Secondary Comprehensive Literacy Plan

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Secondary ComprehensiveLiteracy Plan

• Memphis City Schools
• Dr. Carol Johnson, Superintendent
• Department of Curriculum and Instruction
• John Avis, Associate Superintendent
• Secondary Literacy
• Dr. Richard Potts, Director

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Secondary ComprehensiveLiteracy Plan

• Module Developers
• Jada Askew
• Literacy Coach
• Elizabeth Bartholomew
• Literacy Coach
• Fonda Booker
• Literacy Coach
• Cheryl Delaney
• Literacy Coach
• Clementhia Poole
• Literacy Coach

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Overview of Rationale

• The Memphis City Schools Secondary Literacy Plan
  is a compilation of procedures and research-based
  strategies designed to impact struggling readers
  across content areas.

This plan is the overriding document that weaves
literacy skills throughout the curriculum.
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Strategic Learners

• The ultimate goal of strategic instruction is
  independence.
• Effective learners are strategic
• They organize information
• They interact with the text
• They make predictions
• They evaluate the ideas they are reading
• They monitor their comprehension

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Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

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Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

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VocabularyDevelopment and Acquisition

• Vocabulary development and acquisition is a
  valuable tool for learning and communication.
• It is the process of teaching learners key
  concepts through word acquisition.

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Vocabulary Development and Acquisition

• Learners benefit from vocabulary development and
  acquisition
• They make sense of the words they see in print
• They become more fluent in speaking and writing
• They develop improved comprehension
• They learn to express themselves better in
  writing
• They become better learners across the curriculum

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Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

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Text Organization

• Text organization is the understanding of how the
  ideas in a text are organized.
• Two primary forms of text organization
  narrative and expository / informational
  utilize unique writing patterns to synthesize a
  texts information.

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Text Organization

• Learners benefit from text organization
  strategies
• They develop better understanding of the text
• They develop specific questions for reading
• They locate key information
• They connect new information with existing
  knowledge
• They organize recall of information after reading

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Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

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Prior Knowledge

• Prior knowledge is a combination of culture,
  context, and experience working in concert with
  an understanding of relationships among concepts
  and principles.
• The learner establishes a framework of knowledge
  (schemata), and that framework can be expanded,
  revised, or subdivided to accommodate new
  information.

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Prior Knowledge

• Learners benefit from activating prior knowledge
• They apply new learning to old
• They approach new topics with confidence
• They actively engage in brainstorming
• They link personal experience to content
• They focus on the big ideas of text rather than
  the details

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Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

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Drawing Inferences

• Drawing inferences means making connections
  between pieces of information within the text,
  and between the text and prior knowledge.
• By questioning the text, the learner makes
  meaning before, during , and after reading the
  text.

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Drawing Inferences

• Learners benefit from inference strategies
• They make predictions in text
• They hypothesize about the text
• They interpret the text
• They become more critically-thinking readers
• They make meaning by questioning the text

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Five Broad Categories

• Vocabulary Development and Acquisition
• Text Organization
• Prior Knowledge
• Drawing Inferences
• Metacognition

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Metacognition

• Metacognition is a learning category in which
  learners think about their own thinking.
• It guides the learners thinking process to
  follow wise courses of action in thinking through
  problems, making decisions, or understanding
  situations or texts.

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Metacognition

• Learners benefit from metacognitive strategies
• They gain confidence that they can learn
• They make accurate assessments of why they
  succeed
• They think clearly about inaccuracies when
  failure occurs
• They match learning strategies to the learning
  task
• They view themselves as ongoing learners and
  thinkers

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Learning Strategies

• A learning strategy is an intentional plan that
  readers use to help themselves make sense of
  text. Strategies are flexible and can be adapted
  to meet the demands of the reading task. Good
  readers use lots of strategies to help themselves
  make sense of text.
• Chris Tovani, 2000

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Learning Strategies

• Learners benefit from learning strategies
• They activate prior knowledge
• They use metacognitive skills
• They make valid inferences
• They understand text organization
• They promote vocabulary development and
  acquisition

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching