Middle and High School Literacy Plan

Literacy Plan/Profile for Middle and High School StudentsResources available on www.MissionLiteracy.com Dr. Elaine Weber, Macomb ISD Susan Codere Kelly, MDE Diane Berg, Independent Consultant Tesha Thomas, Macomb ISD

"What are we, as educators, going to do to change our system to meet our students' needs?" That is probably one of the biggest shifts any organization can make.An Educator

Building a High School Literacy Plan "What are we, as educators, going to do to change our system to meet our students' needs?" That is probably one of the biggest shifts any organization can make. Where We Are NowIn Literacy Skills And Knowledge Literacy Vision for the Future Literacy Strategies

What do you know about your students’ literacy skills? At what level do they read? How fluent is their writing and reading? How well do they comprehend text? Can they analyze text for craft, perspective, point of view or bias? Can they read closely and critically? Can they read and write argument?

What plans do you have for your students’ literacy skill development? Do you know what they need? Do you know where to begin in the development process? Do you have a system for monitoring their literacy development progress? Do your students have a system for knowing their own literacy progress?

The Plan for this Session • Review the Comprehensive Plan and how it can help you find out “where your students are.” • Identify fundamental literacy skillsthat define your students and learn about resources to assess those skills. • Learn how skills will be assessed using MS/HS SBAC performance task samples.

Sample Literacy Plans Tools for developing Literacy Plans that grow basic Literacy Skills and meet the ELA/Literacy Common Core State Standards The 4 questions of Close and Critical Reading: What does the text say? How does the text say it? What does the text mean? What does the text mean to me? The Cognitive Rigor Matrix Smarter Balanced Assessment Consortium Models and Rubrics ELA/Literacy Common Core State Standards Assessments Scaffolding Comprehensive Literacy Plan for a Classroom, Department, School, or District Student Literacy Profiles

Literacy Plan With an elbow partner review the plan… In what areas do you have data on your students? Are there areas where you do not have data on your students? What are some areas where you would consider collecting data?

Literacy Initiative Plan AMENDED Sample Literacy Plan – School ABC

Student Literacy Profile With your table partners, discuss the Student Literacy Profile. • Which items will you include for your students’ profiles? • Which items would you consider adding? • Which literacy skills do your students monitor, but are not included on the list?

Middle and High School Student Literacy Profile Name_____________________________________________ Grade_____________

Reading Assessments

Reading Fluency Fluent readers read text with appropriate automaticity (rate/speed and accuracy) • Your Turn… • Read the following excerpt silently for one minute and count the number of words you were able to read. • Record the number. • Summarize what you have read. • Share summary with a table partner. • Excerpt from Pale Blue Dot by Carl Sagan

Oral Reading Fluency (ORF) Target Rate Norms

Reading Fluency • Read the article for one minute. • “4-Strand DNA Structure Found in Cells” • Count the words read. • Compare this rate to the previous rate. • What made this article more difficult to read? • Discuss the differences with your table partners. • .

FLUENCY RUBRIC Scores of 10 or more indicate that the student is making good progress in fluency. Score _________________ Scores at or below 8 may indicate that the student needs additional instruction in fluency.

Four Essential Questions In Close & Critical Reading What does it say? How does the author say it? What does it mean? So what? What’s the connection to me? http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJ-h594W4PU/S1600-R/deeply.png

Common Core Reading Anchor Reading Standards Key Ideas and Details 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Assessment Grades 7-11 for CCR Question 1:What does the text say?Directions: Read the following passage and write a summary. The summary should include the following: The central idea and evidence, including key ideas, to support conclusions drawn from the passage Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) From the Introduction: “Why They Walked” Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. It all started on a bus.

Close and Critical Reading Question # 1: What does the text say? Summary Rubric

Common Core Reading Anchor Reading Standards Craft and Structure • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. • 6. Assess how point of view or purpose shapes the content and style of a text.

Mining the Potential of Informational Text: Craft \ Weber, Schofield, Nelson: Publication Fall 2011, Maupin House.

Assessments Grades 7-11 for CCR Question # 2: How did the author write the text?Directions: Write a craft analysis for the following passage. You may use the Mining Chart for Informational Writing. Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) From the Introduction: “Why They Walked” Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. It all started on a bus.

Assessments for Freedom Walkers CCR Question # 2: How does the author (text) say it?Directions: With your elbow partner, analyze the above text for Writing Techniques (CCSS Reading Standard # 5). Use the chart.

Rubric: Close and Critical Reading Question: How does the text say it? Correlated with the Common Core Reading Anchor Standards K-12

Your turn… Determine where summary, and craft fall on the Cognitive Rigor Matrix

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Common Core Reading Anchor Reading Standards for Informational Text Integration of Knowledge and Ideas • 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Levels of Meaning Facts/Argument/Evidence Topics Concepts Principles/Generalizations Theory • Truth • Can be proven true • Evidence • Knowledge • Refers to a body of related facts/ • evidence • Something you can learn about • Knowledge • Comprehension • A mental construct that frames a set of examples that share common attributes. • One or two words • Abstract and broad • Timeless • Universal • Analysis • Synthesis • Universal truths • Enduring understandings • Statements of conceptual relationship that transfer across examples • Ask the questions: • How? • Why? • So what? • Analysis • Synthesis • Explanation of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles and procedures • Hypothesis/ • Speculation based on considerable evidence in support of a formulated general principle • May change over time. • Synthesis

Assessment Grades 7-11 for CCR# 3: What does the text mean? Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) From the Introduction: “Why They Walked” Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. It all started on a bus.

Assessment Freedom WalkersCCR# 3: What does the text mean? • Directions: Use the Levels of Meaning chart. First, students identify the important ideas from the passage; next, they list topics that organize the important ideas; third, they consolidate the topics into concepts. The last two steps are to capture the concepts into an organizing principle or generalization and then formulate a theory (new knowledge). • Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) • From the Introduction: “Why They Walked”

Facts/Argument/Evidence • Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks. • People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. • In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. • Most southern blacks were denied their right to vote. • But there were other ways to protest. • Black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully

Topics Concepts • Segregation • Protest • Civility • Inequity • Power • Majority • Jim Crow • Laws • Skin Color • Voting rights • Black citizens • Race

Principles/Generalizations Theory Social and judicial laws created by an imbalance of power produce inequities. Segregation alienates victims and oppressors physically, legally, and socially.

Writing improves Reading Comprehension Research over the past decade from Columbia and Vanderbilt universities and the University of Utah, among many others, concludes that, when students improve the quantity and quality of their writing, they improve in reading comprehension, math, science, and social studies.

Nonfiction writing There are no silver bullets in education. But writing—particularly nonfiction writing—is about as close as you can get to a single strategy that has significant and positive effects in nearly every other area of the curriculum. Nonfiction writing is the backbone of a successful literacy and student achievement strategy. Douglas B Reeves

Fluency (first) An adequate level of fluency should be developed before moving to focus and form. High School -- 125 – 150 words per 5 minutes Middle School – 100 --125 words per 5 minutes

Writing Tracker: Chart the Progress • Record the topic • Record the date • Record the number of words • Record the domain-specific words Writing Tracker Progress Chart Number of domain-specific words Topic Number of words Date

Data Analyzer 250 200 150 100 50 0 1/20 1/23 1/27 1/31 2/4 2/7 2/ 11 2/13 2/15 state inventions oceans continents wars cities Create a line graph with number of words and date and topic

Writing Modes of Discourse

Common Core Anchor Standards for Writing Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 43

Common Core Distribution of Genre

School Wide Prompts • Beginning and end of school year • Argument • Provide students with facts that address both sides of an issue • Require students to take a stand • Smarter Balanced Example • Informative/Explanatory • Provide students with background text • Smarter Balanced Example

School Wide Prompts Narrative Middle School Prompts MEAP Writing from Knowledge and Experience High School – Narrative techniques should be used to add voice to argument and informational writing pieces.

School Wide Prompts • What kind of grade level prompts could you create? • How would those prompts correlate with classroom instruction? • Work with a partner to come up with a prompt for argument, one for explanatory/ informational and one for narrative.

Scoring School Wide Prompts

Instructional Strategies • Mentor Texts • Traits Analysis • Rubric Analysis • They Say, I Say templates • Graphic Organizers

Middle and High School Literacy Plan