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Fostering Academic Literacy Engagement: Meeting CCSS Expectations

Fostering Academic Literacy Engagement: Meeting CCSS Expectations. John T. Guthrie University of Maryland. Challenges of Common Core State Standards. Cognitive--- Complex texts Disciplines of science, history, literature Close reading; knowledge building

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Fostering Academic Literacy Engagement: Meeting CCSS Expectations

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  1. Fostering Academic Literacy Engagement: Meeting CCSS Expectations John T. Guthrie University of Maryland

  2. Challenges of Common Core State Standards • Cognitive--- • Complex texts • Disciplines of science, history, literature • Close reading; knowledge building • Reasoning, integration, vocabulary • Motivation and engagement • Extensive reading • Confidence, interest, beliefs • Reduce disengagement

  3. Challenges • More complex reading requires more engagement. • Engagement and motivation increase achievement, now and in the FUTURE.

  4. Motivation and Engagement • Medical Regeneration Heart becomes self-healing • Reading Engagement Student becomes self-improving

  5. Self Improving System Extended self-improvement (growth after inst) Generated by: • Engagement – teacher ratings (Guthrie-Wig. ‘08) • Motivation self reported (Morgan & Fuchs ‘07) • Time spent reading self-reported (Becker ‘10)

  6. Concept-Oriented Reading Instruction: Motivation Practices--Alignment Student Motivations • Self-efficacy • Interest • Interest • Valuing • Peer interaction • Safety - presumed Classroom Practices • Success • Choices • Relevance • Theme • Collaboration

  7. Challenges • Classroom practices can increase engagement. • Classroom practices can lead to disengagement and avoidance. • Challenge—what is the structure of teaching for engagement toward the CCSS?

  8. General Lesson Planfor Engagement toward CCSS • Concepts • Text selection • Motivation support • Reading strategy • Common Core State Standards-based task

  9. Concepts Concept — Abstract representation of events, motives, interactions, causes, such as: • symbiosis • military conflict • slavery • deception • reconciliation • not a person (Abraham Lincoln), single event (Battle of Antietam), specific insect (dragonfly)

  10. Text Selection Information text refers to written language of non-narrative form in paper or electronic versions such as: • Emancipation Proclamation • Biography of Harriet Tubman • Science chapter on symbiosis • Diagram of photosynthesis • Letterfrom Louisa May Alcott

  11. Concept-Oriented Reading Instruction: Motivation Practices--Success • Providing texts that are readable • Videos that support text comprehension • Peer or teacher feedback regarding success • Students' recognition of their own content knowledge expertise • Students' recognition of using reading strategies to read well • Setting realistic goals for texts and tasks

  12. Concept-Oriented Reading Instruction: Motivation Practices--Choice • Self-selection of books or sections of books • Student input into topics or sequence of topics • Student input into strategy use for comprehension • Options for demonstrating learning • Selecting partners or teams • Micro Choices daily

  13. Concept-Oriented Reading Instruction: Motivation Practices--Relevance • Observational activities linked to text • Hands on science • Videos of science phenomena • Connecting reading to experience • Relating text to background knowledge • Matching text to students’ interests • Multicultural content • Setting real world purposes for reading

  14. Concept-Oriented Reading Instruction: Motivation Practices—Importance in theme • Recognize reading as a useful knowledge building activity • Explain how reading helps in understanding the world around us • Importance of learning from information text • Show how text answers key questions • Identify text as Source of writing, explaining, debating, poster design • Classroom benefits today

  15. Concept-Oriented Reading Instruction: Motivation Practices--Collaboration • Reading in partners or small groups • Exchanging ideas, sharing expertise • Student-led discussion groups, book talks • Team projects, such as a poster • Peer conferencing and feedback • Roles for discussion: lead, add, summarize.

  16. Motivation Support • Teachers’ Guide • Plan • Announce • Scaffold • Debrief

  17. Study 1

  18. Study 1

  19. Study 2 CORI and Traditional Reading/LA • 1000 grade 7 students • 20 teachers • 6 weeks---April-June, 2010 • PD = three half-days

  20. Study 3

  21. Study 4 • Baker, L. (plus 7): International Electronic Journal of Elementary Education, 2011, 4(1), 197-227. • Grades 2-4-- 220 students • Infusion of 66 information books/classroom; Professional Development –balance & search • Results • No increase in reading comprehension • Declines in motivation • Declines in amount of reading • My Conclusion? Motivate your students.

  22. Study 5: 105 U.S. Top High schools • Reading Comprehension of 15 Yr. • PISA – 2009: Shanghai, South Korea • 105 comparable USA schools • 3 case studies How are the top schools distinctive? “Middle Class or Middle of the Pack?” Jon Schnur, America Achieves. http://www.americaachieves.org/docs/OECD/Middle-Class-Or-Middle-Of-Pack.pdf

  23. Study 5: 105 U.S. Top High schools • Data-driven and transparent • learning outcomes • “soft skills like completing work on time, resilience, perseverance and punctualit • Principal and instructional leaders emphasize • “student attentiveness and effective questioning” • concrete and specific direction

  24. Research: Reviews on Motivation Support • Institute for Education Sciences – K-2 • Institute for Education Sciences –Adolescent • Christensen, et al (2012) Handbook of Research in Student Engagement (800 pages) • Guthrie, et al, In Christensen, et al 2012 • Becker, et.al. (2010). JEP, 102, 773-786 • PISA, 2009; http://www.oecd.org/pisa/pisaproducts/48852630.pdf • www.CORILearning.com -for power points

  25. Professional Development • CORI---3 half-days; • Target motivation & engagement practices, texts, strategies • Build Interdisciplinary Units • Follow guidelines on IRA website. • Sullo, 2009. The motivated student: Unlocking the enthusiasm for learning. ASCD. • Policy: Engagement as school goal; teacher planning time; teacher quality

  26. Closing points • Boosting engagement fosters present and FUTURE achievement. • Teachers can have it all--by balancing all. • Standards (25%), Texts (25%), • Strategies (25%), and Engagement (25%) • School policy for engagement is imperative; teacher quality is re-conceptualized.

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