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Aligning Literacy Initiatives with Higher-Order Expectations
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Transcript of Aligning Literacy Initiatives with Higher-Order Expectations
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Instructional Components of a
Comprehensive Literacy Plan
Doug Fisher www.fisherandfrey.com
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Difficulty v. Complexity
Difficulty
• A measure of effort required to complete a task.
• In assessment, a function of how many people can complete the task correctly.
Complexity
• A measure of the thinking, action, or knowledge that is needed to complete the task.
• In assessment, how many different ways can the task be accomplished.
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Which of these means about the
same as the word gauge?
a. balance
b. measure
c. select
d. warn
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A car odometer registered 41,256.9 miles when a highway
sign warned of a detour 1,200 feet ahead. What will the
odometer read when the car reaches the detour? (5,280 feet
= 1 mile)
(a) 42,456.9
(b) 41,279.9
(c) 41,261.3
(d) 41,259.2
(e) 41,257.1
Did you use the calculator on this question?
Yes No
7
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Marc Umile is among a group of people fascinated with pi,
a number that has been computed to more than a trillion
decimal places. He has recited pi to 15,314 digits.
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Easy Hard
More Complex
Less Complex
Low Difficulty High Complexity
High Difficulty High Complexity
Low Difficulty Low Complexity
High Difficulty Low Complexity
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Poll question #1
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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5 Access Points
• Purpose and Modeling • Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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The established
purpose
focuses on
student
learning, rather
than an activity,
assignment, or task.
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Three Questions
What am I learning today?
Why am I learning this?
How will I know that I
have learned it?
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Poll question #2
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading • Formative Assessments
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STUDENT A
• 20 MINUTES PER DAY
• 1,800,000 WORDS PER YEAR
• SCORES IN THE 90TH PERCENTILE ON STANDARDIZED TESTS
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STUDENT B
• 5 MINUTES PER DAY
• 282,000 WORDS PER YEAR
• SCORES IN THE 50TH PERCENTILE ON STANDARDIZED TESTS
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STUDENT C
• 1 MINUTE PER DAY
• 8,000 WORDS PER YEAR
• SCORES IN THE 10TH PERCENTILE ON STANDARDIZED TESTS
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Poll question 3
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading • Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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10. Read and comprehend complex literary and informational texts independently and proficiently.
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To build strength
To build stamina
Less
Complex
More
Complex
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TEACH complex text
don’t just
ASSIGN complex text
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1. Read closely to determine what the text
says explicitly and to make logical inferences from
it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
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Creating a Close Reading
Use a short
passage
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Creating a Close Reading
Use a short
passage Re-reading
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Facilitating Re-reading
Change the task
Read for flow. Read for annotation.
Ask a really good question
What is the author’s belief about war?
Press for evidence
Where did you find that?
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Creating a Close Reading
Use a short
passage Re-reading
“Read with a pencil”
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Foundational Annotation Skills
• Underline the major points.
• Circle keywords or phrases
that are confusing or
unknown to you.
• Write margin notes restating
the author’s ideas.
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Annotation occurs with
digital and print texts.
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Annotation with Wikki sticks
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Student annotation in 6th grade
Student sample from Leigh McEwen, AEA 9, Iowa
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Creating a Close Reading
Use a short
passage Re-reading
“Read with a pencil”
Text-dependent questions
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Progression of Text-dependent Questions
Opinions/Arguments,
Intertextual Connections
Inferences
Author’s Craft and Purpose
Vocab & Text Structure
Key Details
What does the text mean?
How does the text work?
Structural
Inferential
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations • Wide, Independent Reading
• Formative Assessments
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Close Reading demands
collaborative conversations
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Poll question 4
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Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building on each others’ ideas and expressing their own clearly
and persuasively.
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K-2 Features • Following the rules of discussion
• Moving from participation to turn taking
• Sustaining discussion through questioning
• Adult support
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3-5 Features • Preparation for discussion
• Yielding and gaining the floor
• Posing and responding to questions
• From explaining own ideas to explaining the
ideas of others
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6-8 Features • Using evidence to probe and reflect
• Collegial discussions include goals and deadlines
• Questions connect ideas from several speakers
• Acknowledge new information
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9-10 Features • Use prepared research in discussion
• Voting, consensus, and decision making
• Ensure hearing full range of opinions or options
• Summarize and synthesize points of disagreement
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11-12 Features • Civil, democratic discussions
• Questions probe reasoning and evidence
• Resolving contradictions
• Determine what additional info is needed
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5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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http://www.fisherandfrey.com
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#thankyou
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v
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Twitter: @MahoneySM
Twitter: @McGrawHillk12 #literacy
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How you define a problem
determines all of the solutions
your mind can’t consider.
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Right tool,
at the right time,
for the right student,
for the right reason.
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We believe that our contribution to
unlocking our collectively brighter
future lies with the application of our
deep understanding of how learning
happens and how the mind
develops.
It exists where the science of learning
meets the art of teaching.
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Our Team
Amanda House
VP, New
Technologies
Dr. Christine Gouveia
VP, Applied Learning
Science
Ed Lamprich
VP, ELL Strategy & Director
World Languages
Michael Gee
VP, Academic Design
Lisa Plesich
VP, Academic Design
Daniela Perelli
VP, Academic Design
Reading
Dr. Shawn Mahoney
Chief Academic Officer
Sonja Chernos
VP, Academic Design
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Amanda House
VP, New
Technologies
Dr. Christine Gouveia
VP, Applied Learning
Science
Ed Lamprich
VP, ELL Strategy & Director
World Languages
Michael Gee
VP, Academic Design
Lisa Plesich
VP, Academic Design
Daniela Perelli
VP, Academic Design
Reading
Dr. Shawn Mahoney
Chief Academic Officer
Sonja Chernos
VP, Academic Design
Our Team
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In the early days, stories where the
way we exchanged information about
ourselves.
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The answer to truth is understanding
your world and zeitgeist beyond your
time.
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And what keeps the flame of knowing
and learning alive is literacy. In today’s
terms, it’s a network to knowledge.
Knowledge of self…
Knowledge of others…
Knowledge of the world…
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In any subject– from math to science,
from economics to literature– the
better able you are to understand, the
more you can learn and grow.
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Literacy is a process of interaction
between the self and text.
Literacy is a powerful vehicle for the
development of critical thinking and
communication.
Without thought, analysis, and
communication, there is a breakdown
of understanding.
Literacy cures that fatal ailment.
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We are committed to better helping
people understand themselves in their
time.
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Making meaning– it is the essence of
learning.
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We believe that our contribution to
unlocking our collectively brighter
future lies with the application of our
deep understanding of how learning
happens and how the mind
develops.
It exists where the science of learning
meets the art of teaching.
![Page 71: Aligning Literacy Initiatives with Higher-Order Expectations](https://reader031.fdocuments.net/reader031/viewer/2022030215/588a6d831a28ab336f8b55ab/html5/thumbnails/71.jpg)
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©2015 McGraw-Hill Education.
Confidential and Proprietary. Not for redistribution.
What is the common, transparent, and clearly communicated definition of literacy?
How have you communicated the essential elements of your literacy ecosystem?
What is your theory of action and how are you monitoring?
How are you relying on a trusted network and learning from cases of success?
What are the elements of your program that are interdisciplinary?
1
2
3
4
5
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Establish a common
vocabulary
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Literacy is…
the ability to identify, understand, interpret, create,
compute, and communicate using visual, audible, and
digital materials across disciplines and in any context.
International Literacy Association
http://www.literacyworldwide.org/why-literacy
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Outline a system view
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CORE
PURPOSEFUL
SUPPLEMENTAL & INTERVENTION
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Share a theory of action
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CORE
PURPOSEFUL
SUPPLEMENTAL & INTERVENTION
*Equitable program in Spanish *Systematic instructional approach
Text Complexity Collaborative Conversation Writing to Sources Conducting Research and Inquiry
*Research-based
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CORE
PURPOSEFUL
SUPPLEMENTAL & INTERVENTION
*Instructional fidelity *Systematic teaching and learning
In-class coaching Online courses Professional Learning Environment Online data management
*Research-based
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CORE
PURPOSEFUL
SUPPLEMENTAL & INTERVENTION
*Teaching and Learning Cycle *Range of performance data
Quick checks Weekly/Unit Assessments Data Dashboard Instructional Recommendations
*Reports: individual, class and district
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CORE
PURPOSEFUL
SUPPLEMENTAL & INTERVENTION
*Robust educational technology *Student-Centered Instruction
Integrated ELL/ELD Support Read-Write Connection Collaboration Tools Digital Assessments
*Purposeful print
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Utilize a case study of
success
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Common
Deliberate
Ongoing
Comprehensive
Collaborative
School Group, McGraw-Hill Education
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Articulate essential
interdisciplinary elements
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Utilize a case study of
success
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©2015 McGraw-Hill Education.
Confidential and Proprietary. Not for redistribution.
What is the common, transparent, and clearly communicated definition of literacy?
How have you communicated the essential elements of your literacy ecosystem?
What is your theory of action and how are you monitoring?
How are you relying on a trusted network and learning from cases of success?
What are the elements of your program that are interdisciplinary?
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Making meaning– it is the essence of
learning.
We are committed to better helping
people understand themselves in their
time.
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Twitter: @MahoneySM
Twitter: @McGrawHillk12 #literacy
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How you define a problem
determines all of the solutions
your mind can’t consider.
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Right tool,
at the right time,
for the right student,
for the right reason.
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