Mailing address Daytime telephone Cell Phone E-mail

1. EDUC 645- MA Teacher LeaderPracticum in Academic LiteracySession 1Robert B. Cooter, Jr.Dean, Annsley Frazier Thornton School of Education& Ursuline Endowed Chair of Teacher Education Mailing address Daytime telephone Cell Phone E-mail INSIDE your class folder…

2. My Perspectives… or The Gospel According to Cooter

3. Cooter’s Class Norms • I take 100% responsibility. (Attendance, preparedness, having assignments and readings completed on time, etc.) • I am a professional and my actions reflect that commitment. • I seek equity of voice. (Sharing my thoughts without dominating discussion and inviting others to “share the floor” equally.) • I am willing to talk about sensitive issues. • I listen for understanding. (Listening and reflecting “being in the moment” as opposed to planning my next comment) • I appreciate the strengths and contributions of others. • I bring positive energy and encouragement to the team. • I take problems to the source. (If I have an issue, I discuss it with the person with whom I have the issue rather than someone else.) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

4. A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) Expertise & Ability to Coach Others Refined and Expanded Capacity Practice with Peer Coaching Deeper Learning with Limited Capacity First Exposure No Knowledge Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

5. SKILLS ASSESSMENT TEACHING ADAPT & R T I FAMILY The Pillars of Effective Teaching Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

6. The Research Base for this Course… Name of Project: Memphis Striving ReadersTotal Grant Award: $16,074,687 Memphis' Striving Readers project is designed to test the efficacy of the Memphis Content Literacy Academy professional development model for improving reading achievement and content literacy in high-need urban middle schools serving grades 6-8. All core subject content teachers in Striving Readers schools will be randomly assigned to participate in the professional development program. http://www.ed.gov/programs/strivingreaders/awards.html

7. II. Why academic literacy? Academic literacy, also referred to as content area reading, has to do with applying literacy skills and strategies in core subject areas (i.e., mathematics, science, social studies, language arts) in order to understand and communicate about what has been learned. There are a number of specialized academic literacy skills that may be tapped to comprehend and communicate about texts that are often decontextualized and detached from many students’ experiences (Lewis, 2007). Research has demonstrated that teachers can indeed promote academic literacy in order to improve student achievement in school (Apthorp & Clark, 2007; Lewis, 2007). Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

8. RESEARCH: How are students doing with academic literacy in our schools? • Professor William F. Tate of the Washington University in St. Louis in a keynote address on 9 August 2007 entitled, “Literacy and Democracy: A Cost-Benefit Perspective”shared the following observations:

9. “Literacy is the gateway to social justice…”(K.S. Cooter) PREVIEW QUESTIONS: How are students from poverty affected by a lack of academic literacy as compared to more affluent students based on Dr. Tate’s observations, and why? ANY good news?!

10. High School Graduation RatesUSA’s 50 Largest Districts, lowest to highest Rate DistrictRank by Size 21.7 Detroit 11 38.5 Baltimore 30 38.9 New York 1 43.1 Milwaukee 0-28 43.8 Cleveland 44 44.2 Los Angeles 2 45.3 Miami-Dade 4 46.3 Dallas 13 Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

11. Synthetic Work-life Estimates for Full-time by Educational Attainment (in 1999 dollars) [Day & Newberger, 2002]

12. Percentage of black graduates earning indicated credits in mathematics by selected yearsSource: NCES, 2001

13. Number of earned bachelor’s degrees in science and engineering by Blacks, non-Hispanic: 1991,1995, & 2000 Percentage distribution of Earned bachelor’s degrees in science/eng appears in parentheses

14. Think and Discuss with an ‘elbow partner’… How are students from poverty affected by a lack of academic literacy as compared to more affluent students based on Dr. Tate’s observations, and why? ANY good news?!

15. Good Teaching Matters!!! • The average mathematics scores of a group of Dallas 3rd graders who were assigned to three highly effective teachers in a row rose from the 55th percentile to the 76th percentile by the end of the fifth grade. • By contrast, a slightly higher achieving group of third graders were assigned three consecutive ineffective teachers and fell from the 57th percentile to the 27nd by the end of the fifth grade. Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

16. Mathematics Teaching Learning difficulties among special needs children stem largely from instruction that violates one or more of the following: • not assessing, fostering, or building on their informal knowledge; • overly abstract instruction that proceeds too quickly; • instruction that relies on memorizing mathematics by rote. In other words, the learning difficulties of special needs children and children in general are the same. (Tate, 2007) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

17. CURRENT DATA ON WRITING:2011 National Assessment of Educational Progress (NAEP) WRITINGSource- http://nces.ed.gov/nationsreportcard/writing/ Student Ratings: Basicdenotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. Proficientrepresents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. Advanced represents superior performance. Summary video: NAEP 2011 Writing CBA Results http://www.youtube.com/watch?v=BzwoRppveto Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

18. CURRENT DATA:2012 National Assessment of Educational Progress (NAEP) Results – WRITINGSource- http://nces.ed.gov/nationsreportcard/writing/ Only about one-quarter of students perform at the Proficient level in writing in grades 8 and 12

19. Average vocabulary scores in NAEP READING at grades 4, and 8 by reading comprehension level: 2009 and 2011

20. Kentucky Achievement-Level Percentages and Average Score Results (Trends over Time)

21. Kentucky Link: http://nationsreportcard.gov/science_2011/summary.asp?tab_id=tab2&subtab_id=Tab_1#chart Source: http://nationsreportcard.gov/science_2011/

22. Kentucky link: http://nationsreportcard.gov/math_2011/gr4_state.asp

23. On the World Stage… “In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity -- it is a prerequisite… Dropping out of high school is “not just quitting on yourself, it’s quitting on your country -- and this country needs the talents of every American (Obama, 2/25/09) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

24. World Comparisons • In 2009, the U.S. was ranked seventh among nations in the proportion of adults 18 to 34 enrolled in college. • The rate was 34 percent, compared with 53 percent for top-ranked Korea • Just 39 percent of U.S. adults had an associate’s degree or higher, compared with 55 percent for Canada and 54 percent for Japan. Source: Organization for Economic Cooperation and Development Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

25. PILLAR 3: TEACHINGWhat must we as teachers do to address our students’ needs?Knowledge, Capacity, Fidelity of Implementation"Let no one ever come to you without leaving better and happier." -Mother Teresa Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

26. PART III. FOUNDATIONAL LEARNING THEORIES “There is nothing so practical as a good theory…” (Kurt Lewin, 1952) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

27. Quotes fromLev Vygotsky on teaching in thezone…The Zone of Proximal Development “What a child can do in cooperation today He can do alone tomorrow.” “Therefore the only good kind of instruction is that which marches ahead of development and leads it…” “Instruction must be oriented toward the future, not the past.” Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

28. FRUSTRATION LEVEL = Tasks Too Difficult for the Learner INSTRUCTIONAL LEVEL = Tasks the Learner Can Learn With Support Zone of Proximal Development INDEPENDENT LEVEL = Tasks the Learner Can Do Without Help Difficulty of Task Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

29. Bakhtin’s – “Living Dialogically” • The essential part of the dialogic exchange is the listening • Dialogue leads praxis – the thinking and application of learning • Living dialogically means to be open to the new – the different, the differing (Cooter’s translation- You gotta get’em talking about what they are learning) FOR IDEAS ABOUT DIALOGIC TEACHING, GO TO CREDE AT: http://crede.berkeley.edu

30. IV. Challenges of Poverty in Education • Poverty Related Issues • High Student Mobility (urban) • Language Development Deficits • Nutrition & Health Issues • Attendance Problems • Access to resources School District Challenges • Leadership Capacity (Superintendents, Principals) • Teacher Longevity • Accountability Stress (NCLB) • Supt. Turnover • “Program of the Month” Solutions Community Perceptions & Flight (Economic/Re-segregation) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

31. V. Expository versus Narrative Texts A THINK – PAIR – SHARE ACTIVITY… What are the differences between narrative and expository texts? Short video for your students… 1. From: “Books from the B” [http://booksfromtheb.blogspot.com] http://www.youtube.com/watch?v=sgeWCmFU-Ic Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

32. Expository vs. Narrative Texts Unique Writing Patterns. Narrative texts are comprised of such elements as setting, theme, characterization, and plot. Expository texts, however, are quite different: their structure tends to be much more compact, detailed, and explanatory (Heilman et al., 2001). Five common writing patterns, or expository text structures, have been described by Cook and Mayer (1988): generalization, enumeration, sequence, classification, and comparison/contrast. Meyer and Freedle (1984) add a sixth: cause and effect. Another Video for your students: Expository Text: Just the Basics (Five Basic Structures) http://www.youtube.com/watch?v=x-UdE1f_Br4

33. Expository versus Narrative Texts Discussion… “What else do we know?” • Specialized Vocabulary and Concepts • Thus, Students Need “Concrete” Learning Experiences • Increased Concept Load.Concept load (also called concept density)

34. Concept load example… GILGAMESH In early Sumerian history, priests were also the kings of the city-states. Gilgamesh was one of the most heroicpriest-kings of this time. He was the priest-king of Uruk which was located on the Euphrates Riverapproximately fifty miles northwest of Ur. The oldest written story in the world delineatesGilgamesh'slegendarydeeds. In the story, Gilgamesh is characterized as being both human and divine. Gilgamesh and his companion,Enkidu, journey the world performing heroic acts. Free Video about Gilgamesh http://www.learner.org/courses/worldlit/gilgamesh/ Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

35. Discuss with your “elbow partner” the following:What do you think good academic literacy readers do?(see handout for evidence-based answers) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

36. VI. Assessing Texts: Performing a Content Analysis Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

37. Content Analysis This is an essential process for establishing instructional objectives and structuring learning activities for your students (Martorella, 2008). The purpose of a content analysis is to identify the important facts, concepts, and generalizations presented in a given unit of study. Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

38. By carefully analyzing information to be presented and determining which skills are to be learned by students, the teacher arrives at important decisions about what to teach (not all information is essential knowledge), how to teach it, how to provide guided and independent practice, and how to assess students’ knowledge and skills. Content analysis, then, can be the springboard for creating a strong unit of study. Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

39. Part VII. LEARNING & TEACHING FRAMEWORKS • Content Literacy Model • Gradual Release of Responsibility • BEFORE, DURING, & AFTER Strategies Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

40. KNOWLEDGE: Content Literacy Model INSTRUCTIONAL DELIVERY TACTICS • INSTRUCTIONAL STRANDS TEACHING/LEARNING STRATEGIES • Student Motivation • Reflective Teaching • Direct, Explicit Instruction • Gradual Release of Responsibility • BEFORE, DURING, AFTER Reading Strategies • CREDE Principles: Student-Teacher Dialogues rather than lecture; Joint Productive Activities & Cooperative Learning; Developing Subject-Focused Language & Literacy; Real Life Connections • Use of Multiple-Level Texts • Explicit Fluency Instruction • Choral Reading • Paired Reading • Pronunciation Review • Neurological Impress • Choral Reading Performances • Readers’ Theatre Fluent Reading of Text Materials • Multiple Exposures • Academic Word Walls • Pre-Instruction • Frayer Model • Semantic Feature Analysis • Word Sorts • Word Maps • Semantic Maps • State Academic Vocabulary Vocabulary & Concept Development • Retelling • Graphic Organizers • Pre-reading Strategies (THIEVES, SEARCHES) • Fix-up strategies • QAR • Question Stems • Concept Maps • ReQuest Comprehension of Content Readings Ongoing ASSESSMENT for Adapting Instruction to Learner Needs Robert B. Cooter, Jr., Bellarmine Univ. (8.22.09)

41. Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

42. Direct Teaching (DI) Model“Students as apprentices” Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

43. 3 Categories of Reading Strategies (BDA) • BEFORE READING • DURING READING • POST READING BEFORE DURING AFTER Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

44. VIII. Common Core Standards andThe Nonnegotiables of Academic Literacy Instruction • Less is more. • Use high quality texts. • Offer students choice(s). • Offer students voice. • Marry well, divorce less. • Students are apprentices. (And remember, you are a learner, too!) Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

45. Pillar 1: SKILLS & Teacher Knowledge (adopted by KY in Feb. 2010) http://www.corestandards.org The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Overview Video: http://www.youtube.com/watch?v=RmLElb7yHDU Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013

46. “Start by doing what's necessary; then do what's possible; and suddenly you are doing the impossible.” -- St. Francis of Assisi Robert B. Cooter, Jr., Bellarmine Univ. Spring 2013