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2007-08 Secondary Literacy Model Report The Journey to an Intensive Writing Curriculum. School District U-46 Literacy Model February 2008 Dr. Susan Ali Suzanne Sack – Bartlett High School Michele Albano – Elgin High School Mary Ellen DeRicco – Larkin High School

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2007 08 secondary literacy model report the journey to an intensive writing curriculum

2007-08 Secondary Literacy Model Report The Journey to an Intensive Writing Curriculum

School District U-46 Literacy Model

February 2008

Dr. Susan Ali

Suzanne Sack – Bartlett High School

Michele Albano – Elgin High School

Mary Ellen DeRicco – Larkin High School

Lori Lopez – South Elgin High School

Debby Fralick – Streamwood High School

Elisa Biancalana – Streamwood High School

presentation objectives
A Global Perspective

National Research Context

Illinois State Board Graduation Requirements

U-46 Literacy Continuum of Services

ELL

Special Education

Gifted Education, Honors and Advanced Placement

Secondary Literacy Model

Plan

Process

Outcomes

Teacher Implementation

Presentation Objectives:
video clip
Video Clip

Did You Know?

national literacy facts
National Literacy Facts
  • Approximately 2/3 of eighth-and twelfth-grade-students read at less than the “proficient” level as described by NAEP (National Institute for literacy, 2008)
  • Approximately 32% of high school graduates are not ready for college-level English composition courses (ACT, 2005)
  • Approximately 40% of high school graduates lack the literacy skills employers seek (Achieve, INC.,2005)
isbe language arts graduation requirements
ISBE Language Arts Graduation Requirements:

Ninth grade students entering high

school 2007-08 and thereafter:

4 Years of language arts

2 Years of writing-intensive courses

  • One must be an English language arts

course

  • The other may be provided as part of

any other subject

slide6
U-46 Continuum

of

Literacy Services

language arts grades 7 12
Language Arts Grades 7-12

2006-07 School District U-46 began to

design a new Language Arts curriculum for

grades 7-12 in response to the new Illinois

State Board of Education graduation

requirements.

u 46 language arts curriculum plan grades 7 12
U-46 Language Arts Curriculum Plan Grades 7-12
  • Address intensive writing state requirements
  • Provide professional development
  • Revise current curriculum
  • Upgrade instruction to address intensive writing state requirements
u 46 language arts curriculum timeline grades 7 12
2006-07 Sophomore Teachers

2007-08 Middle School Teachers

2007-08 Junior Teachers

2008-09 Freshman Teachers

2008-09 Senior Teachers

U-46 Language Arts Curriculum Timeline Grades 7-12
research base
Research Base

Biancarosa, G.& Snow, C.E. (2004). Reading Next: A

vision for action and research in middle and high school

literacy: A Report to the Carnegie Corporation of

New York. Washington, DC: Alliance for Excellent

Education

Graham, S. & Perin., D. (2007) Writing Next: effective

strategies to improve writing of adolescents in middle and

high school- A Report to the Carnegie Corporation of

New York. Washington, DC: Alliance for Excellent

Education

reading next 2004 recommendations
Reading Next 2004 Recommendations
  • Direct explicit comprehension instruction
  • Effective instruction principle embedded in content
  • Motivation and self directed learning
  • Text-based collaborative learning
  • Strategic tutoring
  • Diverse text
  • Intensive writing
  • Technology component
  • Ongoing formative assessment
  • Extended time for literacy
  • Professional development
  • Ongoing summative assessment
  • Teacher teams
  • Leadership
  • A comprehensive and coordinated literacy program
writing next 2007 recommendations
Writing Next 2007 Recommendations
  • Process Writing Approach, which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing
writing next 2007 recommendations15
Writing Next 2007 Recommendations
  • Writing Strategies planning, revising, and editing compositions
  • Summarization explicitly and systematically teaching students how to summarize texts
  • Collaborative Writing adolescents work together to plan, draft, revise, and edit their compositions
  • Specific Product Goals specific, reachable goals for the writing they are to complete
  • Word Processing for writing assignments
  • Sentence Combining students construct more complex, sophisticated sentences
  • Prewriting activities designed to help them generate or organize ideas for their composition
  • Inquiry Activities students analyze immediate, concrete data to help them develop ideas and content for a particular writing task
  • Study of Models students read, analyze, and emulate models of good writing
  • Writing for Content Learning students use writing as a tool for learning content
the journey to an intensive writing curriculum
The Journey to an Intensive Writing Curriculum

Hired Consultant Dr. Ken Stamatis from

Harding University to provide professional

development

the journey to an intensive writing curriculum18
The Journeyto an Intensive Writing Curriculum

Professional Development Focus:

  • Current research on adolescent literacy
  • Engagement and motivation of adolescent learner
  • The importance of access to books
  • Improvement of curriculum and instructional practice
  • Focus on ACT writing standards
literacy model practice cycle
Literacy Model Practice Cycle

Engagement

Keys to Reading Improvement

More proficient

More practice

  • Practice
  • Comprehension Strategy Instruction
  • Writing
  • Word Study/Vocabulary
  • Fluency

Access

More pleasure in reading

the journey to an intensive writing curriculum20
The Journey to an Intensive Writing Curriculum
  • October 2006-Review of existing

curriculum

  • February-Professional Development at Harding University
  • March-Core Group Presentation
  • March–May
        • Release time for curriculum review
        • Development of literacy model
        • Ken Stamatis school visits
  • June-One week of curriculum writing at the

School District U-46 Educational Service Center

the journey to an intensive writing curriculum21
The Journey to an Intensive Writing Curriculum

Summer 2007

  • June-July Focus groups worked on glossary, aligning concept map, finding samples for scoring rubrics, curriculum writing
  • Mini lessons with summer school ELL students at South Elgin High School
photos of teachers at work
Photos of teachers at work

Focus group

worked on anchor

text at the ESC

photos of teachers at work23
Photos of teachers at work

Focus group

worked on anchor

text and glossary

at the ESC

the journey to an intensive writing curriculum25
The Journeyto an Intensive Writing Curriculum
  • Rubrics
  • Concept maps
  • Sophomore binder (teachers received on Institute Day)
  • Recommended list
  • Ken Stamatis teaching video
  • Literacy Lab Binder
sophomore writing rubrics narrative
Sophomore Writing Rubrics Narrative

Focus

Organization

Sentence Fluency

and Word Choice

Conventions

Style

sophomore writing rubrics expository
Sophomore Writing Rubrics Expository

Focus

Organization

Sentence Fluency

and Word Choice

Conventions

Style

sophomore writing rubrics persuasive
Sophomore Writing Rubrics Persuasive

Analysis

Position and Elaboration

Organization

Sentence Fluency

and Word Choice

Conventions

Style

high school library circulation 10 th grade 2006 and 2007
High School Library Circulation10th Grade 2006 and 2007

August September October November Year to Date

2006 459 1483 1137 1065 4144

2007 958 2486 2337 1866 7647

Percent

Increase 109% 68% 106% 75% 85%

Materials

video clip31
Video Clip

Teacher Implementation

the journey to an intensive writing curriculum32
The Journey to an Intensive Writing Curriculum
  • 100% of all sophomore teachers are trained
  • $500 for classroom libraries per each 10th grade section of English, Reading, Special Ed, and ELL for the five high schools
  • Writing rubrics to assess student writing transition and training (getting teachers on board)
  • Sophomore English curriculum binders
  • One set of books will be provided for each high school from Ken’s recommended list for their library
  • 10th grade high school library circulation
what work remains
What Work Remains?
  • Professional development to support and sustain initiative
  • New curriculum for all grades 7-12
  • Full implementation in grades 7-12
  • Vertical articulation
  • Common assessments
  • Additional offerings at 12th grade level
    • Choice based on student requirement for graduation
  • Continue alignment of curriculum (anchor/mentor texts at appropriate levels)
  • Binders ongoing revision
  • Cross-curricular articulation
  • Application of literacy model all in content areas
a special thank you to
A Special Thank-you to:

Luke Azinger - South Elgin High School

Christina Basich - South Elgin High School

Kelly Halterman - Larkin High School

George Kalousek - Larkin High School

Pat Karner - Streamwood High School

Marilyn Mattei – Streamwood High School

Nelida Palacious - Larkin High School

Effie Rouse - Elgin High School

Lisa Whitmer - Larkin High School

Anthony Zoubek -Bartlett High School