Professional Development Academic Literacy Together, we can make a difference.

What do we know about our students’ academic performance? ELAMathematicsScienceSocial Science 24% of all students are Proficient/ Advanced 16%5%16% 25.4%16%20.1%17.4% CST Results

What can we do to increase student achievement? WASC recommends… utilizing instructional strategies that lead to increased student performance. employing instructional strategies that increase student participation. articulating daily learning outcomes to students either verbally or by posting them visibly in the classroom. checking for understanding to ensure all students are learning.

ECV Commitments Commitment 1: Articulate daily learning outcomes. Commitment 2: Continue to teach academic reading strategies in all content areas. Commitment 3: Increase students’ participation in collaborative learning environments. Commitment 4: “A page a day” (Continue to challenge students by requiring daily notes).

Why did we choose to professionally develop teachers by subject area? 1. Literacy skills should be taught in every discipline. 2. Students need to learn how to read and write in each subject area. 3. Teachers from common disciplines can work together to how to effectively implement literacy strategies.

Learning Outcomes Deepen teachers’ knowledge of academic reading strategies. Explore ways to engage students in active reading. Discuss possible ways to employ each strategy.

Quickwrite Why might we have our students preread texts?

Think-Pair-Share Create a list of pre-reading activities that you have used (or could use) in your classes. Note: Prereading activities can happen within the text or outside of the text.

What is the difference between prereading and during reading? Prereading StrategiesDuring Reading Strategies 15-20% of instructional time60-70% of instructional time Accesses prior knowledgeEngages students in analytical thought Builds background knowledge Deepens students’ understanding of the text Familiarizes students with the text Develops in students the ability to access challenging texts

Strategy 1: Marking the Text Independently read the “Marking the Text” activity in your packet of materials.

Small Group Discussion and Poster Activity 1. How might we use this strategy with the texts we ask our students to read? 2. Record your ideas in a T- chart. What could we have our students underline? What could we have our students circle?

Group Discussion How can we actively read textbooks? What are some practical strategies that we can use?

Strategy 2: Writing and Drawing in the Margins Independently read the “Writing and Drawing in the Margins” activity in your packet of materials.

Quickwrite How might we implement this strategy in our classes?

Strategy 3: Organizing and Categorizing Information Look over the reference guides for graphic organizers and dialectical journals. In pairs, discuss a strategy from the list below that you rarely (or maybe never) use. How might you use this strategy more often? Graphic Organizers Dialectical Journals

Cornell Notes: “A page a day” Think-Pair-Share How can we have students take notes everyday? What are some effective ways to manage this work?

Cornell Notes: “A page a day” When students are reading, listening to a lecture, or gaining information in some other way, they should be documenting their learning and making meaning. At the end of an activity, video, or some other presentation, you can have students create mind maps that summarize the essential information. Cornell notes must be modeled and explicitly taught until students can take competent notes on their own.

Thank you for participating in this professional development. Remember, this stuff works. Please contact Jonathan LeMaster for more support.