One Book, One School: Collaborative Strategies to Enhance Literacy for All

1. One Book, One School: Collaborative Strategies to Enhance Literacy for All

2. Welcome • Introduction of Presenters: • David Stevens, Principal- Harriman Middle School, (865) 882-1727 • drstevens@roaneschools.com • Sonya Woodall Gould, Literacy Leader- Harriman Middle School, (865)882-1727 srgould@roaneschools.com • Leslie Smith, Reading/Language Arts Teacher- Harriman Middle School, (865) 882-1727 • lnsmith@roaneschools.com • Melissa Morton, Educational Assistant- Harriman Middle School, (865) 882-1727 • mkmorton@roaneschools.com

3. This is our desire… EVERY Student Will Be Motivated to Read Daily…HOW? • It became clear that this was the “million dollar question”. • It also became our priority to develop a plan to motivate middle school students to read every day.

4. Necessity is the Mother of Invention Desired Outcomes • Students will read MORE and want to!! • Create a community among ALL teachers and students where age, grade level, & academics are not a barrier • Encourage teachers of subjects (other than Reading/Language Arts) to incorporate literature into instruction • Reach the needs of readers of all academic levels from the gifted to the Special Education Students.

5. Research Shows… • Given the NAEP data indicating persistent and rather intractable reading difficulties among students in grade 8, it seems particularly important to identify avenues of research for strengthening middle school literacy instruction. Ameliorating the reading gaps of adolescents, however, requires a significant commitment of direct instructional time (Fielding, Kerr, & Rosier, 2007) that will likely require the coordinated efforts of all core academic teachers—not just designated reading or English/language arts instructors (Deshler et al., 2001; Kamil, 2003).

6. During early adolescence, youth are most interested in real-life experiences and authentic learning opportunities; they are often less interested in conventional academic subjects (Kellough & Kellough, 2008)

7. They [Teachers] need to plan instructional experiences that foster higher order thinking skills and higher levels of moral reasoning. For example, teachers can include assignments that guide students to articulate their thoughts and feelings in writing (Scales).

8. …teachers need to plan experiences for this age group to contemplate moral/ethical dilemmas (Scales) and consider possible responses. This can help students to develop values, resolve problems, and set their own standards of behavior (Kellough & Kellough). • Teachers can also incorporate scenarios that prompt young adolescents to explore concepts of fairness, justice, and equity (Scales). Additionally, schools need to include programs and curricula that address societal issues such as racism, sexism, and discrimination (Scales).

9. Findings indicate that ongoing school wide initiatives that are responsive to teachers' perceived needs hold promise for increasing literacy instruction across the curriculum and improving some student reading skills. • Researchers such as Pressley (2002) have lamented that little classroom attention is being devoted to teaching students how to process text.

10. Efforts to alter instructional practice at the middle level and above must be designed to build teachers’ “judgment of [their] capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated” (Tschannen-Moran & Hoy, 2001, p. 783). • In the absence of a school wide initiative to implement literacy strategies, there was no mechanism to “promote a common strategy ‘language’ and cohesion of strategy use across the content area classes” (Bryant, Linan-Thompson, et al., p. 260).

11. Based on the Research- • Once students are in middle school, they do NOT read as often as they did while in elementary school. • Approximately four months of research was done by us to find a way to motivate students to read.

12. Most Importantly • Our principal is very eager to change the reading habits of our students. • He is also very confident in the ability of his staff to participate, even if reluctantly. • Our principal has been extremely involved in the research and support of middle school literacy.

13. One Book, One School is Considered • A reading initiative called, “Read to Them” begun to create a community of readers inside schools & communities. • Several schools in the New England states have participated in these “One Book” events. • Although the idea sounds great, we made some serious considerations: - How can we get a book for every student? - What is the best schedule in order to have a structured reading time with students? - What are the “rules” of reading groups?

14. Plan Implementation • We previewed several novels based on those used in other states. • We decided to use the series Life As We Knew It by Susan Beth Pfeffer. (Also called the Last Survivors Series) • There are 3 novels which will span nearly the entire school year. • The novel has rich science and social studies related topics as well as social & ethical issues which can generate discussions and higher order thinking.

15. Possible Comments from Faculty… • Some we heard at our school and others were shared by other One Book schools upon the implementation of a literacy approach such as this.

16. That sounds nice, BUT… *“You expect ALL the teachers, regular ed. AND special ed. to do this?” (Below their breath they say, “Like that will ever happen.”)Yes, we do expect ALL teachers & students to do this. Even those in special education classes. It can happen. Watch!

17. That sounds nice, BUT… *“It sure does sound like a LOT of additional planning and work that I don’t have time for.” (You MIGHT even decide to add some flare to what you are given.)

18. That sounds nice, BUT… *“There is nothing that can be done to help some of these poor students. I mean, they can’t even get to school on time.” The students will WANT to come to school on time.

19. That sounds nice, BUT… *“By the time these kids get to middle school they are already so far behind.”We will all work together helping them be more confident, engaged, & motivated to achieve.

20. That sounds nice, BUT… “I don’t teach reading!” You’re right. You DON’T teach reading, you teach STUDENTS!

21. *“How will we achieve these desired results?” • Divide students into “reading groups”. • Add another class period to our schedule. • Everyone in our school will be reading the same book at the same time on the same days. • Lesson plans will be given to every teacher/leader of a reading group by our Literacy Leader each week. • Activities and various curriculum correlation to the topic(s) in the book will be woven into the lesson plans with complete instructions.

23. How We Made It Happen • Based on individual student TCAP scores in Reading/Language Arts, we grouped students according to their ability. • Students were then placed into a reading group with teachers at every grade level. For example, a group of 8th graders might be in a reading group with a 7th grade teacher and so on. However, the students in the group are all in the same grade. • Special Education students are grouped as well and are included in reading groups with Regular Education Students.

24. Guidelines/Rules • Absolutely NO silent reading during reading groups • Use reading strategies suggested and taught during professional development such as oral reading, choral reading, partner reading, etc. • Be certain that the amount of reading is done each day in lesson plans and discussion questions/journals, etc. are used for developing comprehension and higher order thinking. • Talk, talk, talk about what is read!

25. Organization of Daily Reading • Our Literacy Leader creates lesson plans for every reading group in the school. • Each group reads the very same pages and has the same vocabulary, discussion questions, and/or journal writings every day. • Any activities related to other curriculum standards is also woven into lesson plans with instructions. • All the reading group’s teacher has to do is follow the lesson plans and follow the guidelines set by the principal and literacy team.

26. During Reading Groups • Students being grouped with those similar to them allow for their reading group teacher to adjust their questioning/discussion based on the needs of the group. • This has increased growth and confidence in students as we will show later.

28. At the End of the Book • Students generate comprehension questions for the entire book. • Students participate in a Reading Bee to narrow winners down to only 2-3 students in their group. • Every winner from each group takes a TEST to evaluate comprehension and the 8 highest scores participate in a school wide Reading Bee.

29. The Reading Bee • Two teams of 4 are formed with alternates. • Teams create a name based on some event in the book. (Tsunamis VS Volcanoes) • 4 judges are selected who have had reading groups and they receive a list of the questions that will be asked of the students. • A master list of questions is used and teams of students will work together to win by getting the highest score. • The winning team receives a medal for 1st place and the other team receives a medal for 2nd place.

35. For the Student Body • Students attend the reading bee with strict orders NOT to shout out answers to questions. • When every student enters the bee, they receive a ticket they keep in hopes of winning an autographed copy of the book. • Susan Beth Pfeffer was kind enough to autograph 3 copes of each book with a note to the student who wins.

40. After the Reading Bee • Students who participated on the two teams are treated to pizza as part of their celebration. • The reading groups begin the next book in the series following the same guidelines as before. • A Reading Bee follows the conclusion of each book with the students having the opportunity to win an autographed book.

43. Results of our Project • Teachers made several comments during the first few months of reading our first book; noting how their students have been very excited about reading and actually have gone to buy the book at a book store so they can find out what happens. • Some students asked for the book for Christmas and for their birthday.

44. Survey Says… • Once we were half way through the first book, we conducted a student survey and a teacher survey in order to learn how the reading groups were going, how likeable the book was, etc. • We have 18 reading groups and here is what we found:

45. Teacher Survey Results (Book 1)

46. Total students surveyed: 87 Survey Date: September 28, 2010

50. The Most Telling Sign We Are Doing Good Thing… • Of the 8 Reading Bee Participants, 4 of them were from the reading groups of “low” students. • Students in one of the groups actually wrote letters to our Literacy Leader on the day of the Reading Bee.