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Striving Readers Comprehensive Literacy Grantee Meeting March 6-8, 2012 Chicago, Illinois

Striving Readers Comprehensive Literacy Grantee Meeting March 6-8, 2012 Chicago, Illinois.

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Striving Readers Comprehensive Literacy Grantee Meeting March 6-8, 2012 Chicago, Illinois

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  1. Striving Readers Comprehensive Literacy Grantee Meeting March 6-8, 2012 Chicago, Illinois

  2. This information is being provided for the purpose of the fiscal year (FY) 2012 Striving Readers Comprehensive Literacy grantees meeting. Assessment tools, curriculum, and other information and materials mentioned or shown at this meeting by presenters or grantees are provided as resources and examples for the viewer’s convenience. Their inclusion is not intended as an endorsement by the U.S. Department of Education. In addition, the instructional practices and assessments discussed or shown in these presentations are not intended to mandate, direct, or control a State's, local educational agency's, or school's specific instructional content, academic achievement system and assessments, curriculum, or program of instruction. States and local programs are free to use any instructional content, achievement system and assessments, curriculum, or program instruction that they wish, so long as the instructional materials and literacy activities meet the Striving Readers Comprehensive Literacy program requirements and are part of their approved grant application.

  3. School Wide Literacy: 10 Musts Mel Riddile, Ed.D. 2006 National High School Principal of the Year riddilem@nassp.org

  4. Mel Riddile - NASSP The Principal Difference http://principaldifference.org riddilem@nassp.org

  5. We spell "hope?" R-E-A-D

  6. 1300 or bust

  7. Re-Alignment – from H.S. to College

  8. Think “An eighteen-year-old who is not college-ready today has effectively been sentenced to a lifetime of marginal employment and second-class citizenship.” Wagner and Keegan, 2006

  9. “Literacy Rich”

  10. Connecting the dots: Reading and Math 3rd Grade Reading 8th Grade Algebra Course of Study High School Graduation College Graduation Postsecondary Ed. & Training

  11. Reading in Grades K-2 Advanced Reading on state assessments in Grades 3-8 Advanced Math in Grade 5 Algebra I by Grade 8 with  “C” or higher Algebra II by Grade 11 with a “C” or higher Sore of 3 on an AP exam, Score of 4 on an IB exam SAT score of 1650, ACT score of 24 7 Keys to College Readiness http://www.montgomeryschoolsmd.org/info/keys/documents/sevenkeys.pdf

  12. School Improvement Where is the best place to teach literacy skills?

  13. School Improvement Must reach Every classroom!

  14. What I find • Waste time • No clear beginning • Bell is a suggestion • Ending – Students stand at door • No objective • Process objective not learning objective

  15. What I find • Little or no engagement • 10% of class involved • No writing • No reading • No checks for understanding • No higher-order thinking

  16. Where are we?

  17. Where do we want to go?

  18. How are we doing?

  19. Literacy and Instruction Literacy and good teaching are inseparable.

  20. Why Literacy

  21. Why literacy? • “Literacy is an integral part of what and how we teach; it is the spine that holds everything together.”—Mike Schmoker

  22. Why literacy? • Key to Learning Content and Thinking Skills • = • Purposeful reading, writing, discussion (authentic literacy)

  23. Literacy The gateway skill.

  24. Authentic Literacy 1. Reading 2. Writing 3. Thinking 4. Discussing

  25. Integrating literacy • Close reading • Underlining • Annotation • Discussion • Writing

  26. Text Complexity

  27. Text Complexity Quantitative measures – readability and other scores of text complexity. A vertical scale tied to text. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Qualitative Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

  28. Determining Text Complexity A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

  29. Lexile Framework Lexile.com

  30. Lexile Framework • Semantic Difficulty • Syntactic Complexity

  31. Lexiles

  32. The Lexile Framework for Reading Arizona Arkansas California Florida* Georgia Illinois Kansas Minnesota New Mexico North Carolina Oklahoma Oregon South Carolina South Dakota Tennessee Texas Virginia West Virginia Wyoming Lexile measures are used at the school level in various capacities in all 50 states. *Florida Assessments for Instruction in Reading, Grades 3-10 (Not all students will receive a Lexile measure)

  33. ELA Common Core Appendix A

  34. Common Core – Grade Level Targets College

  35. Text Gap

  36. Percentage distribution of literary and informational passages National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

  37. Reading Writing The Reading-Writing Connection Students write below their reading levels. 1400 1200 1000 200-300L 800 Lexile 600 400 Reading/Writing Correlations Disattennuated for Measurement Error r = .78 200 r” = .866 r”2 = .75 0 4 6 8 10 12 Grade

  38. Comprehend Teacher Talk TheSpeaking-Listening Connection We speak beneath our students ability to comprehend. 1400 1200 1000 150 L 800 Lexile 600 400 200 0 4 6 8 10 12 Grade

  39. Position Paper:The Reading-Writing Connection

  40. Position Paper:Lexiles and Grade Equivalents

  41. Why Lexiles? “Vertical scale tied to text” Make it real “Culture creator” Quick-wins Made Connections Practical Accelerant

  42. Interquartile Ranges Shown (25% - 75%) 1600 1400 2005-06 Lexile Framework® for Reading StudySummary of Text Lexile Measures 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  43. Interquartile Ranges Shown (25% - 75%) 1600 1400 Lexile Framework® for Reading StudySummary of Text Lexile Measures 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  44. Lexile Framework® for Reading StudySummary of High School Textbook Lexile Measures Interquartile Ranges Shown (25% - 75%) 1400 1300 1200 Text Lexile Measure (L) 1100 1000 900 800 ELA Math Science Social Studies Arts CTE Subject Area Textbooks

  45. Think Why is ninth grade the most difficult transition?

  46. Think Why is ninth grade the most difficult transition? Old 8th Grade Target = 900L

  47. Lexile Framework® for Reading StudySummary of High School Textbook Lexile Measures Interquartile Ranges Shown (25% - 75%) 1400 1300 1200 Text Lexile Measure (L) 1100 1000 900 800 ELA Math Science Social Studies Arts CTE Subject Area Textbooks

  48. Comprehension Rates for Fixed Reader Ability

  49. Moby Dick

  50. Call of the Wild

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