Kentucky Cognitive Literacy Model Secondary academic literacy

1. Kentucky Cognitive Literacy ModelSecondary academic literacy

2. Essential Questions • What is the KCLM model? • How can my school use this model? • Why was I chosen as an interventionist? • What will I learn about this literacy intervention model this week? • What benefits will I have through participation with this model?

3. Learning Targets • I can explain the 4 parts of the Kentucky Cognitive Literacy Model framework • I can explain what my role will be as an interventionist • I can explain 1)my responsibilities and 2)the benefits of participation with the model

4. “The gaining of the power of literacy is hard work. No citizen of a modern society should be allowed to dodge it; literacy is a sort of moral imperative. We Americans and others like us should note how the rising nations of Africa and Asia start their massive growth with a broader and deepening use of language. They understand that without the ability to communicate, and to evaluate what is being communicated, we are sheep, easily manipulated by those who want our participation on their terms. Literacy, in sum, is the fuel for freedom. It is, indeed, a right … literacy is a necessity in a democracy that is healthy and respectful of its citizens.” --from The Right to Literacy in Secondary Schools (2009). Ed., Suzanne Plaut.

5. Kentucky’s Plan:Kentucky Cognitive Literacy Model (KCLM) GOALS • Implement a targeted intervention for 9th and/or 10th graders who are most at risk of failure due to significant literacy deficiencies • Contribute data to the larger community about effective literacy interventions suitable for replication • Build capacity and resiliency of participating schools to sustain literacy intervention following research period

8. Motivation and Engagement • High levels of motivation have been linked to reduced dropout rates and increased levels of students success • In student-centered classrooms, students feel a sense of belonging, competence, respect and trust to make choices • The intervention emphasizes the formation of meaningful adult/peer relationships; dialogue, collaboration and expression of personal and collective views; acknowledgement and respect for unique talents and abilities (Guthrie, 2001; Blank, 1997; Dev, 1997; Kushman, 200; Woods, 1995; Caine & Caine, 1994; Guthrie & Wigfield, 2000; McCombs & Barton, 1998; Moore, Alvermann & Hinchman, 2000; Tierney & Pearson, 1981, 1992)

9. Motivation and Engagement In the intervention class, • a thematic, project-based approach to learning should be used; • course materials should relate to students’ lives; • students should be allowed to have some control over their learning; • learning tasks should be challenging, but achievable; • curiosity about topics being studied should be actively promoted; • and projects that allow students to share knowledge with others should be the norm. (Northwest Regional Educational Laboratory, 2001)

11. Strategic Processing • One of the main goals of the intervention class will be to teach students reading strategies and communication skills that can be applied across all content areas • Interventionist should explicitly teach the following reading strategies: • Activating and Making Connections to Prior Knowledge • Inferring and Predicting • Asking questioning • Determining Important Ideas and Summarizing • Visualizing • Synthesizing and Retelling • Monitoring and Clarifying Understanding of Text

12. Strategic Processing • Metacognition, reflection and self-regulation should be explicitly taught in the context of reading, writing, and learning; “skill and drill” worksheets practiced in isolation are recognized as ineffective • The interventionist will provide opportunities for students to increase their background knowledge and build vocabulary through direct instruction

14. Instructional Strategies for Content Learning • Four of Robert Marzano’s proven literacy/instructional strategies will be emphasized: • Cues, Questions and Advanced Organizers • Non-linguistic Representations • Identifying Similarities and Differences • Summarizing and Note-taking • The Literacy Toolkit created by the Council of Chief State School Officers (CCSSO) will be a critical instructional resource

16. Communication Skills • Communication skills development embedded throughout all activities in the intervention class • Strong emphasis on writing to learn, writing to demonstrate learning, and writing for authentic audiences and purposes • Self-evaluation encouraged and modeled

17. Communication Skills • Strong emphasis on discussion of topic, discussion of text, and academic dialogue between and among adults and peers • Specific discussion skills, i.e. developing questions, supporting arguments with evidence from the text, clarifying, extending arguments, and making connections will be developed

18. Selecting an Interventionist The interventionist(s) selected and hired by the school (whether supported by grant or district funds) should be 1)an experienced classroom teacher 2) who is respected by the school’s faculty and administration.

19. Qualities of a Successful Iinterventionist 1)experienced classroom teacher 2) Respected by the school’s faculty and administration. Related skills: • Familiarity with/interest in interdisciplinary and project-based learning • Willingness to learn and apply new skills and knowledge • Planning/reflecting skills • Strong leadership ability • Adaptability and problem solving skills • Presentation, communication and collaboration skills • Ability to mediate between school and community

20. What questions do you have?

21. Reflective Journal:What makes you feel excited about this project?What are your biggest concerns? • I can explain the 4 parts of the Kentucky Cognitive Literacy Model framework • I can explain what my role will be as an interventionist • I can explain 1)my responsibilities and 2)the benefits of participation in this model