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3. Suggested “Planned Variation” Experiment for the Adolescent Literacy:INSTRUCTIONAL • Direct, explicit instruction • Vocabulary and extended word study in Content Areas • Substantial increase in Reading Fluency in Content Areas • Text Comprehension strategies in Content Areas • Effective instructional principles embedded in content • Motivation and self-directed learning • Text-based collaborative learning • Strategic tutoring • Diverse texts • Intensive writing • A technology component • Ongoing formative assessment of students

4. Suggested “Planned Variation” Experiment for the Adolescent Literacy:INFRASTRUCTURAL • Extended time for learning • Professional development • Ongoing summative assessment • Teacher teams • Leadership • A comprehensive and coordinated literacy program

5. 15 Elements of Effective Adolescent Literacy • Direct, explicit instruction • Effective instructional principles embedded in content • Motivation and self-directed learning • Text-based collaborative learning • Strategic tutoring • Diverse texts • Intensive writing • A technology component • Ongoing formative assessment of students * • Extended time for learning • Professional development * • Ongoing summative assessment * • Teacher teams • Leadership • A comprehensive and coordinated literacy program

6. You Can’t Tutor What Hasn’tBeen Taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught

7. The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, content area reading without selling-out and just attempting to teach to the test. What immediate steps will ensure growth… we’re looking for growth!

8. The Challenge • 37% of all 8th graders scored below Basic on the NAEP • After third grade, the achievement gap with minority, second language, and low-income learners widens substantially • The prospect of exit exams yields an increase in drop-outs

9. The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially • Incomplete beginning reading instruction • Serious vocabulary deficit • Very limited knowledge of text structure • Misconceptions about fluency • Lack of meaningful early comprehension assessment

10. Three Flavors of Assessment • Summative Assessment = External Reporting • Scorekeeping • Broad data for identifying specific populations • Program evaluation and budget indicators • Formative Assessment =Internal Reporting • Intervention: Do something differently, immediately (STOP Spray and Pray!) • Progress monitoring over time for individual students • Data used to plan “next move” for instruction (lesson design --GLM) • Getting a Grade =Comfort the troubled, trouble the comfortable • Public relations • A,B,C,D,F: Coin of the realm

11. The Zone of Proximal Development • Moving readers from their level of success to the appropriate level of difficulty • Using Coached Reading to identify the independent reading supports—how does the reader solve her problem? How do you or the materials you employ help? • Fluency is not about how fast you read, but what is it that is slowing you down.

12. The Gradual Release Model

13. 5 Critical Elements for Rapid Growth • New expectation for ALL learners • Interactive learning and discourse for meaning • What the brain likes-MULTISENSORY • Reading for MATH • Analyzing Data • Moving from being data rich to analysis poor • SOAP • Subjective, Objective, Analyze-Assess, Plan • ELL, Spec. Ed.

14. 5 Critical Elements for Rapid Growth • Lesson Design • Reading Content alignment: vertical and horizontal teaming—ELL, Spec.Ed. • Assessment driving differentiated instruction • Classroom Management • Instruction in terms of minutes • Collaboration • Whole class, small group, think-pair-share, indep. • Grade Level Meetings • Agendas, increased frequency, evidence driven • Student specific with proofs of instruction/learning • The Role of the Literacy Coach

15. Grade Level Meetings Student specific • Find and use ALL data (bring to meeting) • Do analysis for strength and weakness • Prioritize needs • Set goals (what % of sub groups will grow 04-05) • Brainstorm specific strategies • Results indicators • Action Plan

16. The Bones of a Lesson Design

17. The Janet Factor • I have heard the word, but I do not know what it means. • I have never heard the word. • I can sound out or chunk the word, but I do not know what it means. • I need help reading this word. • Once I asked for help reading this word, I knew what it meant.

18. How we can help? • Prepare for early success • Prevent learners from falling behind • Intervene for below level learners • Challenge above grade level learners

19. The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially • Incomplete beginning reading instruction • Serious vocabulary deficit • Very limited knowledge of text structure • Misconceptions about fluency • Lack of meaningful early comprehension assessment

20. The three most important words for the struggling reader: • VOCABULARY • VOCABULARY • VOCABULARY • Words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-you get it!!!!

21. Five Types of Vocabulary • Listening Vocabulary • Thinking Vocabulary • Speaking Vocabulary • Reading Vocabulary • Writing Vocabulary

22. Writing for Success Question: “Are people motivated to achieve by personal satisfaction rather than by fame or money?” My view of the idea that it is personal satisfaction rather than money or fame that motivates people to achieve is sometimes wrong because in sports some people do it for personal satisfaction because they love the game and some people do it for the money because it pays well.

23. Student response • Even though we live in a capitalist society, I still cannot help but believe, despite my own cynicism, that people are more motivated to achieve something for personal satisfaction rather than monetary gains.

24. Five Elements of Reading • Phonemic Awareness • Phonics • Vocabulary • Fluency • Text Comprehension

25. What Spanish and English have in Common • Spanish is 90% Latin • English is 67% Latin • Both languages are alphabetic • Both languages have the same vowels

26. How Spanish and English are Different • Spanish is a language of segmentation • English is a language blending • Spanish has three types of syllables • English has six types of syllables • English has words that must be learned by sight (sight words are also called high frequency words)

27. What the Research Indicates • Identify the language demands of the content • Emphasize academic vocabulary • Activate and strengthen prior knowledge • Promote oral interaction and extended academic talk • Review academic vocabulary and content concepts

29. Registers of Language –R. Payne • Frozen: Language that is always the same • Formal: Standard sentence syntax of work and school. • Consultative: Formal register when used with conversation. Discourse patterns slightly less formal. • Casual: Language between friends: 400-800 word vocabulary. Non-specific word-choice; non-verbal assists determine meaning. Sentence syntax often incomplete. • Intimate: Language between lovers or twins. The language of sexual harassment.

30. Vocabulary Instruction • Concept vocabulary • Big idea words: attrition, populism, hypothesis • Context vocabulary • Words that have multiple meanings: economy, mine, elements, book, state, set, case • Vocabulary structure • Words with recognizable Latin cognates: migratory, revolt, spectator • Jim Cummins-Word Harvesting

31. What Words to TeachBringing Words to Life—ROBUST Vocabulary InstructionIsabel Beck ,Nancy MacKowen First tier wordsWords that you wish students knew, hope they can get, but you don’t have time to teach. Second tier wordsHigh utility words that they need to know in your class, and everyone else’s. Third tier wordsExtremely specific words in your content area that require considered, deliberate and in depth instruction.

32. Three Muscles: • Early Language Experience • Phonemic awareness and concept development • Vocabulary, academic language and alphabetic principle • Decoding muscle • Three ways of getting meaning off the page • (1)phonics…primary decoding strategy • (2)semantics and vocabulary • (3) syntax and structure • Fluency muscle • Reads a lot of words fast w/ comprehension* • Class libraries of high-interest content related articles • Every day, every reader reading at a level of success of self-selected quality literature (fiction or non-fiction)

33. Text Structures

34. Language Arts

35. Language Arts • Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake. The only other sound’s the sweep of easy wind and downy flake. The woods are lovely dark and deep, but I have promises to keep…and miles to go before I sleep. And miles to go before I sleep.

36. Science

37. Science • The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al2O3 in molten cryolite, Na3AlF6, conducts the current. • Procedural words, ordinals, first, then, next, etc.

38. Social Studies 8

39. Social Studies/History • Although The Confederacy represented the Southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies. • Subordinating conjunctions: since, while, because, although, yet, if, as if, however, etc.

40. Math

41. Math • The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two “I” beams, plus one additional beam for each additional floor after the first. Determine the number of “I” beams and show a possible structural configuration.

42. Math Research • Embed in real world:make it engaging, generating more questions • Create a language rich classroom • Justifying, generalizations, highly verbal, highly visual students • Draw pictures, create mental images, foster visualization • Build from charts, graphs & tables- also, the misinterpretation of data • Don’t leave out measurement

43. Let’s Demystify Reading

44. Three Muscles: • Early Language Experience • Phonemic awareness and concept development • Vocabulary, academic language and alphabetic principle • Decoding muscle • Three ways of getting meaning off the page • (1)phonics…primary decoding strategy • (2)semantics and vocabulary • (3) syntax and structure • Fluency muscle • Reads a lot of words fast w/ comprehension* • Class libraries of high-interest content related articles • Every day, every reader reading at a level of success of self-selected quality literature (fiction or non-fiction)

45. News Flash!!!!! • 26 letters and 44 sounds • 16 reliable letters, (letters that always sound the same) q,w,t,p,d,f,h,j,k,l,z,x,v,n,m,b, • 4 that are switch hitters... s,g,c&r • 3 that are pests ...a,o,u • 3 that will make you CRAZY!!!!…i,e,y • Double vowels: oa, oo, ee, ea, oi, ou, au • Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, kl,cr,scr,

46. Vocabulary and Phonics • stench ap-pal-ling • de-hu-man-ize in-tro-spec-tion • in-e-qui-ty el-e-ments • cru-el-ty re-a-li-ty in-hu-man-i-ty • in-hu-man col-lab-o-ra-tion • e-con-o-my hur-dle • shame re-con-struc-tion • em-path-y mine

47. Teaching Word Attack (phonics) in Science • Con-ser-va-tion bun-dle • Ac-cel-er-a-tion state • Force base • Mass mol-e-cule • Grav-i-ta-tion-al force gas-e-ous • Ter-min-al vel-o-city • Grav-i-ta-tion-al at-trac-tion • Mo-men-tum

48. anthropologically An-thro-po-log-i-cal-ly

49. australopithecine Aus-tra-lo-pith-e-cine

50. Definition of Comprehension • Comprehension is defined as: • “intentional thinking during which meaning is constructed through interactions between the text and the reader” (Harris & Hodges,1995)