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Promoting Literacy from Early Development Through College Proficiency

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Title: Promoting Literacy from Early Development Through College Proficiency


1
Promoting Literacy from Early Development
Through College Proficiency
  • Hallie Yopp Slowik and Nancy Brynelson
  • CSU Center for the Advancement of Reading
  • www.calstate.edu/car

2
CENTER FOR THE ADVANCEMENT OF READING
  • Purpose To discuss how the CSU promotes literacy
    P-adult across the system
  • Agenda
  • Context
  • Mission of the Center for the Advancement of
    Reading (CAR)
  • Structure
  • Work
  • Impact
  • Discussion

3
National Context
CENTER FOR THE ADVANCEMENT OF READING
  • Calls for international competitiveness
  • Common Core State Standards
  • Education reform initiatives related to
  • Early childhood education
  • High school graduation
  • STEM (Science, Technology, Engineering, and
    Mathematics)
  • College readiness
  • College completion
  • Teacher preparation

4
State Context
CENTER FOR THE ADVANCEMENT OF READING
  • Commission on Teacher Credentialing (CTC)
    Accreditation Standards
  • Reading Instruction Competence Assessment (RICA)
  • Californias Common Core Content Standards
  • Reading reforms of the last two decades
  • State initiatives parallel to national priorities

5
Mission
CENTER FOR THE ADVANCEMENT OF READING
  • The CSU Center for the Advancement of Reading,
    dedicated to excellence in literacy instruction,
    promotes the preparation of effective teachers
    and reading specialists in the California State
    University by
  • Facilitating faculty communication and research
  • Disseminating research and policy information
  • Fostering connections among the CSU literacy
    faculty, P-12 partners, and public education
    stakeholders and
  • Serving as a forum for the interchange of public
    and academic interests.

6
Mission (continued)
CENTER FOR THE ADVANCEMENT OF READING
  • The Center is committed to ensuring that
    California's children and adolescents will be
    capable readers and writers as such, they will
    have the greatest chance of becoming successful
    and productive citizens in today's changing
    world.

7
Council of Faculty Representatives
CENTER FOR THE ADVANCEMENT OF READING
  • 23 members
  • One faculty member from each campus that has a
    teacher preparation program plus CalStateTEACH

8
Advisory Board
CENTER FOR THE ADVANCEMENT OF READING
  • Association of California School Administrators
  • Curriculum and Instruction Steering Committee of
    California County Superintendents Education
    Services Association
  • California Department of Education
  • California Reading Association
  • California School Boards Association
  • California State Parent Teacher Association
  • CSU Faculty

9
Work of the CenterReading Conferences
CENTER FOR THE ADVANCEMENT OF READING
10
CSU Reading Conferences, 2002-2009
CENTER FOR THE ADVANCEMENT OF READING
  • Literacy for All Learners
  • Literacy Leadership and the Science of Reading
  • Differentiating Instruction to Meet Diverse Needs
  • Perspectives on Policy, Research, and Practice
  • Closing the Literacy Achievement Gap P-12
  • Preparing Teachers to Teach Reading Comprehension
  • Preparing Teachers to Teach Older Readers and
    Writers
  • Preparing Teachers to Teach Reading Effectively

11
Collaborative Conference, 2010
CENTER FOR THE ADVANCEMENT OF READING
  • CAR Partners
  • ACSA
  • WestEd
  • CDE
  • CTA

12
Work of the CenterReading Conferences and
Intersegmental Faculty Forums
CENTER FOR THE ADVANCEMENT OF READING
13
Intersegmental Faculty Forums, 2004-2008
CENTER FOR THE ADVANCEMENT OF READING
  • Reading and Writing in California Schools Public
    Policy and Practice
  • Teaching Teachers to Teach Reading and Writing
  • Teacher Preparation and Development in Literacy
    Research and Best Practice for ALL Students,
    Including a Focus on English Learners
  • Adolescent Literacy Implications for Teacher
    Education, Including a Focus on English Learners
  • Language Minority Children and Youth Preliminary
    Findings from the National Literacy Panel

14
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Reading Conferences and Intersegmental Faculty
    Forums
  • CAR Quarterly

15
Quarterly Newsletter
CENTER FOR THE ADVANCEMENT OF READING
16
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Reading Conferences and Intersegmental Faculty
    Forums
  • CAR Quarterly
  • Publications

17
Publications
CENTER FOR THE ADVANCEMENT OF READING
18
Process
CENTER FOR THE ADVANCEMENT OF READING Publications
  • CAR Council and Advisory Board recognize a need.
  • CAR Council and Advisory Board discuss a vision.
  • Lead authors are identified and a document is
    drafted.
  • Council members review and provide feedback.
  • The draft is revised accordingly.

19
Process (cont.)
CENTER FOR THE ADVANCEMENT OF READING Publications
  • The draft is submitted to all literacy faculty in
    the CSU, board members, and other knowledgeable
    parties.
  • The draft is revised accordingly.
  • The draft is reviewed again by Council and Board
    members.
  • The document is published and disseminated.

20
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Reading Conferences and Intersegmental Faculty
    Forums
  • CAR Quarterly
  • Publications
  • CAR Website

21
CARs Website
CENTER FOR THE ADVANCEMENT OF READING
www.calstate.edu/car
22
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Special Projects
  • Single Subject Reading Task Force

23
CENTER FOR THE ADVANCEMENT OF READING
  • Single Subject Reading Task Force
  • Response to evaluation results
  • Lack of candidate preparedness in reading
  • CSU faculty experts from 12 campuses convened in
    2003

24
Identified six Core Principles to increase
coherence across the system
CENTER FOR THE ADVANCEMENT OF READING Single
Subject Reading Task Force
  • Reading Processes
  • Comprehension and Content Learning
  • Adolescent Literacy
  • Assessment
  • Differentiation
  • Planning and Integration

25
Faculty resource created to enhance teaching of
Single Subject reading courses
CENTER FOR THE ADVANCEMENT OF READING Single
Subject Reading Task Force
  • Core Principles
  • Key Questions
  • Discussion
  • Activities, Assignments, and Assessments
  • Candidate Outcomes
  • Enduring Understandings
  • References and Resources
  • Sample syllabi
  • Additional Examples and Resources

26
Dissemination and Future Plans
CENTER FOR THE ADVANCEMENT OF READING Single
Subject Reading Task Force
  • Workshops provided to faculty 2004 2005
  • Resources created for Single Subject methods
    courses 2007
  • English
  • Mathematics
  • History-social science
  • Science
  • Major revision planned for 2011

27
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Special Projects
  • Single Subject Reading Task Force
  • Early Assessment Program
  • ERWC

28
Expository Reading and Writing Course (ERWC)
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
29
Structure of the ERWC
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
  • Developed by CSU English faculty and high school
    teachers
  • Aligned with ELA content standards for 11th and
    12th grades
  • Structured around assignment template addressing
    reading and writing
  • Approved to fulfill the b English requirement
    of the UC and CSU a-g college entrance
    requirements in grades 11 and/or 12
  • Intended for broad usage (not as an honors or
    remedial course and not necessarily tied to EAP
    results)

30
Emphases of the ERWC
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
  • Engages students in a study of rhetoric and
    composition
  • Enables students to read and write academic prose
    effectively and strategically
  • Increases students mastery of academic language
  • Emphasizes in-depth study of expository,
    analytical, and argumentative writing
  • Deepens students critical reading, writing, and
    thinking skills

31
Key Principles of the ERWC
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
  1. The integration of interactive reading and
    writing processes
  2. A rhetorical approach to texts that fosters
    critical thinking
  3. Materials and themes that engage student interest
    and provide a foundation for principled debate
    and argument
  4. Classroom activities designed to model and foster
    successful practices of fluent readers and
    writers
  5. Research-based methodologies with a consistent
    relationship between theory and practice
  6. Built-in flexibility to allow teachers to respond
    to varied students' needs and instructional
    contexts and
  7. Alignment with English-Language Arts Content
    Standards.

32
Professional Development for ERWC
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
  • Designed to provide teachers with skills
    necessary to teach ERWC and insight about
    expectations for college reading and writing
  • Offered by County Offices of Education and CSU to
    high school English teachers and other educators
  • Facilitated by teams of CSU faculty and high
    school teachers/county office of education
    specialist
  • Scheduled for 3½ days (20 hrs) over 3-6 months

33
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Special Projects
  • Single Subject Reading Task Force
  • Early Assessment Program
  • ERWC
  • RIAP

34
Reading Institutes for Academic Preparation (RIAP)
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
35
Structure and Emphases of RIAP
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
  • Improves teachers capacity to teach academic
    literacy across the curriculum
  • Includes ERWC and disciplinary literacy
  • Offered through selected CSU campuses for
    teachers in grades 9-12 in all subject areas
  • Scheduled for 80 hours over 9-12 months

36
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Special Projects
  • Single Subject Reading Task Force
  • Early Assessment Program
  • ERWC
  • RIAP
  • Preservice Integration

37
Regional Meetings for Single Subject Preservice
Faculty in English and Content Literacy
CENTER FOR THE ADVANCEMENT OF READING Early
Assessment Program
  • Designed to encourage faculty to integrate
    college readiness and ERWC into preservice
    coursework
  • Next event Tuesday, February 22, 2011, 12-3 pm,
    Videoconference

38
Work of the Center
CENTER FOR THE ADVANCEMENT OF READING
  • Special Projects
  • Single Subject Reading Task Force
  • Early Assessment Program
  • ERWC
  • RIAP
  • Preservice Integration
  • Service on System and State Task Forces and
    Policy Committees

39
CSU Contributions to Policy
CENTER FOR THE ADVANCEMENT OF READING
  • RICA Panel
  • Reading Standards for Accreditation
  • Multiple Subject Teaching Credential
  • Single Subject Teaching Credential
  • Reading and Literacy Added Authorization
  • Reading and Literacy Leadership Specialist
    Credential
  • Preschool Stakeholder Meetings
  • California Literacy Team (Striving Readers)

40
Promising Aspects of the Centers Work
CENTER FOR THE ADVANCEMENT OF READING
  • Faculty conversations and collaboration
  • Access to relevant information
  • Partnerships with P-12
  • Partnerships with other stakeholders
  • Participation in the development of teacher
    education policy and regulations

41
CENTER FOR THE ADVANCEMENT OF READING
  • Questions?
  • Comments?

42
www.calstate.edu/car
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