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Pathways to Literacy For At-Risk Students

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Pathways to Literacy For At-Risk Students

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    1. Silverado High School Staff Cindy Garamoni Kim Gonzales Lisbeth Welch-Stamos Pathways to Literacy For At-Risk Students

    2. Silverado Demographics

    3. Silverado Demographics CREDIT DEFICIENT LOW TEST SCORES (CST vs. CAHSEE) LARGE ELL POPULATION 18% Limited English Learner population at Silverado 40% Total Limited, Redesignated, Fluent VARIED LEARNING DISABILITIES—MANY UNDIAGNOSED DRUG USE HYPERACTIVITY—HIGHLY DISTRACTABLE ATTITUDE TRUANCY/POOR ATTENDANCE

    4. Previous Reading Practices STAR PROGRAM CREATIVE WRITING CAHSEE PREP GO MY ACCESS STAFF DEVELOPMENT READING ACROSS THE CURRICULUM DIFFERENTIATED INSTRUCTION COOPERATIVE LEARNING

    5. BEST PRACTICES & STRATEGIES PROJECT-BASED LEARNING (THEMATIC—ACADEMY) Tolerance unit AUDIO BOOKS AND STORIES DIFFERENTIATED LEARNING TECHNIQUES chunking POWER POINTS student generated power-points teacher generated use of multiple intelligences VISUAL RESPONSES book covers imagery lesson D.E.A.R. Bookmark Reading logs Book jacket AVID (LIGHT) for kids most likely to go to C.C -Senior English – third Q.. REFERENCE SKILLS dictionaries Indexes--titles non-internet PROJECT-BASED LEARNING(THEMATIC—ACADEMY) Cindy Tolerance unit AUDIO BOOKS AND STORIES Kim DIFFERENTIATED LEARNING TECHNIQUES chunking Kim POWER POINTS—student generated Lisbeth power-points teacher generated Cindy use of multiple intelligences VISUAL RESPONSES—(BOOK COVERS, IMAGERY LESSON) imagery lesson Kim D.E.A.R. Lisbeth Bookmark Reading logs Book jacket AVID (LIGHT) Lisbeth for kids most likely to go to C.C -Senior English – third Q.. REFERENCE SKILLS (DICTIONARIES, INDEXES—TITLES, NON-INTERNET?) Kim PROJECT-BASED LEARNING(THEMATIC—ACADEMY) Cindy Tolerance unit AUDIO BOOKS AND STORIES Kim DIFFERENTIATED LEARNING TECHNIQUES chunking Kim POWER POINTS—student generated Lisbeth power-points teacher generated Cindy use of multiple intelligences VISUAL RESPONSES—(BOOK COVERS, IMAGERY LESSON) imagery lesson Kim D.E.A.R. Lisbeth Bookmark Reading logs Book jacket AVID (LIGHT) Lisbeth for kids most likely to go to C.C -Senior English – third Q.. REFERENCE SKILLS (DICTIONARIES, INDEXES—TITLES, NON-INTERNET?) Kim Project based—Cindy Audio books—Cindy Chunking—Kim Student PPT.—Lisbeth Imagery Lesson—Kim DEAR—Lisbeth AVID—Lisbeth Reference skills--KimPROJECT-BASED LEARNING(THEMATIC—ACADEMY) Cindy Tolerance unit AUDIO BOOKS AND STORIES Kim DIFFERENTIATED LEARNING TECHNIQUES chunking Kim POWER POINTS—student generated Lisbeth power-points teacher generated Cindy use of multiple intelligences VISUAL RESPONSES—(BOOK COVERS, IMAGERY LESSON) imagery lesson Kim D.E.A.R. Lisbeth Bookmark Reading logs Book jacket AVID (LIGHT) Lisbeth for kids most likely to go to C.C -Senior English – third Q.. REFERENCE SKILLS (DICTIONARIES, INDEXES—TITLES, NON-INTERNET?) Kim PROJECT-BASED LEARNING(THEMATIC—ACADEMY) Cindy Tolerance unit AUDIO BOOKS AND STORIES Kim DIFFERENTIATED LEARNING TECHNIQUES chunking Kim POWER POINTS—student generated Lisbeth power-points teacher generated Cindy use of multiple intelligences VISUAL RESPONSES—(BOOK COVERS, IMAGERY LESSON) imagery lesson Kim D.E.A.R. Lisbeth Bookmark Reading logs Book jacket AVID (LIGHT) Lisbeth for kids most likely to go to C.C -Senior English – third Q.. REFERENCE SKILLS (DICTIONARIES, INDEXES—TITLES, NON-INTERNET?) Kim Project based—Cindy Audio books—Cindy Chunking—Kim Student PPT.—Lisbeth Imagery Lesson—Kim DEAR—Lisbeth AVID—Lisbeth Reference skills--Kim

    6. BEST PRACTICES & STRATEGIES COLUMN NOTES ORAL CLOZE GRAPHIC ORGANIZERS PARAPHRASING Oral written ADAPTED NOVELS, SHORT STORIES self-shortened model reading chunking STRUCTURAL ANALYSIS Linda Zelinski--& Silverado generated “Rate the Word” Column Notes—Lisbeth Oral Cloze—Cindy Graphic Organizers—Lisbeth Paraphrasing—Lisbeth Adapted Novels—Kim Structural Analysis—Cin dyColumn Notes—Lisbeth Oral Cloze—Cindy Graphic Organizers—Lisbeth Paraphrasing—Lisbeth Adapted Novels—Kim Structural Analysis—Cin dy

    7. BEST PRACTICES & STRATEGIES Project-based learning Academy Program Tolerance Project CindyCindy

    8. What is the California Partnership Academy Model? A school-within- a -school ,with classes restricted to Academy students A student selection process that is voluntary and involves a percentage of at-risk students A three -year program, grades ten through twelve An Academy teacher selection process that is voluntary Three academic and one technical( career) class in grades ten and eleven A program based on a district-school-business partnerships with a steering committee A mentor program Workplace learning experiences Work experience during the summer following the eleventh grade (internship) A link to local community and four-year colleges

    9. Village Overview Students receive education in their core subjects divided into two “villages”. A village is comprised of 20-25 students who attend three classes a day together. They attend classes in English, Science and Social Studies.

    10. Academy Villages Students complete core curriculum. Teachers develop inter-disciplinary projects which make academic subjects relevant by showing their application to real world experiences. Former Academy themes include: Career Unit, Tolerance, Diseases, Problems in Society and Building Blocks of Character.

    11. Tolerance Unit Objective: Help students understand the meaning of tolerance and the results of intolerance. They will be taught Tools for Tolerance. First Quarter: Terminology, Museum of Tolerance, Internment Camp Speaker, Racism Survey, Holocaust PowerPoint. Second Quarter: Multi-cultural unit Third Quarter: Tools for Tolerance Fourth Quarter: Conflict Resolution

    13. BEST PRACTICES & STRATEGIES Audio Books KimKim

    14. BEST PRACTICES & STRATEGIES Student Generated Power Points Pre-constructed templates Gives students expectations Provides structure Students write more than they otherwise would Takes the place of formal essays and reports Students must synthesize their research into bullet points and short bursts of information LisbethLisbeth

    15. BEST PRACTICES & STRATEGIES Vocabulary Power points this is a strategy for EL students who don’t know the words also for visual learners Examples (power point) Cindy--Say: Students have told me when they take the test they see the pictures in their minds.” Cindy--Say: Students have told me when they take the test they see the pictures in their minds.”

    16. BEST PRACTICES & STRATEGIES Imagery lesson Multiple Modalities Writer’s Tool Worksheet Writer’s Tool Power Point Poetry Project Rubric The Raven KimKim

    17. BEST PRACTICES & STRATEGIES D.E.A.R. Drop Everything And Read School-wide participation is a must! Teachers model correct reading behavior Reading Logs Example #1 Example #2 We keep reading materials in every classroom Books Magazines Newspapers LisbethLisbeth

    18. BEST PRACTICES & STRATEGIES COLUMN NOTES Uses the concept of “chunking” Students learn to paraphrase and summarize Good for lower-level readers who struggle with comprehension Great strategy for EL readers Can be done out loud as a class, independently, or in small groups or pairs LisbethLisbeth

    19. BEST PRACTICES & STRATEGIES ORAL CLOZE is a strategy that keeps students accountable while teacher reads out loud. As you read the text, you omit strategic words; the students chime in and read aloud. This keeps the kids paying attention during the oral read. Allow me to demonstrate… CindyCindy

    20. BEST PRACTICES & STRATEGIES GRAPHIC ORGANIZERS Helps students organize what they have read Good as a note-taking strategy or as a pre-writing strategy Excellent activity when practicing the skill of sequencing Example #1 Example # 2 Example #3 LisbethLisbeth

    21. BEST PRACTICES & STRATEGIES PARAPHRASING ORAL Stop at logical points and ask the students “what is happening?” Ask students, “what are three significant events that have happened so far?” WRITTEN Chunk long reading selections and then provide a place for students to write a sentence summary LisbethLisbeth

    22. BEST PRACTICES & STRATEGIES ADAPTED NOVELS, SHORT STORIES Shortened versions of novel chapter lists “HF Tally sheet condensed” Pre-read set-up Scarlet Ibis—vocab & pp Cold Mountain—film opening prior to Civil War poems KimKim

    23. BEST PRACTICES & STRATEGIES STRUCTURAL ANALYSIS Breaks down words into parts Gives readers the power to decipher new words CindyCindy

    24. This is a scripted reading program sold by Scholastic Our District purchased this program for use at all of our secondary sites It costs about $40,000 per site to implement Principles from the Read 180 program can be applied to the classroom setting without spending any money

    25. READ 180: Define and Describe Program The purpose of Read 180 is to help the student to make quantifiable gains in reading achievement. The class will begin with 20 minutes of whole group instruction. This will be followed by rotating small groups: Read 180 computer Software, Independent Reading, and Small Group Instruction. Assessment is based on participation in each of the four segments every day. Students will be assessed at the beginning of the quarter to determine their appropriate reading Lexile level.

    26. Read 180: Identify Target Group 1. CAHSEE, CST, CELDT, teacher recommendation 2. Administer SRI (lexiles), San Diego Quick 3. Formulate groups

    29. Read 180: Physical Set-up PROGRAM SET-UP COMPUTERS BOOKS HEADSETS

    30. Read 180: Small Groups & Rotations Students are divided into three small groups Groups rotate between the teacher-directed station, the computer station, and the silent reading station Groups can be divided in several ways By lexile scores By learning styles By effort and attitude

    31. Read 180: Frontloading Anchor Video A high-interest video that foreshadows the content of each unit Gives readers “prior knowledge” Vocabulary Readers preview vocabulary words that may be difficult “Rate the Word”

    32. Read 180: “Beyond” Career Connection Each unit incorporates a reading selection about a career that is related to the unit’s topic Grammar Strategy Each unit focuses on grammar skill Writing Assignment Each unit ends in a writing assignment

    33. ORAL READING IN CLASS EX. CREDIT FOR VOLUNTEERS -Kim CUSTOMIZE TO RELUCTANT STUDENT- LB ORAL CLOZE - Cindy POPSICLE STICKS--Cindy ASSUME CHARACTER/DIALECT READING—Kim Macbeth CHARTING VOCABULARY PRIOR TO READ ANTICIPATORY SET (PICTURES, TITLES, CAPTIONS, SUBTITLES, GRAPHS, CHARTS) CONNECT THE READING TO SOMETHING THEY KNOW (BACKGROUND KNOWLEDGE)

    34. PRINCIPLES EMPLOYED IN READ 180 CAN BE APPLIED TO REG. CLASSROOM SETTINGS

    35. Contact us for materials used today

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