Supporting Teacher Effectiveness Improving Student Achievement

1. Supporting Teacher EffectivenessImproving Student Achievement Adolescent Literacy Sarah Dollevoet, Reading Specialist, Literacy Support Teacher, Special Education Teacher Tamara Maxwell, Reading Specialist, Literacy Support Teacher, English Teacher

2. Need help with an answer? Text CHACHA! 13674 and your response

3. Adolescent Literacy Plan Literacy instruction for all students, across all content areas

4. 15% of the junior/senior population • Content Area & Special Education Teachers

5. Given a 7th grade text, • 39% Independent • 17% Instructional • 44% Frustrated YAL students typically… • lack motivation. • struggle with reading and/or writing. • are credit deficient. • have an average 2.44 GPA. • Given an 8th grade text, • 30% Independent • 35% Instructional • 55% Frustrated

6. Young Adult Literature MAP Scores

7. Kids need to read a lot • Kids need books they can read • Kids need to learn to read fluently • Kids need to develop thoughtful literacy • Kids need quality classroom instruction

8. A dearth of interesting materials • Less time on reading; more time for testing • Not enough reading time in school • Over-teaching of books • Over-analysis of books • Over-teaching of academic texts

9. Conceptual Units Instructional Practices Technology

10. Conceptual Units • Identify enduring understandings and essential questions. • Identify a final project. • Create a backwards plan.

11. Knowledge vs. Understanding

12. Conceptual Units Enduring Understandings • Thematic • People choose to be untruthful. • There are consequences for being untruthful. • One's perspective shapes the truth. • Writing • Writers develop, support, and organize their ideas to inform audiences. • Word choice, sentence fluency, and conventions enhance meaning. • Reading • Using reading strategies advances reading comprehension.  • Analyzing text structures and literary devices advances reading comprehension.

13. Conceptual Units Essential Questions • Thematic • Why are people untruthful?  • When is it okay, if ever, to be untruthful? • What are the consequences of being untruthful? • How does one's perspective shape the truth? • Writing • How do writers develop, support, and organize their ideas to inform audiences? • How do word choice, sentence fluency, and conventions enhance meaning? • Reading • How do reading strategies advance reading comprehension? • How do text structures and literary devices advance reading comprehension?

16. Conceptual Units Instructional Practices Technology

17. Read Aloud or Shared Reading • Determine the purpose • Select the text • Rehearse the reading • Plan opportunities to model your process of reading, comprehension, and fluency • Read the text stopping to think aloud • Discuss Instructional Practices

18. Interactive Reading • Say Something Technique • Read, Cover, Remember, Retell Technique • Partner Jigsaw Technique • Two-Word Technique • Reverse Think-Aloud Technique Instructional Practices

19. Gradual Release Model TO WITH BY Modeled student Shared Interactive Guided teacher Independent Instructional Practices

20. Formative Assessments Instructional Practices

21. Conferencing • Whole Group • Quick Share • Check In • One-on-One or Small Group Instructional Practices

22. Discussions • Tableaux (Wilhelm) • Puppet shows • Playdough • Painting • Sidewalk chalk • WikkiStix Instructional Practices

23. Conceptual Units Instructional Practices Technology

24. Using and Creating Schema • Quick Writes • On the Fence • Four Corners • Week in Rap/Article of the Week • Instructional Texts Instructional Practices Technology

25. On the Fence Social networking sites have no educational value.

26. Maybe Not Definitely Do you think men have it easier in our culture? Maybe Absolutely Not

27. Maybe Not Definitely Would you like to be extremely successful professionally and have a tolerable yet unexciting private life? Maybe Absolutely Not

28. Monitor for Meaning • Conversation Logs • Brains • Story Element Cards • Beach Ball • Silent Discussions • Instructional Texts Instructional Practices Technology

29. Conversation Logs

30. Conversation Logs

31. Brains

32. Brains

33. Monitor for Meaning • Conversation Logs • Brains • Story Element Cards • Beach Ball • Silent Discussions • Instructional Texts Instructional Practices Technology

34. Questioning • QAR • Concept Ladder • Instructional Texts Instructional Practices Technology

35. Concept Effects of? Roots of? Related to? Caused by? Seen in? Connected to? Examples of? Eliminated by? Concept Ladder

36. Determining Importance • One-Sentence Summary Frames • Q-Notes • Instructional Texts Instructional Practices Technology

37. Visualizing • Concept Maps • Instructional Texts Instructional Practices Technology

38. Radial Map: Describing or Gathering Ideas

39. Venn Diagram: Comparing/Contrasting

40. Sequence Map: Sequencing events

41. Cause/Effect Map: Showing Relationship Event

42. Inferring • Second Draft Reading • What does it say? • What does it mean? • What does it matter? • Syntax Surgery • Instructional Texts Instructional Practices Technology

43. Synthesizing • Two-Column Notes • Double Bubble • Instructional Texts Instructional Practices Technology

44. Double Bubble

45. Conceptual Units Instructional Practices Technology

46. Independent Packet • Book Talk • Book Project • Small Group Discussions • Independent Texts Instructional Practices Technology

47. Independent Book Packet: Cover

48. Independent Book Packet

49. Independent Book Packet

50. Independent Book Packet