E-Learning Initiatives to Enhance Information & Digital Literacy
Leading Initiatives to Improve Literacy Skills and Achievement in … · Leading Initiatives to...
Transcript of Leading Initiatives to Improve Literacy Skills and Achievement in … · Leading Initiatives to...
Leading Initiatives to Improve Literacy
Skills and Achievement in Elementary
Grades
Pinellas County Schools Leadership Week
July 17-18, 2017
Jill Potts
Download materials: http://tinyurl.com/pinellas7-17
• How to incorporate literacy in social studies and
science: Standards-based instruction
• Powerful Literacy Practices: Deep-dive into learning
intentions
• How to access hundreds of literacy strategies and
protocols
• Ways school leaders can support literacy throughout
the curriculum
What you will learn:
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Find the index card in your folder.
Please write a brief description of what you
want to take away from this session.
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Topic: Disciplinary literacy in elementary grades
Learning Focus: Our learning for this block will focus
on the rationale for disciplinary literacy in elementary as
well as what disciplinary literacy looks like in elementary
classrooms.
Task: After reading and summarizing excerpts from
Shanahan’s article on disciplinary literacy in elementary
grades, you will explore resources to locate disciplinary
texts for elementary social studies and science.
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Topic: Disciplinary literacy in elementary grades
Why this is important: Evidence that reading informational texts
increases reading achievement can be found in data from the
National Assessment of Educational Progress (NEAP). From 1990
to the present, the trends on the NAEP indicate that fourth graders'
reading achievement increases as the diversity of their reading
experiences increases. Fourth graders who reported reading a wide
variety of text (e.g., narrative, informational) had higher reading
achievement than students who reported reading only one type of
text. Therefore, it seems reasonable that exposing young children
to informational text will help them to handle the literacy demands
of their later schooling (Duke & Bennett-Armistead, 2003).
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Read the vignettes of two fourth-grade social studies
teachers.
Reflection questions:
How are the two teachers different?
What will Elisabeth’s students learn that Vivian’s students
will not?
What are some challenges for planning instruction like
Elisabeth?
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1. Number paragraphs 1-16.
2. Circle paragraphs 1, 2, 6, 7, and 8
3. Read the five paragraphs and identify information you find
significant.
4. Complete the Shanahan reflection page in your folder.
5. Discuss at your tables.
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Around-the-clock partners
12:00
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3:00
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9:00
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6:00
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You have 10 minutes to explore the resources. Bookmark
two to share with your clock partners.
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Powerful Literacy Practices
What are some literacy
practices you look for
when you visit
classrooms?
Brainstorm a list at your
table and chart.
Powerful Literacy
Practices
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Excerpt from Visible Learning for Literacy: Implementing the Practices that Work
Best to Accelerate Student Learning
by Douglas Fisher, Nancy Frey, and John Hattie. Thousand Oaks, CA: Corwin,
www.corwin.com.
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“Our focus in Visible Learning for Literacy is
on actions that fall inside the zone of desired
effects, which is 0.40 and above. When
actions are in the range of 0.40 and above,
the data suggest that the learning extends
beyond that which was expected from
attending school for a year.”
Hattie, p. 10
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Powerful Literacy Practices 1
The literacy-based assignment includes an
authentic written product citing evidence from
reading complex texts that are aligned to the
depth of knowledge of the standards.
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Powerful Literacy Practices 2
The lesson sequence supports and scaffolds the
learning of literacy and content standards through
explicit instruction.
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Powerful Literacy Practices 3
Clear and measurable learning targets are
established and communicated to the students
and assessed by the teacher.
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Powerful Literacy Practices 4
Literacy strategies/mini-tasks (reading, writing,
speaking and/or listening) are embedded into
lessons to support the learning of skills and
content.
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Powerful Literacy Practices 5
Student discourse is integrated to support student
ownership of learning.
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Powerful Literacy Practices 6
Formative and summative assessments are used
in all aspects of the learning process.
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Number off 1-6.
Each group focus on the corresponding Powerful Literacy Practice.
Prepare to answer the following questions:
• What are examples of this practice that you have observed in
classrooms at your school?
• On a scale of 1-5, how would you rate classrooms overall on this
practice? (1=lowest, 5=highest)
• What support do teachers need to improve on this practice?
Prepare to share out with the group.
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Powerful Literacy Practices 3
Clear and measurable learning targets are
established and communicated to the students
and assessed by the teacher.
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Topic: Learning intentions with success criteria
Learning Focus: Our learning for this session will focus
on the importance of being explicit about the nature of
learning that students are expected to do and the level of
success expected from each lesson.
Task: After completing the “before” column of an
anticipation guide and watching a short video about
learning intentions and success criteria, you will
participate in a jigsaw activity in which you will analyze
part of a text about learning intentions and teach it to
others (“jigsaw”).
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Why this is important: Clearly stated learning intentions are an
essential component of formative assessment strategy. They help
teachers to be mindful of what their goals are to effectively plan and
deliver lessons and they facilitate student learning by communicating
expectations about the desired outcomes for each lesson. As a result,
experts assert, “research on instructional techniques in all core
content areas has found that explicitly linking classroom activities to
learning goals helps students understand the purpose of the
instruction and feel motivated to engage with the ideas.” Reed, D.
“Clearly Communicating the Learning Objective Matters!” Middle
School Journal, 43:5, May 2012. p. 17.
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=9df744b4‐73d5‐47b9‐8993‐07f9fd8adca0%40sessionmgr4001&vid=5&hid=4214
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Excerpt from Visible Learning for Literacy: Implementing the Practices that Work
Best to Accelerate Student Learning
by Douglas Fisher, Nancy Frey, and John Hattie. Thousand Oaks, CA: Corwin,
www.corwin.com.
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https://www.teachingchannel.org/videos/criteria-for-success
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Number paragraphs 1-9
Group 1: paragraphs 1-3
Group 2: paragraphs 2-6
Group 3: paragraphs 7-9
Letter off in your groups: A, B, C, etc. Assemble in your letter trios:
Each member of the trio will have one minute to give a summary of their
section. After each member has summarized, complete the “After
Reading” section of your Anticipation Guide.
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Reflection
What insights did you gain?
What information will you take back to your
school?
Was the jigsaw an effective strategy for learning
this content?
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Topic: Standards-based instructional planning
Learning Focus: Our learning for this session will focus on
strategies teachers can use to plan instruction that embeds
content and literacy standards.
Task: After watching a presentation about standards-based
instructional planning and examining sample lessons, you
will use an instructional planning sheet to plan a lesson that
embeds both literacy and content standards.
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Why this is important: The practice of aligning learning to
standards also helps ensure that a higher level of learning is
attained, guides teachers in the process of assessment and
helps keep them on track. Standards based instruction helps guide
the planning, implementation, and assessment of student learning.
The use of standards to streamline instruction ensures that teaching
practices deliberately focus on agreed upon learning targets.
Expectations for student learning are mapped out with each
prescribed standard. Teachers follow standards based instruction to
ensure that their students meet the demands targeted. Following a
standards-based model for classroom assessment and instruction
is an approach teachers use to track student performance and plan
focused instruction to meet the specific needs of students. Source:
https://k12teacherstaffdevelopment.com/tlb/importance-of-a-
standards-based-instruction
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One way to think about a focus
cluster is to figure out how the
standards make each other
better. For example, content
standards, especially in the
elementary grades, often lend
themselves to DOK 1 type
questions. Since LDC Tasks
are not intended for DOK 1-
type thinking, you can use the
literacy standard to raise the
rigor of the content standard if
you want to include that
content in your LDC Task.
Source: LDC.org
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Example: Using Focus Standards to Raise Rigor in a Task
In one state, there is a social studies standard for 4th grade:
“Identify the challenges (people in our state) faced during the
Great Depression.”
This standard doesn’t lend itself well to an LDC assignment,
because it essentially asks students to read a text and restate
the information found in that text. A task to students for this
standard directly might be:
“Read ______ text and identify the described challenges
(people in our state) faced during the Great Depression.”
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So, I’m going to turn it into a cluster to see if I can raise
the level of rigor of the thinking students will need to do to
respond to my task. Then it might be worth spending the
time teaching students the reading and writing skills
needed.
I’m going to try to add a reading standard first—RI6 for
4th grade.
“Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the
differences in focus and the information provided.”
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Resources for Literacy Strategies
http://tinyurl.com/pinellas7-17