Secondary Comprehensive Literacy Plan

1
Secondary ComprehensiveLiteracy Plan

• Memphis City Schools
• Dr. Carol Johnson, Superintendent
• Department of Curriculum and Instruction
• John Avis, Associate Superintendent
• Secondary Literacy
• Dr. Richard Potts, Director

2
Secondary ComprehensiveLiteracy Plan

• Module Developers
• Jada Askew
• Literacy Coach
• Elizabeth Bartholomew
• Literacy Coach
• Fonda Booker
• Literacy Coach
• Cheryl Delaney
• Literacy Coach
• Clementhia Poole
• Literacy Coach

3
Overview of Rationale

• The Memphis City Schools Secondary Literacy Plan
  is a compilation of procedures and research-based
  strategies designed to impact struggling readers
  across content areas.

This plan is the overriding document that weaves
literacy skills throughout the curriculum.
4
Strategic Learners

• The ultimate goal of strategic instruction is
  independence.
• Effective learners are strategic
• They organize information
• They interact with the text
• They make predictions
• They evaluate the ideas they are reading
• They monitor their comprehension

5
Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

6
Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

7
VocabularyDevelopment and Acquisition

• Vocabulary development and acquisition is a
  valuable tool for learning and communication.
• It is the process of teaching learners key
  concepts through word acquisition.

8
Vocabulary Development and Acquisition

• Learners benefit from vocabulary development and
  acquisition
• They make sense of the words they see in print
• They become more fluent in speaking and writing
• They develop improved comprehension
• They learn to express themselves better in
  writing
• They become better learners across the curriculum

9
Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

10
Text Organization

• Text organization is the understanding of how the
  ideas in a text are organized.
• Two primary forms of text organization
  narrative and expository / informational
  utilize unique writing patterns to synthesize a
  texts information.

11
Text Organization

• Learners benefit from text organization
  strategies
• They develop better understanding of the text
• They develop specific questions for reading
• They locate key information
• They connect new information with existing
  knowledge
• They organize recall of information after reading

12
Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

13
Prior Knowledge

• Prior knowledge is a combination of culture,
  context, and experience working in concert with
  an understanding of relationships among concepts
  and principles.
• The learner establishes a framework of knowledge
  (schemata), and that framework can be expanded,
  revised, or subdivided to accommodate new
  information.

14
Prior Knowledge

• Learners benefit from activating prior knowledge
• They apply new learning to old
• They approach new topics with confidence
• They actively engage in brainstorming
• They link personal experience to content
• They focus on the big ideas of text rather than
  the details

15
Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

16
Drawing Inferences

• Drawing inferences means making connections
  between pieces of information within the text,
  and between the text and prior knowledge.
• By questioning the text, the learner makes
  meaning before, during , and after reading the
  text.

17
Drawing Inferences

• Learners benefit from inference strategies
• They make predictions in text
• They hypothesize about the text
• They interpret the text
• They become more critically-thinking readers
• They make meaning by questioning the text

18
Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

19
Metacognition

• Metacognition is a learning category in which
  learners think about their own thinking.
• It guides the learners thinking process to
  follow wise courses of action in thinking through
  problems, making decisions, or understanding
  situations or texts.

20
Metacognition

• Learners benefit from metacognitive strategies
• They gain confidence that they can learn
• They make accurate assessments of why they
  succeed
• They think clearly about inaccuracies when
  failure occurs
• They match learning strategies to the learning
  task
• They view themselves as ongoing learners and
  thinkers

21
Learning Strategies

• A learning strategy is an intentional plan that
  readers use to help themselves make sense of
  text. Strategies are flexible and can be adapted
  to meet the demands of the reading task. Good
  readers use lots of strategies to help themselves
  make sense of text.
• Chris Tovani, 2000

22
Learning Strategies

• Learners benefit from learning strategies
• They activate prior knowledge
• They use metacognitive skills
• They make valid inferences
• They understand text organization
• They promote vocabulary development and
  acquisition

23
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

24
Secondary ComprehensiveLiteracy Plan

• Literacy Strategies
• Module One
• Before Reading

25
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

26
K-W-L

• K-W-L (Ogle, 1986) is designed to engage students
  in becoming active learners as it motivates them
  to purposefully seek information from their texts
  and other sources.
• K-W-L involves three basic steps
• Determining what students already Know
• Determining what they Want to learn about a
  topic
• Assessing what they have Learned about the
  topic.
• K-W-L sets the stage for the use of graphic
  organizers
• and summary writing.

27
K-W-L

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 17 in the
• Secondary Comprehensive Literacy Plan

28
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

29
Text Structure

• Text structure (McGee Richgels, 1985 Piccolo,
  1987) is the understanding of how the ideas in a
  text are organized.
• Signal words (Vacca Vacca, 1996) are often used
  by authors, and students benefit by learning to
  analyze how these words are used.
• If students have difficulty understanding text
  structures, graphic organizers can be used to
  scaffold their learning.

30
Text Structure

• Types of text structure
• Chronological sequence
• Comparison / Contrast
• Concept / definition
• Description
• Episode
• Generalization
• Process / Cause-effect

31
Text Structure

• Learners benefit from text organization
  strategies
• They develop better understanding of the text
• They develop specific questions for reading
• They locate key information
• They connect new information with existing
  knowledge
• They organize recall of information after reading

32
Text Structure

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 27 in the
• Secondary Comprehensive Literacy Plan

33
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

34
Anticipation Guide

• An anticipation guide (Herber, 1978) enhances
  students comprehension by activating prior
  background knowledge, focusing their attention on
  key concepts, and inviting them to react to ideas
  in the text.
• An anticipation guide is composed of a series of
  statements that support opinions and experiences
  of the students.
• The greatest impact occurs with student
  discussion prior to and after reading the text.

35
Anticipation Guide

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 41 in the
• Comprehensive Literacy Plan

36
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

37
Word Sorts

• Word sorts (Gillet Kita, 1979) require students
  to organize and classify words based on their
  prior knowledge about the words.
• Word sorts are either open or closed and can be
  used before reading to activate prior knowledge
  and establish a purpose for reading.
• Word sorts can be used before reading as a
  predictive exercise or after reading as a way of
  extending understanding of the concepts.

38
Word Sorts

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 48 in the
• Comprehensive Literacy Plan

39
Secondary ComprehensiveLiteracy Plan

• Literacy Strategies
• Module Two
• During Reading

40
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

41
Modeled Fluency

• Modeled fluency (Rasinski, 2002) is teaching
  learners to read orally with speed and accuracy
  by listening to a model of the assigned text.
• Fluency can be taught directly, and it improves
  as a consequence of learners reading a lot of
  materials that are within their instructional
  range.
• By supporting struggling readers through oral
  reading, students benefit by improving their
  reading skills while learning the assigned text.

42
Modeled Fluency

• Learners benefit from modeled fluency
• They learn to pronounce words correctly
• They learn to read with precision and speed
• They learn to read with confidence
• They learn comprehension

43
Modeled Fluency

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 56 in the
• Comprehensive Literacy Plan

44
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

45
Graphic Organizers

• Graphic organizers (Vacca Vacca, 1996) are
  pictorial representations of how ideas in a text
  are connected and organized.
• Graphic organizers serve as tools for fine-tuning
  comprehension, taking notes, and remembering
  information.
• Graphic organizers are useful in narrative,
  expository, and persuasive writing by helping
  students focus on the topic at hand.

46
Graphic Organizers

• Learners benefit from graphic organizers
• They learn to analyze essential and
  non-essential attributes
• They learn to describe the concept
• They learn to relate the new word to known words
• They learn to make meaningful sensory
  connections
• They increase retention

47
Graphic Organizers

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 59 in the
• Comprehensive Literacy Plan

48
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

49
DR-TA

• The task of a Directed Reading and Thinking
  Activity (Stauffer, 1969) is to generate
  predictions about the material to be read, and
  then refine these predictions while reading.
• There are four steps to this strategy
• Predict Students predict what they think will
  be covered
• Read Students read a few paragraphs or pages
  of the text
• Confirm Students compare their predictions
  with the text
• Resolve Students summarize and evaluate the
  text
• This strategy has many uses and can be effective
  for fiction or content texts.

50
DR-TA

• Learners benefit from DR-TA
• They learn to make predictions prior to reading
• They learn to compare their predictions to the
  actual text
• They learn to summarize and evaluate the text

51
DR-TA

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 75 in the
• Comprehensive Literacy Plan

52
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

53
QAR

• QAR (Raphael Pearson, 1982 Pearson Johnson,
  1978) is a process of describing and illustrating
  for students that there are three types of
  questions and possible places for finding answers
  to these questions.
• The three types of questions are
• Textually explicit Literally stated in the
  text
• Textually implicit Suggested or implied in the
  text
• Implicit In the readers background knowledge
• QAR makes students aware of multiple information
  sources, and compliments and supports graphic
  organizers.

54
QAR

• Learners benefit from QAR
• They learn the sources of information in the
  text
• They learn how to question the text
• They learn how to find and evaluate answers to
  their questions

55
QAR

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 81 in the
• Comprehensive Literacy Plan

56
Secondary ComprehensiveLiteracy Plan

• Literacy Strategies
• Module Three
• After Reading

57
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

58
Independent Study Strategies

• Independent study strategies are designed for
  out-of-class assignments. These strategies are
  used for specific purposes.
• Some examples of independent strategies are
• Note-taking strategies
• Selective reading guides
• Three-level guides
• These strategies guide struggling readers to
  important ideas and information in content area
  reading.

59
Independent Study Strategies

• Learners benefit from independent study
  strategies
• They learn to identify authors concepts in text
  material
• They learn to link new information to existing
  knowledge
• They learn to improve their memory and
  understanding
• They learn to think critically

60
Independent Study Strategies

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 93 in the
• Comprehensive Literacy Plan

61
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

62
RAFT

• RAFT (Buehl, 2001) is an acronym used to describe
  four critical ingredients of writing
• Role of the writer
• Audience of the writing
• Format the writing will take
• Topic covered in the writing
• RAFT provides support in several critical areas
  of strategic reading and writing. It can be used
  as a culminating writing assignment, for
  assessment purposes, or as a transition into a
  related unit of study.

63
RAFT

• Learners benefit from RAFT
• They learn to think critically about content
• They learn to make connection to the text
  content
• They learn to infer and predict about the text
• They learn to synthesize new information into
  writing

64
RAFT

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 97 in the
• Comprehensive Literacy Plan

65
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

66
Summarization

• Summarization (Rinehart, Stahl, Erikson, 1986)
  is a viable way of helping students develop a
  level of expertise with text structure, oral
  language, and the reading/writing process.
• Students learn to summarize effectively through
  structured modeling, guided practice, peer
  interaction, and practice in individual summary
  writing.
• Summarization is an excellent scaffold for
  promoting effective expository and narrative
  writing, and is an excellent tool to use with
  anticipation guides.

67
Summarization

• Learners benefit from Summarization
• They learn to determine main ideas and
  supporting facts
• They learn to identify the texts organizational
  structure
• They learn to evaluate and summarize text
• They learn to perform self-evaluation of their
  skills

68
Summarization

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 104 in the
• Comprehensive Literacy Plan

69
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

70
Reciprocal Teaching

• Reciprocal teaching (Palinscar Brown, 1986) is
  an interactive dialogue between teacher and
  learner or between participants in a discussion
  group.
• Reciprocal teaching utilizes four comprehension
  strategies
• Questioning
• Clarifying
• Predicting
• Summarizing
• Teacher and students use cooperative strategies
  to lead classroom discussions.

71
Reciprocal Teaching

• Learners benefit from reciprocal teaching
• They develop questioning skills
• They learn to ask for clarification of unclear
  information
• They learn to predict and confirm upcoming
  information
• They learn to summarize main ideas

72
Reciprocal Teaching

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 107 in the
• Comprehensive Literacy Plan