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High School Literacy Don Deshler. HIGHER ORDER. Building Blocks for Content Literacy. SUBJECT MATTER. STRATEGIES. SKILLS. LANGUAGE. HIGHER ORDER. SUBJECT MATTER. STRATEGIES. SKILLS. LANGUAGE. A Continuum of Literacy Instruction (RTI -- Tiered Instruction ).
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HIGHER ORDER Building Blocks for Content Literacy SUBJECT MATTER STRATEGIES SKILLS LANGUAGE
HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE A Continuum of Literacy Instruction (RTI -- Tiered Instruction ) Level 1:Enhance content instruction(mastery of critical content for all regardless of literacy levels) Level 2:Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3:Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4:Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5:Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)
CONTENT CLASSES Level 2. Embedded Strategy Instruction CONTENT CLASSES Level 1. Enhanced Content Instruction Level 3. Intensive Strategy Instruction • strategy classes • strategic tutoring Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies Content Literacy “Synergy” Improved Literacy KU-CRL CLC- Lenz, Ehren, &Deshler, 2005
Level 1, 2, 3 Proficient readers are “good at” or have… • Background knowledge • Text/knowledge structure • Vocabulary • Learning strategies • Fluency • Sight word vocabularies • Word recognition Level 1 Level 3, 4, 5
12 11 10 9 8 7 6 5 4 3 Grade Level • Expectations • Demands • Skills Years in School The Performance Gap
Infrastructure Supports The Performance Gap • Infrastructure Supports • Flexible Scheduling • Time for Teacher Learning and Planning • Behavioral Supports • Smaller Learning Communities Grade Level • Expectations • Demands • Skills Existing Support Years in School
System Learning Supports • Progress Monitoring • Collaborative Problem-Solving • Instructional Coaching • Professional Learning The Performance Gap / Grade Level • Expectations • Demands • Skills System Learning Supports Infrastructure Supports Current Supports Years in School
Instructional Core • Standards-Informed Curriculum Planning • Connected Courses & Coherent Learning • Continuum of Literacy Instruction • Motivation Strategies • Engaging Instructional Materials & Activities • Student-Informed Teaching The Performance Gap / Instructional Core System Learning Supports Infrastructure Supports Current Supports Grade Level • Expectations • Demands • Skills Years in School
System change must be closely tied to the individual within the system Shared… • Vision…that allows individual contributions • Knowledge…that leads to individual learning • Leadership…that seeks the voice of individuals • Responsibility…that shapes individual planning and action • Evaluation…that guides self assessment • Accountability…that motivates individual action
Vision Knowledge Leadership Instructional Core System Learning Supports Standards-Informed Curriculum Planning Connected Courses & Coherent Learning Continuum of Literacy Instruction Motivation Strategies Engaging Instructional Materials & Activities Student-Informed Teaching Progress Monitoring Collaborative Problem Solving Instructional Coaching Professional Learning Responsibility Evaluation Accountability Critical Values for System Change Shared… Improved Outcomes + = Infrastructure Supports + • Flexible Scheduling • Time for Teacher Learning and Planning • Extended Learning Time • Behavioral Supports • Smaller Learning Communities College Readiness and Postsecondary Success + = + …that respects the individual in the system
Lessons learned by KU-CRL about improving secondary school outcomes… • Initiatives should be driven by high expectations that prepare students for college and post-secondary success • The literacy needs of adolescents vary greatly -- these differences must be accounted for in a continuum of instruction that meets the needs of all students • Change initiatives should be undertaken in light of individual school resources, values, and skill sets
Lessons learned by KU-CRL about improving secondary school outcomes… (continued) • 4. The secondary school culture must explicitly reinforce literacy with sufficient authentic and explicit practice embedded across all subject areas • 5. There is a interactive synergistic relationship based on principles of learning that cuts across a continuum of literacy instruction (i.e., CLC) • 6. Critical instructional and infrastructural elements must be leveraged at the school and district level
Contact Don Deshler 785.864.4780 ddeshler@ku.edu