“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
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 Assess
Objectives for Today’s Session
1. Integration of Literacy (Writing) Strategies into Every Classroom, Every Day
2. Identify Specific Writing Strategies 3. Focus Topic: Writing Across the
Curriculum (WAC)4. Integrate Fidelity Across the District with
accountability for ALL (teachers and students)
Topic: Literacy Strategies Domain
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)
“The best worksheet is a blank piece of paper.”
Get a Blank Sheet of Paper
Topic: Literacy Strategies Domain
Elbow Partner Activity1. Members - Work with your partner - Define
Fidelity2. Research the definition of FIDELITY (Google it). 3. Reach consensus “What does fidelity mean to
you?”4. Share your “friendly” interpretation of fidelity
with your table.5. Leaders - Be prepared to share with the group.
Fidelity of ImplementationAccountability
Trustworthiness
Commitment
ResponsibilityConsistency
Stability
Unity
Topic: Common Core Initiative Standards Domain
Latta 5 Core Values
1. Integrity2. Honor3. Dependability4. Commitment5. Accountability
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. Innovation4. Ability to speak and write with voice and reason5. Ability to question, learn, clarify thinking using
research6. Curiosity, creativity, imagination7. Sense of initiative
Topic: Common Core Initiative Standards Domain
“It’s not what you know. It’s what you can do with what you know.”
-Tony WagnerVision 2020 Keynote
July 2013
Begin with TEAMS
Topic: Literacy Strategies Domain
District Team Progressions Loop11th- 12th
9th – 10th
7th- 8th
5th- 6th
3rd- 4th
1st- 2nd
PK – K
Elementary Progression Loop
Junior High Progression Loop
High School Progression Loop
2013 – *Vocabulary*Common Core Transition*Core Values, Beliefs and Expectations
2012 – *Reading Visuals and Active Reading*Teach Like a Champion
2011 – *Reading Visuals
2010 – *Jigsaw*Problem Solving
2009 – *Quickwrites*Foldables*Graphic Organizers
2008 – *Revisit Graphing*Higher Level Thinking*Change of Levels
2007– *Assessment*Graphing
2006– *Previewing*Summarizing*Speaking
2005– *Getting to Proficient*Analyzing Student Work
2004– *Rigorous Reading*Designing Complex Questions
2003– *Vocabulary in Context
Professional Development Timeline
District-wide Plan andTimeline
2011– Common Mission, Vision, and Goals
2010– Common Core Awareness
2012– Common Vocabulary
2013– Literacy for ALL ***
2014– ***
2015 – *** 2016–
***
2017 – *** 2018 –
***
2019– *** 2020– Embedded
*Core Values, Beliefs and Expectations
*Career, College, Citizen Ready Expectations
LITERACY CHART: 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 c Brockton High School, 2002
READING
SOCIAL
SCIENCE
MATH
ELECTIVE
ENGLISH
SCIENCE
LITERACY CHART: WRITING
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
WRITING
SOCIAL
SCIENCE
MATH
ELECTIVE
ENGLISH
SCIENCE
LITERACY CHART: SPEAKING
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
SPEAKING
SOCIAL
SCIENCE MATH
ELECTIVE
ENGLISH
SCIENCE
LITERACY CHART: REASONING
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
REASONING
SOCIAL
SCIENCE
MATH
ELECTIVE
ENGLISH
SCIENCE
Explore the Definition(s) of WRITE
• http://www.visualthesaurus.com/
Topic: Literacy Strategies Domain
Writing
Social Studies
Science
Fine Arts
Physical Education/Sports
Integrate a Common Vocabulary in all Classrooms
Graphic Organizer
Consider different perspectives…What do you see?
Quick Write - Instructions: 1. Look at the image.2. Take a moment to reflect.3. Consider different perspectives. What do YOU see?4. Write your reflections on the 3x5 index card.
LITERACY CHART: WRITING
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
WRITING
SOCIAL
SCIENCE
MATH
ELECTIVE
ENGLISH
SCIENCE
What is Learning Strategies Instruction
Strategy instruction is a powerful student-centered 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
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
Activity – Create individual notebook
• Strategies Notebook• Strategies Playbook
Work with Elbow Partner• Select a notebook• Insert the provided worksheets in this order:
1. Cover Sheet2. District-wide Learning Progressions Loop3. District Plan and Timeline4. Write to Learn Definitions5. The Writing Components Graphic6. Add several blank notebook pages behind these
worksheets
“It’s not what you know. It’s what you
can do with what you know.”
-Tony WagnerVision 2020 Keynote
July 2013
• Go to www.alcaweb.org • https://www.alcaweb.org/arch.php/room/3958• Change 3958 to 10353• Click enter to access the Literacy for ALL resources
Graphic Organizer ActivityResource Guide: Organize Thinking and Learning with Graphic Organizers/Visuals1. Working with your elbow partner, scroll through the
Graphic Organizer resource.2. Select several graphic organizers you feel would be
beneficial to implement across the district.3. Select several graphic organizers you would like to
integrate into your classroom instruction.4. Take notes in your personal playbook to share with
your team.
Visual Thinking and Learning• What is visual thinking and visual learning? • Visual thinking is a learning style where the
learner better understands and retains information when ideas, words and concepts are associated with images. Research tells us that the majority of students in a regular classroom need to see information in order to learn it.
• https://www.alcaweb.org/arch.php/room/10353• http://www.inspiration.com/visual-learning
Share Ideas
Summary Writing ActivityResource Guide: Summary Writing 1. Working with your elbow partner, scroll through the
Graphic Organizer resource.2. Select several graphic organizers you feel would be
beneficial to implement across the district.3. Select several graphic organizers you would like to
integrate into your classroom instruction.4. Take notes in your personal playbook to share with
your team.• https://www.alcaweb.org/arch.php/room/10353
Share Ideas
Writing Across the Curriculum• Online Resources
– Visual Thesaurus www.visualthesaurus.com – Michigan Department of Education http://www.bcps.org/offices/lis/writing/index.html – Baltimore City
http://www.bcps.org/offices/lis/writing/index.html
https://www.alcaweb.org/arch.php/room/10353
Topic: Literacy Strategies Domain
Writing Across the Curriculum
Writing Across the Curriculum
• Demonstration of the Baltimore City Public Schools
Reflective ProcessBlank Sheet of Paper
1. List 3 things you learned, relearned, or unlearned today. (Make connections. “Oh, I see!”)
2. List 2 things you are ready to try. (Challenge yourself. “I want to try!”)
3. List something you want to learn more about. (Expand your personal and professional growth. “I want to learn more.”)
Topic: Threading Standards Standards Domain
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