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Best Practices for Adolescent Literacy

Best Practices for Adolescent Literacy. Secondary Alabama Reading Initiative. Key Leader Outcomes. Key Leaders will: Gain understanding of Strategic Teaching Content Develop a plan of action for practicing Strategic Teaching in their building with a teacher

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Best Practices for Adolescent Literacy

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  1. Best Practices forAdolescent Literacy Secondary Alabama Reading Initiative ARI Content Literacy 2010

  2. Key Leader Outcomes Key Leaders will: • Gain understanding of Strategic Teaching Content • Develop a plan of action for practicing Strategic Teaching in their building with a teacher • Prepare for aiding facilitation of Strategic Teaching in their system ARI Content Literacy 2010

  3. Outcomes Teachers will be able to describe the necessary components of strategic teaching in order to improve student achievement. Teachers will be able to identify strengths and weaknesses of a lesson. ARI Content Literacy 2010

  4. Parameters: 1. All participants - no observers. 2. Use time wisely. 3. Stay focused. 4. Respect others’ opinions. 5. Cell phones on vibrate. ARI Content Literacy 2010

  5. Alabama State Department of Education’s Mission Statement To provide the standards, resources, and support needed to ensure all students graduate college and/or career ready ARI Content Literacy 2010

  6. Five Essential Elements of Adolescent Literacy ARI Content Literacy 2010

  7. Picture Perfect Teacher • Visualize the best teacher you had in school. • Describe that teacher on a note card. • Turn and talk. • Visualize the worst teacher you had in school. • Describe that teacher on a note card. • Turn and talk. ARI Content Literacy 2010

  8. Strategic Teaching Strategic teaching is the process of incorporating purposeful planning, connected strategies, and explicit instruction to maximize the understanding and retention of content material. ARI Content Literacy 2010

  9. Strategic Teaching As educators, we are ineffective when our students are actively engaged in a meaningless task or passively involved in a meaningful one. ARI Content Literacy 2010

  10. STRATEGIC TEACHING THERE ARE FIVE COMPONENTS OF STRATEGIC TEACHING ARI Content Literacy 2010

  11. ARI Content Literacy 2010 ONE or More Daily Outcomes with Daily Assessment

  12. ARI Content Literacy 2010 Two Instructional Practices in Every Lesson Chunking Student discussion

  13. THREE Parts to a Strategic Lesson Before During After ARI Content Literacy 2010

  14. FOUR Steps to Explicit Instruction Self ARI Content Literacy 2010

  15. FIVE Components of Active Literacy ARI Content Literacy 2010

  16. How do we become strategic? 1. We develop and refine our content knowledge. 2. We assess our own teaching, as well as our students’ learning. 3. We differentiate our instruction. 4. WE ENGAGE OUR STUDENTS! ARI Content Literacy 2010

  17. Five Components of Strategic Teaching One or More Daily Outcomes Two Daily Instructional Practices: Chunking ; Student Discussion of Concepts Three Parts of Strategic Lessons: Before; During; After  Four Steps in Explicit Instruction: “I Do”; “We Do”; “Y’all Do”; “You Do” Five Daily Components of Active Literacy (Engagement): T-Talking; W-Writing; I-Investigating; R-Reading; L-Listening ARI Content Literacy 2010

  18. Coding the Text • Happens on a regular basis ? Not so sure !Area of Focus ARI Content Literacy 2010

  19. BRAINRESEARCH AN INCREDIBLE JOURNEY ARI Content Literacy 2010

  20. Brain Research Agenda Outcomes: Participants will make connections between the developing brain and adolescent learning. Before: Anticipation Guide During: Jot Notes After: Anticipation Guide ARI Content Literacy 2010

  21. Before: Anticipation Guide • Read each statement. • Mark in the left-hand column whether you agree or disagree with the statement. • When directed, locate your “brainy” partner A and discuss your predictions. • Prepare to share whole group. ARI Content Literacy 2010

  22. During: Jot Notes “Jot” notes are based on key points, concepts, or ideas as the text is read. Use single words and/or phrases to keep notes brief and to the point. This may include: • brief notes about the important points in the text; • sketches of images constructed as the text is read; • connections to the text; • questions about the text; and • first reactions to the text. ARI Content Literacy 2010

  23. Brain Research: An Incredible JourneyChunk 1 (We Do) ARI Content Literacy 2010

  24. Examples of Jot Notes • 7 to 10 percent of brain is pruning away • lacks reasoning and judgment • hormones are not completely responsible • acts childishly • physical appearances deceiving Connection: Adolescent students look mature, but act childishly. ARI Content Literacy 2010

  25. Chunk 2 • Read the text. • Write jot notes that are short and to the point. • Sketching is encouraged. • Share notes with a partner. • Share notes with the whole group. ARI Content Literacy 2010

  26. Chunk 3 • Read Chunk 3 with a partner. • Take jot notes. ARI Content Literacy 2010

  27. Chunk 4 • Read text. • Reflect individually. • Take jot notes. • Meet with your “clock” partner B and reflect on your jot notes. ARI Content Literacy 2010

  28. After: Anticipation Guide • Reread the statements from the beginning of the lesson. • Mark new responses in the right-hand “After” column. • Justify any corrections made after reading. • Write justifications under the appropriate statements. ARI Content Literacy 2010

  29. Brain Research Lesson Plan Outcomes: Participants will make connections between the developing brain and adolescent learning. Before: Anticipation Guide Purposes: activate prior knowledge; establish a purpose for reading; make predictions During: Jot Notes Purposes: organize information; summarize and practice note taking; make connections After: Anticipation Guide Purposes: reflect and correct predictions; integrate new information with prior knowledge ARI Content Literacy 2010

  30. Strategic Lesson Planning Step by step guide to implementing strategic teaching in the content areas ARI Content Literacy 2010

  31. Purposeful Planning Agenda Daily outcome: Participants will use the components of purposeful planning to analyze two classroom lesson plans. Before: Conversation Stem During: Graphic Organizer After: “We Think” Statement ARI Content Literacy 2010

  32. Conversation Stem 1 When a teacher tells the students, “I want you to learn…” what is he/she really saying? ARI Content Literacy 2010

  33. Conversation Stem 2 What is the difference between learning and memorizing? ARI Content Literacy 2010

  34. ARI Content Literacy 2010

  35. Scenario One: “Mrs. Jones” • Examine the steps for planning. • Use what is known about strategic teaching to critique the scenario. ARI Content Literacy 2010

  36. Step 1: Determine the Outcomes • Decide what it is the students will be able to do TODAY as a result of this lesson. • The outcome(s) of the lesson should move the students closer to mastery of content standards. • Decide on assessment(s) that will be used to determine if outcome has been met. ARI Content Literacy 2010

  37. Daily Outcome(s)SWBAT: Summarize how the Crusades affected Western Europe ARI Content Literacy 2010

  38. Step 2: Plan a “Before” Strategy Consider the purposes of before strategies: • activate prior knowledge • build background knowledge • generate questions • make predictions • discuss vocabulary • establish a purpose for reading Choosing a Strategy: • Is it a new concept? Plan a strategy that will build some background knowledge. • Is it a review or continuation? Plan an activity that will activate prior knowledge. • Is there new or unfamiliar vocabulary? Plan a strategy that will involve discussion of unfamiliar words. • Are there particular parts of the content that need to be emphasized? Plan a strategy that draws attention to important concepts. ARI Content Literacy 2010

  39. Before Purpose: * Activate prior knowledge Before Strategy: *List, Group, Label ARI Content Literacy 2010

  40. Reflection Think about the strategy and purpose(s) of this part of the lesson. How are the strategies connected and related to the daily outcome(s)? ARI Content Literacy 2010

  41. Step 3: Plan a “During” Strategy Consider the purposes of during strategies: • engage with the text • verify and formulate predictions • summarize text • self-monitor comprehension • construct graphic organizers • use mental imagery • integrate new information with prior knowledge Choosing a Strategy: • Is the text challenging to comprehend? • Choose a strategy that will require students to stop periodically as they read and self-monitor comprehension. • Is the text structure unfamiliar or challenging? • Consider using a graphic organizer to help students organize information from the text. • Is there a large amount of text to be read? • Consider chunking the text and choosing a strategy that will allow small groups of students to read portions of the text and share important information with the entire class. ARI Content Literacy 2010

  42. During Purpose: During Strategy: ARI Content Literacy 2010

  43. Reflection Think about the strategy and purpose(s) of this part of the lesson. How are the strategies connected and related to the daily outcome(s)? ARI Content Literacy 2010

  44. Step 4: Plan a “After” Strategy Consider the purposes of after strategies: • reflect on the content of the lesson • evaluate predictions • examine questions that guided reading • respond to text through discussion • respond to text through writing • retell or summarize Choosing a Strategy: • Does the content of the lesson build upon previous learning? • Consider a strategy that makes connections and evaluates new information. • Does the content lend itself to visual representations? • Consider graphic organizers as a format for organizing information and concepts. • Does the content contain challenging vocabulary? • Consider a strategy that will lead to student ownership of important vocabulary. • Is the content open to interpretation? • Consider a strategy that will promote discussion and critical thinking. ARI Content Literacy 2010

  45. Reflection Think about the strategy and purpose(s) of this part of the lesson. How are the strategies connected and related to the daily outcome(s)? ARI Content Literacy 2010

  46. Step 5: Plan for Assessment of Outcomes Ultimately, how will we know the lesson outcomes have been met? Consider: • work products • separate assessments • exit slips • observational data ARI Content Literacy 2010

  47. Five Components of Strategic Teaching One or More Daily Outcomes Two Daily Instructional Practices: Chunking ; Student Discussion of Concepts Three Parts of Strategic Lessons: Before; During; After  Four Steps in Explicit Instruction: “I Do”; “We Do”; “Y’all Do”; “You Do” Five Daily Components of Active Literacy (Engagement): T-Talking; W-Writing; I-Investigating; R-Reading; L-Listening ARI Content Literacy 2010

  48. Scenario Two: “Mr. Smith” • Examine the steps for planning. • Use what is known about strategic teaching to critique the scenario. • Take notes on the planning graphic organizer. ARI Content Literacy 2010

  49. “We Think” Statement Complete the following statement: “After comparing and contrasting the two scenarios, we think ________ lesson was more strategic because______________.” • Use ‘5 components of a Strategic Lesson’ (pg. 3) to guide your conversation around the ‘We Think” statement above.) ARI Content Literacy 2010

  50. Purposeful Planning Lesson Daily outcome: Participants will use the components of purposeful planning to analyze two classroom lesson plans. Before: Conversation Stems Purposes: activate prior knowledge; set a purpose During: Graphic Organizer Purposes: organize information; engage with text After: “We Think” Statement Purposes: reflect on content through writing and discussion ARI Content Literacy 2010

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