#103

How to Implement a Successful Literacy

InitiativeNicole Hochholzer

ANSWER THE BIG QUESTIONS:

Who?

How?

What?

When and where?

But most importantly:

WHY???

Adolescent LiteracyA successful adolescent literacy initiative is only successful if you know WHY you are implementing

it!

Answering the questions:Developing great leadership –

WHO?

Using lexiles to differentiate instruction – HOW?

Choosing the most effective strategies – WHAT?

Fostering reading for pleasure – WHEN & WHERE?

DEVELOPING GREAT LEADERSHIP

• Do form a strong team of interested staff• Don’t rely on one administrator or one literacy

coach • Do develop a plan that details WHO will do

WHAT by WHEN with time for reflection and adjustment

• Do give yourselves time – it won’t happen in one year

• Don’t expect things to go perfectly – they won’t!

Successful literacy initiatives generally address five steps:

1. Identify the literacy issues and needs in the school.

2. Develop consensus around the need for change.

3. Build capacity to address the literacy issues and needs with staff.

4. Design action steps to support change over time.

5. Monitor, evaluate, and modify plans as success is achieved.

Leading with Literacy Rubric

Grade LevelsGrade Levels

Do I want to buy a 5Do I want to buy a 5thth

grade shoe?grade shoe?

Why would I want to buy a 5Why would I want to buy a 5thth

grade book?grade book?

USING LEXILESUSING LEXILES

Using lexile data gives staff helps with the Using lexile data gives staff helps with the WHY - the argument “it’s not my job to WHY - the argument “it’s not my job to teach reading” seems rather petty when a teach reading” seems rather petty when a student with a 400L is facing a textbook of student with a 400L is facing a textbook of 1300L1300L

It’s up to the literacy leadership team to It’s up to the literacy leadership team to help staff understand HOW to use lexiles help staff understand HOW to use lexiles to differentiate instructionto differentiate instruction

Lexile LiteratureLexile Literature1500 - On Ancient Medicine1500 - On Ancient Medicine1400 - The Scarlet Letter1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1300 - Brown vs. Board of Ed.1200 - War and Peace1200 - War and Peace1100 - Pride and Prejudice1100 - Pride and Prejudice1000 - Black Beauty1000 - Black Beauty 900 - Tom Swift in the Land of Wonders900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends400 - Frog and Toad are Friends 300 - Clifford’s Manners300 - Clifford’s Manners

Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind; 1500 - The Making of Memory: From Molecules to Mind;

DoubledayDoubleday

1400 - Philosophical Essays; Hackett Publishing1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill800 - Word 97; Glencoe/McGraw-Hill 700 - 700 - World Explorer: The U.S. & Canada; Prentice HallWorld Explorer: The U.S. & Canada; Prentice Hall

600 - Science (Grade 4); Addison-Wesley600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc.400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace300 - My World; Harcourt Brace

Uses at Kaukauna High Uses at Kaukauna High School:School:

Self-selection of books in English Self-selection of books in English classesclasses

Math textbook exampleMath textbook example

Helped teachers understand need for Helped teachers understand need for strategies and differentiationstrategies and differentiation

Part of textbook selection processPart of textbook selection process

““Snapshot” test for special edSnapshot” test for special ed

CHOOSE THE MOST EFFECTIVE CHOOSE THE MOST EFFECTIVE STRATEGIES:STRATEGIES:

Literacy Leadership Team can:Literacy Leadership Team can:

““Test run” strategiesTest run” strategies

Run in-servicesRun in-services

Serve as resourcesServe as resources

Act as cheerleadersAct as cheerleaders

What are the best strategies?What are the best strategies?

Strategies that work with all subject areasStrategies that work with all subject areas

Strategies that aren’t too daunting or Strategies that aren’t too daunting or complicatedcomplicated

Strategies that complement already Strategies that complement already existing curriculumexisting curriculum

Frankly, the best strategies are the ones Frankly, the best strategies are the ones you can do!!you can do!!

Chapter 8 Content Area Strategies

Strategies For Specific Content Areas

• CTE – Give One Get One

• Fine Arts – Semantic Feature Analysis

• Math – SG4R

• Physical Education – ABC Squares

Vocabulary: the great equalizerVocabulary: the great equalizer

Vocabulary strategies are great to start Vocabulary strategies are great to start with because everyone has content-area with because everyone has content-area vocabularyvocabulary

It’s not just an “English issue”It’s not just an “English issue”

Concept Definition MapConcept Definition Map

LITERACY

What is it? (definition) What is it like?

What are some examples?

Vocabulary Knowledge Rating SheetVocabulary Knowledge Rating SheetUnit of study:___________Unit of study:___________

WORDWORD

33

Can define Can define it, use it, it, use it, teach itteach it

22

Heard it, Heard it, seen itseen it

11

Do not know Do not know itit

Definition, Definition, example, example,

and/or and/or imageimage

1.1.

2.2.

3.3.

4.4.

5.5.

Source: Kinsella and Feldman

Vocabulary SquaresVocabulary Squares

TermTerm DefinitionDefinition

ExampleExample How I will remember thisHow I will remember this

Read Around the TextRead Around the Text

This picture

shows…

Picture Cues

Captions

Maps, Charts Graphs

Big Ideas

First and LastParagraph

Questions

Title of the Reading:Title of the Reading:

MY title for the reading:MY title for the reading:

Key Quote (one of the most important statements in the reading)Key Quote (one of the most important statements in the reading)

Why I Chose This Quote (reasons and evidence to support my choice)Why I Chose This Quote (reasons and evidence to support my choice)

Brief Casual Summary (the main ideas expressed in my own words)Brief Casual Summary (the main ideas expressed in my own words)

Graphic Representation (illustration or clip-art that conveys theme)Graphic Representation (illustration or clip-art that conveys theme)

The Deluxe Reading Tour

Source: Kinsella & Feldman

Two Summarizing Strategies:Two Summarizing Strategies:

Summarizing Fiction: Somebody Wanted But SoSummarizing Fiction: Somebody Wanted But SoSomebodySomebody – main character – main characterWantedWanted – problem they dealt with – problem they dealt withButBut – force that worked against the problem – force that worked against the problemSo So – outcome, but don’t give away ending– outcome, but don’t give away ending

*Then take each part and craft it into a sentence to *Then take each part and craft it into a sentence to summarize what was readsummarize what was read

Source: Laura RobbSource: Laura Robb

Summarizing Strategies…Summarizing Strategies…

Summarizing Nonfiction: TFCNSummarizing Nonfiction: TFCN

TT – Topic – Topic

FF – 2 Fascinating facts – 2 Fascinating facts

CC – connection made – connection made

NN- new understanding- new understanding

*Then write a summary*Then write a summary

The LessonThe LessonResearch Suggests a New FormatResearch Suggests a New Format

Prereading ActivitiesDiscussionsPredictionsQuestioning

BrainstormingSetting Purpose

GuidedACTIVE

Silent Reading

Activities to clarify, reinforce,

extendKnowl-edge

ReadingAssignment

Given

Discussion to see ifstudents learned mainconcepts, what they

“should have” learned

Independentreading

Traditional Format New Format

Chapter 9 Practices and Instruction

Recommendations for:

• starting a literacy initiative

• working with ELL students

• making the most of professional development time

• using young adult literature to enhance a literacy initiative

Reading Reading CANCAN be fun! be fun!

Make Book Clubs attractive and rewardingMake Book Clubs attractive and rewarding

Draw attention to reading – create buzz!!Draw attention to reading – create buzz!!

Latch on to trends in Young Adult LitLatch on to trends in Young Adult Lit

Using RAFTs for Book of the MonthUsing RAFTs for Book of the Month

Each month, select a high-interest Young Each month, select a high-interest Young Adult title and amass 25 copiesAdult title and amass 25 copies

Create a RAFT assignment for students to Create a RAFT assignment for students to completecomplete

Once complete, student selects teacher Once complete, student selects teacher who will give ____ amount of extra creditwho will give ____ amount of extra credit

Remember…Remember…

Don’t expect perfectionDon’t expect perfection

Give yourself some time!Give yourself some time!

Start small and start strongStart small and start strong

Always focus on the WHYAlways focus on the WHY

Nicole Hochholzer(920)766-5948(920)766-6113 x5430nhochholzer@hotmail.com