in middle school classrooms?
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Tool 1 Interactive Note Taking

• Background knowledge
• Definitions
• 7 comprehension strategies
• Motivated, strategies, during
• Asking questions
• Think Aloud

• 7. Modeling, Think alouds, 5-10 minutes, textbook
• 8. Choices, motivation
• 9. Reciprocal Teaching
• Predicting, clarifying, questioning, summarizing
• 10. School-wide, consistent, predict, transport

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Experience a students dilema . . .

• Think about what you do to make sense of the
  text.
• Be ready to share how you comprehended.

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WILD RAMBLINGS

• With hocked gems financing him, our hero bravely
  defied all scornful laughter that tried to
  prevent his scheme. Your eyes deceive, he had
  said. An egg, not a table, correctly typifies
  this unexplored planet. Now three sturdy sisters
  sought proof. Forging along, sometimes through
  calm vastness, yet more often over turbulent
  peaks and valleys, days became weeks as many
  doubters spread rumors about the edge. At last,
  from nowhere, welcome, winged creatures appeared,
  signifying momentous success.

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What strategies did you use to make sense of this
text?
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Columbus Sails Toward America

• With hocked gems financing him, our hero
  bravely defied all scornful laughter that tried
  to prevent his scheme. Your eyes deceive, he
  had said. An egg, not a table, correctly
  typifies this unexplored planet. Now three
  sturdy sisters sought proof. Forging along,
  sometimes through calm vastness, yet more often
  over turbulent peaks and valleys, days became
  weeks as many doubters spread rumors about the
  edge. At last, from nowhere, welcome, winged
  creatures appeared, signifying momentous
  success.

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2 FRAMING and Building Background
What a teacher does BEFORE page one is more
important than what is done AFTER!
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3. Seven Habits of Strategic Readers Magnificent
7 Comprehension Strategies

• Making connections
• Making inferences predicting
• Asking questions to clarify understanding
• Determining important ideas Summarizing
• Visualizing
• Synthesizing
• Monitoring repairing comprehension

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Tool 4 Modeling

• Explicit instruction

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Lets View Modeling in an 8th Grade Classroom

• Background In this whole class read aloud, the
  8th grade teacher models how creating visual
  images helps readers to comprehend text.
• View the video clip to identify
• What attributes of modeling do you observe?
• How does the teacher engage the students?

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Did you see MAPP?
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Tool 5 Assessing Instruction for Professional
Development Change
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Nothings ImpossibleLorraine Monroe

• At our first faculty meeting .. . I greeted them,
  told them my background, and told them I required
  two things from them You are to plan, and you
  are to be magic.
• I caught a few puzzled looks at that. Magic? I
  explained Every teacher needs to find a way to
  use his special gifts, talents, and style to help
  students catch the teachers passion for the
  subject. When I observe a lackluster, boring
  teacher, Ill often ask him, How did you choose
  your major in college? And why did you decide to
  teach that subject? The answer is generally, I
  always loved history, or music, or math, or
  biology. Then, Id say, make your students
  know how and why you came to love it. Communicate
  the passion! Thats what I call magic.

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The Power of Literacy

• 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.
• Richard Vacca

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In-Shape Thinking (Choose 1)

• What is 1 question circling in your mind?
• What are 2 ideas squaring with your beliefs
  that you will try?
• What 3 points do you want to remember?

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Round Table

• Developing Content Literacy
• Carol Scearce, Enlightening Enterprises
• Dr. Jan Rozzelle, The College of William Mary

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WM CLASS Framework To be good is not enough
when you dream of being great!
Pre Assessment of Classroom Practices
using Observation Tool
Instructional Leadership Teachers Teaching
Teachers
Assessments, Standards, Strategies
Intensive Professional Development
School Regional Lesson Fairs
CLASS
MODELING
Walkthroughs/peer observations
Collaborative Lesson Study
Classroom Collaboratories to Coach Consult
Professional Learning Communities
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FRAMING
Key Topic
Content Literacy

is about
classroom routines strategies that teachers and
students engage in before, during and after a
lesson to increase learning. .
Main idea
Main idea
Main idea
DURING
AFTER
BEFORE
Essential details
Essential details
Essential details
Building Background

Read Aloud-Think Aloud to model
Frayer Model
Vocabulary Development

Writing to Learn
Note Taking Interactive/2 column
Reciprocal Teaching
Foldables



Graphic Organizers
So What? (Whats important to understand about
this?)
So that the students can become independent
learners.
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Get Ready, Set, Go!Exemplar Lesson Plan
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CSI Partners

• How are good readers like forensic
  investigators?

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(No Transcript)
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PAIRED PRACTICE

• Find the article in your packet on p.8 the
  graphic organizer We Wonder p. 9
• Read the fourth paragraph with your partner.
• Practice asking questions with a partner.
• Write questions in the During row.
• Share questions.

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After Reading Writing Reflection

• Construct a table writing ratios to show how many
  bugs are in an average Americans daily meals,
  based on the information in this passage.
• RAFT Write as a student reporter (Role) for
  school newspaper for middle school students
  (Audience), one-two paragraph article (Format)
  about why insect parts are allowed in cafeteria
  food (Topic).

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CONTENT LITERACY ACTION PLAN

• Goals and Objectives What do you hope to achieve
  with content literacy at your school?
• Actions and Enactors What will get done and by
  whom to achieve your goals and objectives?
• Timeline When will critical actions related to
  content literacy get done?
• Outcomes How will you determine if the critical
  actions related to content literacy met your
  goals and objectives?
• Resources What supports will be needed to
  achieve your outcomes related to content
  literacy?

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