Adolescent Literacy

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Adolescent Literacy

• Session 2January, 2008

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Introductions

• Adolescent Literacy Support Team
• Lynn L. Lupold, IDOE
• Herb Budden, Co-Director of ITW Writing Project
• Dr. Penny Gaither, Literacy Consultant
• Dr. Joy A. Seybold, IUPUI

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Goals for Series

• Deepen our collective understanding of adolescent
  literacy and the literacy-related challenges for
  students, teachers, and schools
• Begin to examine current literacy practices,
  beliefs, and goals for school improvement
• Identify needs for adolescent literacy support
  from IDOE team

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Goals for today

• Look at common literacy experiences from multiple
  perspectives
• Share results from Literacy Capacity Survey and
  plan next steps
• Examine ways to look at data to enhance teacher
  understanding and more effectively target student
  needs

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Reconnections

• Find an eye contact partner (from a different
  school)
• Use Say Something to read the first 2 sections
  of the Beers article
• With your partner discuss issues and connections
  in your school shared by the students and
  teachers described
• Debrief with group

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Say Something

• With a partner, decide who will be partner A and
  B
• Partner A reads aloud the first section. Partner
  B listens, then says somethinga summary,
  reaction, connection, or evaluation
• Partner A then Says Something.
• Repeat process, alternating the reading, until
  assignment is complete
• Discuss the reading and the process.

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Literacy Capacity Survey
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World Café Activity

• World Café is a process designed to bring large
  groups of individuals together to share
  understandings about questions that matter.
• The process helps people recognize the
  possibilities for mutual insight, innovation, and
  action that are presently within the group.

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World Café Process

• Groups sit around tables and discuss guiding
  questions for a given amount of time. One person
  stays at the table the entire time to capture the
  conversation, then share with the next group.
• When time is called, participants move to a new
  table with different individuals and who hear
  about the previous conversation then continue
  that groups discussion.

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Literacy Capacity Survey

• Based on your individual and team results, what
  have you discovered?
• What strengths and needs are suggested? What
  priorities emerge?
• What potential roadblocks do you see and how will
  you overcome them?
• What are your next steps in the advancing the
  process building literacy capacity at your school?

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What is your vision?

• What are your PL 221 literacy goals?
• What data did you use to frame these goals?
• If you are able to reach your goals, what will
  teaching and learning look like for the students
  and adults in the school?

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Questions for Quartiles

• What patterns are evident from the data
  collection and grid process?
• What are the areas of strength by content
  area/grade level?
• What are the areas of concern by content
  area/grade level?
• Which students have been identified as targets
  for specific remediation?

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Needs for Future Sessions

• Debrief.
• Complete Exit Cards.

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Building Shared Knowledge Examining a Research
Brief

• Read section of text. (Chunking Text)
• Highlight key sentences, phrases, and words that
  are significant. (Active Reading)
• In groups, practice a text rendering protocol
  Take turns sharing your sentences, then your
  phrases. Discuss the critical ideas from your
  reading. (Constructing Meaning)
• In large group, identify significant words put
  on public chart. (Identifying Important Concepts)
• Discuss . . .

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Collective Understanding

• What do we mean by adolescent literacy?
• How do the concerns we have about adolescent
  literacy relate to other challenges we face
  regarding high schools?
• What are schools doing to address their concerns
  and challenges?