Literacy Leadership for Administrators

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Literacy Leadership

• If not you, who

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Follow the Yellow Brick Road
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As educators, were a little like Dorothy in The
Wizard of Oz.

• We ended up in a place we dont recognize and
  dont quite know how we got there, a place
  inhabited by odd little people weve never seen
  before.
• We dont know where were going and we dont know
  what were looking for.
• Weve found ourselves in a tornado of directives
  we cant control.
• Were looking for a wizard to solve all our
  problems.

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Like Dorothy, we are not alone in our journey.

• We often travel with people who are missing
  something
• Heart (Tin Man)
• Courage (Cowardly Lion)
• Brains (Scarecrow)
• Do you work with anyone who lacks these qualities?

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There is no wizard.

• The solutions to our problems and the answers to
  our questions lie in our own back yard.

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Suppose all the syllabi and curricula and
textbooks in the schools disappeared. Suppose
all the standardized tests were lost. Suppose
that the most common obstacles impeding
innovation in schools simply did not exist. Then
suppose that you decided to turn this catastrophe
into an opportunity to increase the relevance of
the schools. What would you do? What is really
worth knowing? What is really worth teaching?
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What really matters? Who really matters?
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Reading Orphans Were Out There
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We have to supply whats missing
Heart We have to listen and care about what our
students say they need.
Brains We have to acquire and use the resources
to change what needs to be changed.
Courage We have to find the courage to ask the
tough questions.
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The word educate is derived from the Latin
educare, to lead forth. If you dont lead
them, who will?
Ten Things You Can Do to Build Literacy
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1. Help establish literacy as a school-wide
priority.

• Everyone on staff must be involved.
• All teachers must be accountable for enabling
  students to read.
• You dont have to be a reading specialist to
  teach kids how to read and understand.

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The measure of success is not whether you have a
tough problem to deal with, but whether its the
same problem you had last year.John Foster Dulles
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2. Develop an appropriate research platform.
Components of the reading process word
recognition, fluency, comprehension, vocabulary
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3. Ensure quality instruction

• Its not rocket science.

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Good Teachers

• Read aloud and model thinking.
• Talk about reading and facilitate student
  conversations about reading.
• Show students how to make connections between
  texts and themselves.
• Prepare students to read.
• Have students actually read and write most of the
  day.

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Good Teachers

• Use graphic organizers.
• Assess student reading and monitor progress.
• Reflect with and about students.
• Teach vocabulary and reading strategies.
• Ask and solicit meaningful questions.
• Use flexible grouping and small group techniques.

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Knowledge arrange, define, duplicate, label,
list, memorize, name, order, recognize, relate,
recall, repeat, reproduce state.
Comprehension classify, describe, discuss,
explain, express, identify, indicate, locate,
recognize, report, restate, review, select,
translate. Application apply, choose,
demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch,
solve, use, write. Analysis analyze,
appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
Synthesis arrange, assemble, collect,
compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare,
propose, set up, write. Evaluation appraise,
argue, assess, attach, choose compare, defend
estimate, judge, predict, rate, core, select,
support, value, evaluate.
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Good Teachers Dont

• Laminate their lesson plans.
• Assign instead of teach.
• Rely on worksheets or computer programs to do the
  teaching.
• Replace reading with videos
• or lectures.
• Use whole class instruction
• exclusively.
• Ignore the data.

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DATA Lessons Learned in Reading

• Words and Phrases in Context 8th and 10th
  graders made little progress and rely on previous
  knowledge of word meanings rather than on
  context.
• Main Idea, Plot, Authors Purpose 8th and 10th
  graders made progress, but were unable to analyze
  implied information, make inferences about
  characters and settings, make judgments, and
  identify details late in the passage.

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• Comparison, Cause/Effect 8th and 10th graders
  made slight improvement, but relied heavily on
  illustrations and made assumptions about words
  rather than referring to the passage. ER/SR
  items lacked specific support and were based on
  personal experiences and key words in passages
  rather than on close reading.

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• Research and Reference 8th and 10th graders
  scored lower in this cluster than any other and
  had problems determining the strength of an
  argument or the validity of information ER/SR
  answers lacked text-based support and reflected
  personal experiences rather than content of the
  passage. Most were unable to synthesize
  information from different sources.

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DATA Lessons Learned in Writing

• Students have problems with
• Using organizational patterns other than the
  five-paragraph essay
• Writing effective conclusions
• Providing specific details to explain or persuade
• Varying sentence structure
• Choosing appropriate, effective words

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More than their parents, their socio-economic
status, their materials, or their programs, the
single most important factor in student
achievement is quality of teacher instruction.
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Handbook of Reading Strategies for Secondary
Teachers

• 2001-2002 Handbook
• for
• Santa Rosa School District

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Created by Santa Rosa Teachers for Santa Rosa
Teachers

• Practical guides to best instructional strategies
  with instructions and samples
• Teacher-friendly handouts
• Graphic organizers and examples of how to use
  them
• Read-alouds and vocabulary strategies in every
  subject
• Pre-reading, during reading, after-reading
  strategies

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Reading Informational Text We stop teaching
them to read when the text gets most difficult.

• Three Main Barriers
• 1. Understanding of text features and
  construction of informational texts
• 2. Prior knowledge, content knowledge, and
  thematic knowledge
• 3. Content-specific vocabulary

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Read Aloud (7 21)

• Why should I?
• How do I choose material?
• How do I actually do it?
• When do I do it?
• What selections
• relate to my subject
• area?

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Vocabulary Strategies(24-51)

• How each instructional strategy is presented
• Why do it
• How to do it
• Graphic Organizers
• Samples

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Content-Specific Vocabulary Must Be Taught.

• Informational
• the meaning of the word is closely tied to the
  lesson in the text
• specialized content has focused connotations that
  we cannot relate to prior experience or context
• terms are usually closely related or define one
  another

• Narrative
• the gist of the story is more important than a
  single vocabulary word
• vocabulary is contextual and relational - we
  understand its context and relate to prior
  experience
• terms are usually not related

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Pre-reading Strategies (52-68)

• Activate prior knowledge
• Set purpose for reading
• Connect to experience
• Explain text features

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Understanding Text Features Helps Determine
Importance.

• Fonts and Effects
• Cue Words and Phrases
• Illustrations and Photographs
• Graphics
• Text Organizers
• Text Structures

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During Reading Strategies (69-82)

• Note-taking
• Key Words and Ideas
• Organizing Information
• Recognizing Inferences
• Cause and Effect
• Sequence

• Questioning text
• Identifying and Distinguishing Details from Main
  Ideas

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After Reading Strategies (83-97)

• Activities to support
• Reflection
• Comprehension
• Summarizing and Synthesizing

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General Reading Strategies (98-124)

• Graphic Organizers
• Writing-to-Learn
• Strategies

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4. Maximize learning.
Teach what matters!
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Reading Facts

• Students have a 1 in 20 chance of figuring out a
  word meaning by context in textbooks.
• High school science texts contain at least 3000
  new, distinct vocabulary words.
• 40 of all math errors are reading errors.
• Students who read more score higher in every
  subject on every test than students who read less.

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5. Construct a quality, focused program.

• Are we encouraging achievement for all or
  accepting failure routinely for some?
• Are we providing all students with the tools they
  need?
• If we continue to require students to read Moby
  Dick, and they cant, what good is it?
• If all students at all grade levels are not
  making progress in reading, we need to get off
  that dead horse.

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6. Assess performance and ensure accountability.
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Its possible to go too far.
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7. Create a coherent and aligned reading program
for the long term.

• We must plan a K-12 program that avoids gaps and
  overlaps in the reading curriculum.

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American elementary schools send the worlds
best-trained kids to middle schools, where they
become average and go to high schools, where they
become bricks.Richard Allington in What Really
Matters to Struggling Readers
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Research to Live By

• The average high-achieving student reads three
  times as much each week in class as the
  low-achieving student.
• High-achieving students spend most of their
  instructional time reading passages and
  discussing or responding to the material
  low-achieving students spend most of their time
  on drill, letter-sound activities, spelling, and
  penmanship.

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• In many schools, students read and write only 10
  of the time.
• The average student reads 10 minutes a day in
  school. Students need to read at least 90
  minutes a day.
• Students who write every day have high scores
  students who do worksheets every day have low
  scores.

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8. Participate in professional development.

• Teacher training must be ongoing, meaningful, and
  research-based.

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Whats New?

• SAT is dropping verbal analogies and adding a
  20-30 minute written essay. The current Verbal
  exam will become the Critical Reading Exam.
• We used to require at least one electronic source
  for research now we have to require paper
  sources and battle easy plagiarism opportunities.

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• At 8th and 10th Grades, were getting worse on
  the research benchmarks students cant evaluate
  the quality of, analyze the validity of,
  synthesize the content of, or draw conclusions
  from resources.
• On FCAT Writing, a 4 is commonplace we will fall
  behind if our students score 3s.

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How to improve student reading scores.

• Dont repeat the question in the response, but do
  answer all of it.
• It isnt Florida Writes! Responses should not
  have introductions or conclusions.
• See page 14 does not constitute support for a
  response.
• FCAT doesnt test student opinions dont give
  them.
• Quotations should be used only as support, and
  that sparingly.
• Once the question is answered, stop writing!

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9. Forge links between home and school.

• Family involvement in a childs education is a
  more important factor in student success than
  family income or education.
• International Reading Association

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10. Build capacity.

• Re-form what you have into what you need.

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Why we cant do that
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What do we want for our students?
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Just a few more minutes, please.
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Turn the page!
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He looks like hes lost.
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I can do this.
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Grammy, I need you to get me a book Theres
something alive in this shell!
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What? I dont get it. I better read it again.
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Thats what Ive been looking for!
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What Teachers Do When No One Is Looking

• Jim Grant

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