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It Takes a District—Developing and Implementing an Effective Literacy Action Plan that Gets Results. December 8 & 10, 2009 Presenter: Julie Meltzer. Today’s goals. To discuss WHY we need to focus on literacy To describe WHAT we need to do to improve student literacy and learning K-12
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December 8 & 10, 2009
Presenter: Julie Meltzer
The HILL Keys to Literacy
PCG Education SchoolRise
LITERATE ADOLESCENTS who have the capacity to be COMPETENT, INDEPENDENT, LIFELONG LEARNERS
Conclusion: Unless we, as a nation, are prepared to focus attention and resources on this issue, our schools are likely to continue producing students who lack skills and are ill-prepared to deal with the demands of post-secondary education and the workplace…The costs of inattention are very high, in both personal and economic terms.
RAND Research Brief -- 2005
Meeting Literacy Goals Set by No Child Left Behind: A Long Uphill Road
Available at http://www.rand.org/pubs/research_briefs/RB9081-1/RAND_RB9081-1.pdf
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.”
Adolescents who are fully literate
KNOW and USE
reading, writing, listening, speaking, and thinking
strategies to learn across all content areas
that learning to others who need to know
their learning to new situations.
Question: If we wanted to address this issue, do we know what it will take?
Do you want your students to be a reader/writer like you were?!!!!?
Either way, working together on this is how to make it happen!!!!
Can’t students just take a reading class or get extra help?
Can’t the English teachers take care of it?Why does the whole school need to get involved?
Taking Action on
Guide for School
Meeting the Challenge
of Adolescent Literacy:
Practical Ideas for
Taking the Lead on
Action Steps for
Corwin Press, 2010Taking Action LiteracyLeadership Model
Student Motivation, Engagement, and Achievement
modeling, and guided
practice of literacy support
strategies in context.
in literacy tasks that
Improve student confidence,
competence, and efficacy.
Integrating Literacy and Learning
“Everyone a reading teacher?”
“How will students become better readers, writers, speakers, and thinkers of this content (English language arts, math, science, health, geography, etc.) as a result of being in your class?”
CROSS CONTENT literacy demands
Students need to strategically read, write, speak/listen, present, and think across content areas (however these may need to be APPLIED in different ways to each discipline of study)
Examples: Activating prior knowledge, setting purpose for reading, clarifying, questioning, predicting, summarizing, visualizing, deductive and inductive thinking, brainstorming, responding
DISCIPLINE-SPECIFIC literacy demands
Specific ways of reading, writing, speaking/listening, presenting, and thinking WITHIN each discipline of study are more applicable to some disciplines as opposed to others
Examples: Rules of evidence, text types and structures, presentation formats, conceptual vocabulary, technical vocabulary
Literary genres and formats: Poem, essay, short story, play, biography, memoir, novel, letter
Language usage: Grammar, technical and conceptual vocabulary related to the study of literature
Writing: Narrative, persuasive, and expository writing
English language arts is heavily dependent on reading and writing for success BUT teachers may not know how to support literacy development, especially in the area of reading
Literary genres and formats: Word problems, textbooks, proofs, articles, graphs and charts
Language usage: Operations, terminology with precise meanings, conceptual vocabulary
Writing: Problem write-ups, manuals, proofs, statistical analysis, response to problematic situations, notes combining symbols and text
Math is heavily dependent on critical thinking, vocabulary/concept development, and the ability to learn from dense concise text BUT teachers may not know how to support literacy development
Literary genres and formats: Articles, lab reports, textbooks, websites, graphs, charts, diagrams
Language usage: Process words, terminology with precise meanings, conceptual vocabulary
Writing: Lab reports, analytical essays, notes, research projects, summaries, evidence-based conclusions
Science is heavily dependent on reading and research skills, critical thinking and vocabulary/concept development for success BUT teachers may not know how to support literacy development
Literary genres and formats: Primary sources, textbooks, articles, nonfiction texts, maps, historical photographs, graphs, charts, artifacts
Language usage: Conceptual vocabulary, debate
Writing: Analytical essays, opinion essays, I-search and research projects, summaries, evidence-based conclusions
Social Studies is heavily dependent on reading, critical thinking, vocabulary/concept development and writing for success BUT teachers may not know how to support literacy development
You return from vacation and a week’s worth of mail has accumulated in your absence.
Discuss what strategy you would use to deal with the pile of mail.
Sustaining Literacy Development
5 Action Points
Developing an effective District Literacy Action Plan
Policies and procedures
If our literacy improvement effort was successful, how would our district be different?
What would students be doing?
What would teachers be doing?
What would the environment be like?
How would school leaders be supporting the effort?
The 4 Es
If you think you can do a thing or think you can\'t do a thing, you\'re right.
YOU CAN MAKE IT HAPPEN!
Literacy IS the plate
Julie Meltzer, Ph.D.
Senior Advisor for Strategy, Research and Design
PCG Education’s Center for Resource Management
200 International Drive, Suite 201
Portsmouth, NH 03801