Patty Sweet
psweet@alcaweb.org
Cell: 580.744.0611
Text, Call, or Email
Topic: Literacy
Strategies Domain
“Literacy for ALL”
A TEAM Approach to the Integration of
Reading, Writing, Reasoning,
Speaking and Listening
into All Content Areas
Topic: Literacy
Strategies Domain
Deepen the TEAM’s understanding of the
initiative “Literacy for ALL: Every Day, Every
Classroom, No Exceptions”
• Day 1 – “Begin with a Team”
• Day 2 – “Focus on Literacy Strategies”
• Day 3- “Monitor and Evaluate”
– “Establish Timeline”
Topic: Literacy
Strategies Domain
Objectives for Today’s Session
Understand the essential components of a
high functioning team.
– Common Vision (Future), Mission (Purpose), Goals
(Planned Accomplishments)
– Roles and Responsibilities (Leaders and Members)
Topic: Literacy
Strategies Domain
 Explore 4 Levels of Implementation
• Level 1 – Develop a common vocabulary,
purpose, and goals to facilitate understanding
“What does that mean?” Team Approach
• Level 2 – Develop a deeper understanding
“What does it look like?” Focus on Fidelity
• Level 3 – Deliberate practice “How do I do it?”
Training for ALL
• Level 4 – “How do WE implement the initiative
into OUR system and evaluate it’s
effectiveness?” Monitor and Evaluate
 Initiate a Four Step Process to develop
a district-wide plan and timeline
1. Begin with a TEAM approach
2. FOCUS on Literacy for ALL
3. Implement with FIDELITY and according to
plan
4. MONITOR like crazy!
– Monitor students’ work
– Monitor implementation and assessment
– Monitor rigor (cognitive demand) for ALL
Topic: Literacy
Strategies Domain
When the (district, site, grade, subject)
team is functioning well, all educators in
a district consider themselves part of a
team with a collective responsibility for
the well being and achievement of all
students.
- Marzano ( 2011)
Collegiality and Professionalism
Productivity Cycle – 25/5
 Organize work in Dashes and Sprints
•
5 or 10 minutes Dashes
•
25 minute Sprints
 Use timers to track working time and break
time
 Always provide at least a 5-minute break to
energize the body and brain.
 Brain-based Strategy: Learning occurs in
small chunks
Discussion
Discussion Process offers the Opportunity to
Reflect and Share
Elbow Partner (Paired-Reflection)
Table Talk (Consensus)
Group-Team (Shared Belief-Requires a
Reporter)
Partner-Outside-Your-Team (Quick-Break)
Establishing Common Routines
 Call back signals…
• “Focus on Me Please”
• Hand of 5 for a 5 Second Countdown
• Hand of 10 for a 10 Second Countdown
• Countdown Timer
Begin with TEAMS
Topic: Literacy
Strategies Domain
Who are the members of a Team?
• Administrators
• Teachers
• Central Office
and Secretaries
• All Support Staff
– including
aides,
maintenance,
bus drivers,
security.
• Parents
• Grandparents
• Extended Families
• In School
• Homebound
• Home Schooled
• Virtual
Educators
Students
Parents
Community
•
•
•
•
•
•
Community Patrons
Community Leaders
External Expertise
External Partners
Universities/Colleges
Career Techs
Roles and Responsibilities
Leader
Members
What do leaders provide for the
members?
What are the responsibilities of the
members?
List Leader Responsibilities…
List Member Responsibilities…
Topic: Literacy
Strategies Domain
“The best worksheet is a blank
piece of paper.”
Get a Blank Sheet of Paper
Topic: Literacy
Strategies Domain
Roles and Responsibilities Activity
Fold the paper in half.
Draw a line on the fold to create
two columns.
Label the left column Teachers
Label the right column Students
Topic: Literacy
Strategies Domain
Roles and Responsibilities
Leader
(Teachers)
Members
(Students)
List Leader Responsibilities…
List Member Responsibilities…
What do leaders provide for the
members?
What are the responsibilities of the
members?
TEACHERS
Topic: Literacy
STUDENTS
Strategies Domain
Roles and Responsibilities
Leader (Teachers)
List Leader Responsibilities…
What do leaders provide for the
members?
TEACHERS
Topic: Literacy
Members (Students)
List Member Responsibilities…
What are the responsibilities of the members?
Save the World/Productive
Willing to Learn/Open Minded 7
Accepting of Instructions 3
Organized/Self-Disciplined
Task Management 2
Appropriate Behavior
Listening/Attention 5
Communicate Needs 3
Collaborative/Teamwork 2
Think/Analyze/Reflect/Reason/Evaluate
Study 2
Follow Rules 3
Respect and Tolerance 10
Be Prepared 8
Positive Attitude 3
Goals 3
Consistency
Be on time/attendance 8
Responsibility/Accountability 6
Effort 10
Participation/Engagement 9
Strategies Domain
Think-Pair-Share
Identify Leader (Teacher) Responsibilities
Identify Member (Student) Responsibilities
Share and Compare with your elbow partner
Share and Compare with your table
Record your responses to share with the group
Topic: Literacy
Strategies Domain
Learner
Responsibility
Topic: Common Core Initiative
Standards Domain
Fidelity of Implementation
Accountability
Uniformity
Stability
Consistency
Topic: Common Core Initiative
Trustworthiness
Commitment
Responsibility
Standards Domain
Leadership
“…good leaders grow schools
where the organizational culture
is energized, collaborative, and
results focused. As a result,
teaching and learning in all
classrooms are always getting
better.”
Jon Saphier, Research for Better Teaching
Topic: Literacy
Strategies Domain
Compare Roles and Responsibilities
Teacher/Student
Student/Student
Teacher/Teacher
Admin/Teacher
Admin/Admin
Topic: Literacy
Strategies Domain
Compare Roles and Responsibilities
Parent/Student
Parent/Teacher
Teacher/Parent
School/Community
Community/School
Topic: Literacy
Strategies Domain
Latta 5 Core Values
1.
2.
3.
4.
5.
Integrity
Honor
Dependability
Commitment
Accountability
Topic: Literacy
Strategies Domain
Activity – Elbow Partners
Define the “purpose of education”.
Use any method you have at your disposal to help
in this activity.
Computer, iPad, Internet, Smartphone, etc.
Be prepared to share your definition with the
group.
Fundamental Purpose of
Education
The fundamental purpose of education
is to teach a person to read and write…
that is to make him literate in an everevolving society – to make a person
aware, responsible, earn money, develop
social skills, fuel one’s thirst for
knowledge – to be career, college, citizen,
workforce ready.
National Learning Disabilities
Topic: Common Core Initiative
Standards Domain
“The purpose of education is to
enable individuals to reach their full
potential as human beings,
individually and as members of a
society; this means that these
individuals will receive an education
which will enable them to think and
act intelligently…”
http://www.21stcenturyschools.com/Purpose_of_Education.htm
“The Purpose of Education”
Education should equip us with the
power to think effectively and
objectively. To think is one of the
hardest things in the world, and to
think objectively is still harder.
http://www.stanford.edu/group/King/liberation_curriculum/pdfs/purposeof
education.pdf
Martin Luther King
Jr. Papers Project, ©2004
The Purpose of Education: Good
Citizenship
Eleanor Roosevelt
Pictorial Review 31 (April 1930)
Topic: Literacy
Strategies Domain
21st Century Skills
Preparing Students for
THEIR Future
Topic: Common Core Initiative
Standards Domain
7 Survival Skills for the 21st
Century
1. Critical thinking and problem-solving. The ability
to ask good questions.
2. Collaborative problem-solving with a deep
appreciation of the differences between peers.
3. Innovation
4. Ability to speak and write with voice and reason
5. Ability to question, learn, clarify thinking using
research
6. Curiosity, creativity, imagination
7. Sense of initiative
Topic: Common Core Initiative
Standards Domain
Instructional Effectiveness
Defined
The effective integration
of literacy and learning
strategies.
Topic: Common Core Initiative
Standards Domain
What is Learning Strategies
Instruction
Strategy instruction is a powerful studentcentered approach to teaching that is backed
by years of quality research. In fact, strategic
approaches to learning new concepts and
skills are often what separate good learners
from poor ones.
Topic: Common Core Initiative
Standards Domain
Elbow Partner Activity
What is Literacy?
• Use any resource available to
develop your teams
understanding of literacy.
• Explore the question, “What is
literacy?”
Topic: Common Core Initiative
Standards Domain
Literacy Defined
Literacy has always been a
collection of communication
practices.
As society and technology
change, so does literacy.
Adopted by the NCTE Executive Committee, February 15, 2009
Topic: Common Core Initiative
Standards Domain
Twenty-first century readers
and writers need to:
Develop proficiency with the
tools of technology
Build relationships with others
to pose and solve problems
Design and share information
Topic: Common Core Initiative
Standards Domain
Manage, analyze and
synthesize multiple streams
of information
Create, critique, analyze, and
evaluate multi-media texts
Attend to the ethical
responsibilities required in
these complex environments
Topic: Common Core Initiative
Standards Domain
http://ok.gov/sde/sites/ok.gov.sde/files/TLE-TPSFramework12.pdf
“It’s not what you know. It’s
what you can do with what
you know.”
-Tony Wagner
Vision 2020 Keynote
July 2013
4 Areas of Focus
1. Reading
2. Writing
3. Speaking and Listening
4. Reasoning
Detailed Series of Objectives
or Essential Literacy Skills
Topic: Literacy
Strategies Domain
LITERACY CHART: WRITING
LITERACY CHART: READING
MATH
ENGLISH
SCIENCE
SCIENCE
SOCIAL
SCIENCE
MATH
ELECTIVE
READING
 for content ( both literal and inferential )
 to apply pre-reading, during reading and post-reading strategies to all
reading assignments, including determining purpose and pre-learning
vocabulary
 to research a topic
 to gather information
 to comprehend an argument
 to determine the main idea of a passage
 to understand a concept and construct meaning
 to expand one’s experiences
LITERACY CHART: SPEAKING
ENGLISH








SCIENCE
 to take notes
 to explain one’s thinking
 to argue a thesis and support one’s thinking
 to compare and contrast
 to write an open response
 to describe an experiment, report one’s findings, and report one’s conclusion
 to generate a response to what one has read, viewed, or heard
 to convey one’s thinking in complete sentences
 to develop an expository essay with a formal structure
LITERACY CHART: REASONING
SPEAKING
SCIENCE
SOCIAL
SCIENCE
MATH
ELECTIVE
to convey one’s thinking in complete sentences
to interpret a passage orally
to debate an issue
to participate in class discussion or a public forum
to make an oral presentation to one’s class, one’s peers, one’s community
to present one’s portfolio
to respond to what one has read, viewed, or heard
to communicate in a manner that allows one to be both heard and
understood
c Brockton High School, 2002
ELECTIVE
WRITING
c Brockton High School, 2002
c Brockton High School, 2002
MATH
ENGLISH
SOCIAL
SCIENCE
ENGLISH









REASONING
SOCIAL
SCIENCE
ELECTIVE
to create, interpret and explain a table, chart or graph
to compute, interpret and explain numbers
to read, break down, and solve a word problem
to interpret and present statistics that support an argument or hypothesis
to identify a pattern, explain a pattern, and/or make a prediction based on a
pattern
to detect the fallacy in an argument or a proof
to explain the logic of an argument or solution
to use analogies and/or evidence to support one’s thinking
to explain and/or interpret relationships of space and time
c Brockton High School, 2002
Define “Reading”
• Reading is a complex cognitive process of
decoding symbols in order to construct or
derive meaning (reading comprehension).
Other types of reading are not speech
based writing systems, such as
music notation or pictograms. The common
link is the interpretation of symbols to extract
the meaning from the visual notations.
Topic: Literacy
Strategies Domain
To Read…
• to read or peruse written or printed matter.
• to utter aloud or render in speech written or p
rinted words that one is perusing: to read to a
person.
• to give a public reading or recital.
• to inspect and apprehend the meaning of writ
ten or other signs or characters.
• to occupy oneself seriously with reading or stu
dy.
LITERACY CHART: READING
MATH
ENGLISH
SCIENCE
READING
SOCIAL
SCIENCE
ELECTIVE
 for content ( both literal and inferential )
 to apply pre-reading, during reading and post-reading strategies to all
reading assignments, including determining purpose and pre-learning
vocabulary
 to research a topic
 to gather information
 to comprehend an argument
 to determine the main idea of a passage
 to understand a concept and construct meaning
 to expand one’s experiences
LITERACY CHART: SPEAKING
MATH
ENGLISH








SCIENCE
SPEAKING
SOCIAL
SCIENCE
ELECTIVE
to convey one’s thinking in complete sentences
to interpret a passage orally
to debate an issue
to participate in class discussion or a public forum
to make an oral presentation to one’s class, one’s peers, one’s community
to present one’s portfolio
to respond to what one has read, viewed, or heard
to communicate in a manner that allows one to be both heard and
understood
LITERACY CHART: REASONING
SCIENCE
MATH
ENGLISH









REASONING
SOCIAL
SCIENCE
ELECTIVE
to create, interpret and explain a table, chart or graph
to compute, interpret and explain numbers
to read, break down, and solve a word problem
to interpret and present statistics that support an argument or hypothesis
to identify a pattern, explain a pattern, and/or make a prediction based on a
pattern
to detect the fallacy in an argument or a proof
to explain the logic of an argument or solution
to use analogies and/or evidence to support one’s thinking
to explain and/or interpret relationships of space and time
c Brockton High School, 2002
SCIENCE
MATH
ENGLISH
WRITING
SOCIAL
SCIENCE
ELECTIVE
 to take notes
 to explain one’s thinking
 to argue a thesis and support one’s thinking
 to compare and contrast
 to write an open response
 to describe an experiment, report one’s findings, and report one’s conclusion
 to generate a response to what one has read, viewed, or heard
 to convey one’s thinking in complete sentences
 to develop an expository essay with a formal structure
c Brockton High School, 2002
Think-Pair-Share
• Identify current practice
• Identify essential practice
• After discussion with your elbow partner
CIRCLE TWO of the essential literacy skills for
each of the four areas THAT YOU BELIEVE ARE
ESSENTIAL AND DESERVE PRIORITY
ATTENTION.
Topic: Literacy
Strategies Domain
Reflection on Survey
• Find one person who has the SAME identified
essential literacy skill.
• Find one person who has something you did
NOT IDENTIFY as an essential literacy skill.
• Underline the different essential literacy skill.
Topic: Literacy
Strategies Domain
Return to table and compare with
your table
Compare your findings with your
team members.
Topic: Literacy
Strategies Domain
Problem
• With so many skills detailed in the literacy
charts, it will be overwhelming for teachers
and students to try to incorporate them all at
once.
Topic: Literacy
Strategies Domain
Focus:
Writing Across the Curriculum (WAC)
“I write because I don’t
know what I think until I
read what I say.”
-Flannery 0’Conner
Topic: Literacy
Strategies Domain
By integrating writing into
content areas we can help
students develop an attitude
that effective writing skills are
an important part of many of
their daily activities and will
be, increasingly so, in future
endeavors.
-Brandt and Graff (2005)
Topic: Literacy
Strategies Domain
Why is writing across the curriculum important?
• Reason #1: Written output is a great way to assess student
knowledge.
• Reason #2: Writing is the essential skill students need as
they enter adult life.
• Reason #3: Helping students learn to express themselves
with confidence in all subject areas can contribute to
improvements in behavior and self-esteem.
• Reason #4: Students who write clearly, think clearly. And
students who think clearly have a better chance of
navigating their way through the obstacles of
adolescence.
• Reason #5: Writing is power.
Topic: Literacy
Strategies Domain
You want me to teach writing
now, too?
“In answer to the question that seems to be on
every content area teacher’s mind these days:
No, you don’t have teach writing now, too.
Topic: Literacy
Strategies Domain
• Language Arts teachers will continue to take
the lead in writing instruction, and by using
better techniques like Six Traits criteriabased assessment, Writing Process, and
Writer’s Workshop, students should be
coming into your classes better prepared for
the writing work you will be asking them to
do.
Topic: Literacy
Strategies Domain
• But yes, you will have writing work for them
to do.
• No one is asking you to teach writing per se,
but you are being asked to include writing
as an integral part of your classroom
activity.
• Every student will write, and every teacher
will require writing, so we all need to be on
the same page as we move forward.”
•
Steve Peha. Teaching That Makes Sense, Inc. • Web www.ttms.org
Topic: Literacy
Strategies Domain
What does the literature say?
For students, it is critical to develop an
understanding through practice that
writing is not simply an abstract set of
rule-governed behaviors but rather a
means to clarify thinking across
contexts and in a variety of formats.”
Emily Lardner co-director the Washington Center for Improving the Quality of Undergraduate
Education
Topic: Literacy
Strategies Domain
• In a world where information
grows at a fast rate and is
available from a multitude of
resources, a person’s ability to
make sense of information is a
challenge.
Topic: Literacy
Strategies Domain
• Students need to learn to communicate
through writing in more than the language
arts class. Science, Social Studies,
Health…etc. provide students with real life
questions and ideas to explore.
Topic: Literacy
Strategies Domain
What is one of the first things you do when
someone gives you a new piece of
information…like a phone number, recipe,
directions to a location?
Because writing things down:
1) Can makes them more concrete in our mind.
2) Gives us a point of reference as new
information is added.
Topic: Literacy
Strategies Domain
“It’s not what you know.
It’s what you can do with
what you know.”
-Tony Wagner
Vision 2020 Keynote
July 2013
What is a Rubric?
Rubrics are a set of guidelines for distinguishing
between performances or products of different
quality.
Rubrics describe levels of quality so that students
know exactly what they have to do to achieve the
higher level.
Rubrics take a great deal of the subjectivity out of
the grading process.
Rubrics can be a critical tool in the
evaluation process because they do
the following:
•
•
•
•
•
Provide scaffolding for improving work
Showcase students’ progress
Help teachers grade subjective work fairly
Help students self-assess their own work
Help parents understand how work is
graded
• Help students know in advance the criteria
for work
Common Rubric Criteria
0 – No work to evaluate
1 – Did not complete the work
2 – Basic work, completed but had some
problems that were not corrected
3 – Great job, hit all the requirements
4 – Outstanding, went beyond the basic
requirements
Example Rubric
Descriptive Scale – Criterion: Eye Contact During Speech
No
Evidence
Does not
look at
audience
Minimal
Evidence
Partial
Evidence
Complete
Evidence
Looks some Looks most Looks all of
of the time
of the time
the time at
at some of
at most of
all of the
the audience the audience
audience
First Goal of the PLC
Develop a COMMON vocabulary,
COMMON purpose, and COMMON vision
to communicate and collaborate efficiently
and effectively as highly functioning teams
to accomplish the mission (purpose) of the
school.
Suggestions Literacy Workshops

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
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Open Response
Tovani Reading
Question Analysis/
Active Reading
Summarizing
Pre-viewing and
Pre-reading a text
Using Visuals to Preview
Teaching the Text Last
Vocabulary in Context
Topic: Literacy








Graphing
Multiple Choice Strategies
Speaking Skills
Assessment
Problem Solving
Thinking Routines
Openers and Closers
Reading Visuals
Strategies Domain
Topic: Literacy
Strategies Domain
Topic: Literacy
Strategies Domain