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Literacy Practice

Supervision of Learning - Literacy

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Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.

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Page 1: Supervision of Learning - Literacy

Literacy Practice

Page 2: Supervision of Learning - Literacy

Current Research in Literacy Instruction

Successful literacy programs include the following 10 essential characteristics:

1. Literacy learning in Kindergarten is critical to later success.

2. A comprehensive literacy program is crucial.

3. Professional learning communities support a comprehensive literacy program.

4. An extended and uninterrupted block of time for literacy learning is essential.

5. Literacy experiences must strongly support student engagement.

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Current Research in Literacy Instruction

6. Ongoing assessments are used to drive instruction and support learning.

7. Focused teaching is essential.

8. A resource-rich environment makes a big difference.

9. Struggling and/or reluctant literacy learners benefit from research-based interventions.

10. Successful family-school partnerships improve literacy learning.

(International Reading Association)

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Key Elements in Successful Programs for Improving Literacy

Achievementsin Middle and High Schools

Direct, explicit comprehension instruction

Effective instructional principles embedded in subject content.

Motivation and self-directed learning.

Text-based collaborative learning.

Strategic tutoring for those who struggle with fluency and comprehension.

Diverse texts

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Key Elements in Successful Programs for Improving Literacy

Achievementsin Middle and High Schools

A technology component

Ongoing formative assessment of students

Extended time for literacy

Professional development in literacy teaching

Ongoing summative assessment of students and programs

Teacher teams

Leadership

A comprehensive and coordinated literacy program

(Biancarosa & Snow, 2004)

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The IRPs have been guided by the following principles of learning:

Learning requires the active participation of the student.

People learn in a variety of ways and at different rates.

Learning is both an individual and a group process.

Learning is most effective when students reflect on the process of learning.

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English Language Arts K-7

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Oral Language (Speaking and Listening)

“Oral language is the foundation of literacy learning. Talk is the bridge that helps students make connections between what they know and what they are coming to know” (Booth, 1994).

What are some opportunities you offer students to use oral language, in your classroom, to reflect on experiences, in order to reason, plan, predict and make connections?

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Reading and Viewing

“As teachers of literacy, we must have as an instructional goal, regardless of age, grade or achievement level, the development of students as purposeful, engaged, and ultimately independent comprehenders. No matter what grade level you teach, no matter what content you teach, no matter what texts you teach with, your goal is to improve students’ comprehension and understanding”

(Rasinki et al, 2000)

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Comprehension Strategies

Students need strategy instruction in addition to being provided with many opportunities to read a wide variety of texts across all subject areas and for a variety of purposes.

Connecting – Before Reading

Processing – During Reading

Transforming – After Reading

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Reading and Viewing

How might you, ensure that students understand the text used in your classroom?

What kinds of comprehension strategies are being used to navigate the text genres used in your classroom?

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Writing and Representing

“Learning to write is an important curricular goal. Through writing children express themselves, clarify their thinking, communicate ideas, and integrate new information into their knowledge base (CIERA, 1998)

What are some of the ways you are using the steps in the writing process to teach writing?

(pre-writing, drafting, revising, editing, publishing/presenting)

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Student Engagement

Curriculum includes opportunities for choice in the exploration of topics to meet certain learning outcomes. Local content Student interest Aboriginal culture International culture Positive role portrayals Diversity

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Information and Technology

“In our world of multiple texts – web sites, hypertexts, textbooks and newspapers – many of which incorporate sounds, visuals, and even video clips, our students need to graduate able to read these increasingly complicated texts in different media so they have the textual power needed to be successful in their adult lives.”

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Integration of Language Arts

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Metacognition and Literacy Learning

Students use metacognitive skills to:

• Monitor learning

• Assess strengths & weaknesses

• Set goals for improvement

Teachers develop metacognitive skills in students by:

• Explaining

• Modeling

• Helping students practice talking & writing about their thinking

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Formative Assessment

Any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning…and is used to adapt the teaching work to meet learning needs” (Black et al, 2002)

What are some examples of ways you have used assessment FOR learning, in your literacy teaching?

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Diversity

Using formative assessment helps us to reconcile the tensions between teaching diverse classes of students and using standards-based outcomes.

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Differentiated Instruction

Some approaches to curriculum are naturally open-ended: lit circles, reader’s workshop, writer’s workshop, inquiry, problem solving, cooperative learning etc.

3 elements of curriculum that can be altered:

• Content

• Process

• Product

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Voice and Choice

Differentiated Instruction provides:

VOICE – participation in decision making

CHOICE – options

What might be some ways that you could provide for voice and choice inyour classroom? What are someexamples of opportunities you are currently offering?

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The ‘WHAT’ and the ‘HOW’

The curriculum defines the ‘what’ but acknowledges that there is no simple method or single combination of methods that will result in success for all learners.

The design of the ‘how’ of the curriculum requires the professional judgment and expertise of the teacher.

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How important is it?

School success is synonymous with reading success.

Research affirms that quality classroom instruction is the single best weapon against reading failure.