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Literacy is…

Literacy is….

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Literacy is…

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  1. Literacy is… • “the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” The United Nations Educational, Scientific and Cultural Organization (UNESCO)

  2. Promoting Student Success: Targeting Students’ Literacy Needs in the Science and Math Content Areas Presented by: Karen Eder, Science Teacher Lisa MacArtney, Science Teacher Barb Mazzolini, Reading Specialist Amy Stoops, Reading Specialist

  3. Learning Objectives: At the end of the session, participants will be able to • understand the purpose of Downers Grove South’s Literacy Liaison Model. • understand how the Literacy Liaison Model benefits students. • understand how Professional Learning Communities paired with Literacy Liaisons utilize data to drive curricular changes. • gain practical examples of resources and strategies to use in the science and math content areas.

  4. Downers Grove South High School Literacy Liaison Model

  5. DGS Background • Subgroups failed to make AYP in Reading

  6. DGS Literacy Liaison Model Objectives • RAISE AWARENESS • IMPROVE INSTRUCTION • INCREASE COLLABORATION • PROVIDE LITERACY TRAINING • CREATE CONTENT AREA LITERACY RESOURCES • ENCOURAGE COLLABORATIVE REFLECTION

  7. Content Area Liaison

  8. Content Area Liaison Recruitment • Departmental Presentations • Department Chair Recommendations • Volunteer Basis • Generate Buy-In • State Standards • Educate (Tovani) • Rigor Article • Time Management • Literacy = Making Content Accessible for Students

  9. Literacy Coach

  10. The Role of the Literacy Coach During Weekly Meeting: During Class Time: • Identifying objectives for a unit • Analyzing textbook structure • Co-creating lessons & units • Locating resources • Co-creating activities/handouts that will help students access material • Identifying students’ current strengths and weaknesses • Co-creating interventions • Sharing research-based strategies • Co-creating assessments • Refining assessments • Co-evaluating student work • Data analysis  • Guest teach • Demonstration lessons • Model teaching • Working with small groups in the classroom • Observation of students in classroom • Observation of teacher in classroom • Testing of students in classroom

  11. DGS Liaison & Literacy Coach Pairing • 2009- 2010 School Year • Literacy Coach assigned to 5-7 Content Area Liaisons • 23 Content Area Liaisons • Department Representation: • Science, Social Studies, World Languages, Applied Arts and Technology, PE/ Drivers Education/ Health

  12. DGS Liaison & Literacy Coach Pairing • 2010- 2011 School Year • Literacy Coach assigned to 7-10 Content Area Liaisons • 26 First Year Content Area Liaisons • 18 Second Year Content Area Liaisons • Department Representation: • Science, Social Studies, World Languages, Applied Arts and Technology, PE/ Drivers Education/ Health, Math, English, Special Education

  13. Literacy Program Pitfalls • Not a substitute • “Co”!!! • Not there to grade papers • Not an administrator!!! • All is kept private • Trust building • Everyone at a different pace

  14. “Literacy Lunches”

  15. Pairing a Science Content Professional Learning Community and a Reading Specialist A success story…

  16. Science Literacy PLC • Identified District 99 need for increased literacy reading skills • PLC Assignments • SMART Goal Development • Stated, Measurable, Attainable, Results-oriented, and Timebound • Baseline Exam • Designed by reading specialist & science department members • Designed to assess reading fluency and comprehension

  17. Pre-Test Data Analysis • Identified Student Needs • Narrowed Focus • Making Inferences • Questioning • Drawing Conclusions • Fluency Ratings • Led to adjustment of SMART GOAL

  18. Science Literacy PLC in Action:Supporting Student Learning

  19. Science Literacy PLCs & Literacy Liaisons in Action: Supporting Student Learning • Lit Circles • Vocabulary Exercises • Pick Two • Direct Instruction Lessons • Making Inferences • Cartoons • Labs • Text • Drawing Conclusions • Think Aloud • Timed Reading Passages

  20. LIT CIRCLES FOR SCIENCE • Roles • Awesome Artist • Science Word Nerd • Super Summarizer • Examples Expert • Captain Connector • Discussion Director • Model • Gradual release

  21. VOCABULARY • Picture Notes • Concept Mapping • Frayer Model • Authentic Discussions • Word Walls • Vocabulary Rating Scales • Connect Two

  22. MAKING INFERENCES & DRAWING CONCLUSIONS • Using Cartoons

  23. MAKING INFERENCES & DRAWING CONCLUSIONS • Science Cartoons at http://www.sciencecartoonsplus.com/index.php

  24. MAKING INFERENCES & DRAWING CONCLUSIONS • Lab Modifications • Conclusions • Hypothetical Situations

  25. USING THE SCIENCE TEXTBOOK • Textbook Walk • “Think Aloud” • External Text Sources • Setting the Purpose • PQRST • P2ARCS

  26. QUESTIONING STRATEGIES • QAR • Formulate genuine questions as you read. • Explain problem solving process. • Summarize problems • Categorize questions • Model questions after examples.

  27. Math Literacy Coaching • First year • Working with two math teachers • On one vertical PLC • 1st teacher focusing on Vocabulary • 2nd teacher focusing on Active Learning and Story Problems

  28. Math Teachers Vocabulary Active Learning • Word Walls • Vocabulary Cards • Connect Two • ABC Brainstorming • 3-Column Chart • Probable Passage • Ultimate Challenge • Station Review • Speed Dating • Station Review • Math Cube • Story Problem Grids • Math Notes

  29. Math Resources • Literacy Strategies for Improving Mathematics Instruction by Joan M. Kenney • But I’m Not A Reading Teacher: Strategies for Literacy Instruction in the Content Areas by Amy Benjamin • Writing Strategies for Mathematics by Trisha Brummer and Sarah Kartchner Clark • http:\\tinyurl.com/beyondcalcs

  30. Science Literacy PLC in Action:Supporting Student Learning

  31. How will we know when students have learned what we expect them to learn? • 591 Students • Overall Improvement • 74.28% of test takers showed gains in their overall score • Increase in Mastery • 11.5% growth in the number of students demonstrating mastery of the assessment

  32. Inference & Drawing Conclusion Questions • 21.67% growth on all targeted questions • Literacy Rates • PRE TEST 121 students did not complete the exam (20.47%) Avg. number of questions unanswered = 9 • POST TEST 36 students did not complete the exam (6.09%) Avg. number of questions unanswered = 2

  33. To Take Away • Common Language • Adaptable Strategies • Making Content Accessible • Additional Support • Karen Eder keder@csd99.org • Lisa MacArtneylmacartney@csd99.org • Barb Mazzolini bmazzolini@csd99.org • Amy Stoops astoops@csd99.org

  34. Wenger, Etienne. (1998). “Cultivating Communities of Practice: Learning as a Social System.” • Eaker, R., DuFour, R., & DuFour, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloominton, IN: National Educational Service

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