1. Adolescent Literacy Cadre Day 4 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants

2. Todays Agenda Leadership Content Area Read Aloud CARA

4. throught Effective school leadership is not one person nor is it a list of experience and course requirements. Leadership is about decisions, actions and constantly learning.

5. Necessary Support Components for Designing an Initiative to Accelerate Student Achievement in an Academic Area On your own: Silently read and use the structured response sheet to record your thoughts, ideas and questions. As a table/building group: Discuss and record consensus remarks, ideas and questions on the group structured response sheet.

6. Key Point The goal of quality professional development is for 100% of the staff to be implementing the model with fidelity to the researched-based strategy/model. The promise of schoolwide positive student achievement effects can only be realized if 75% of the staff are implementing with fidelity.

7. Major Purposes Served by Studying Implementation To help the school leadership team determine if staff are practicing the new strategy enough to develop skill and understanding of its use. To provide data on the levels of use of the strategy being studied so that the school team could design professional development sessions to increase and expand use. To help the staff determine-based on their data-when to move on to a new strategy. » Showers, B. (2002) Student Achievement through Staff Development

8. Content Area Read-Alouds Introduction to the Content Area Read-Aloud 8

9. Talk to a Partner What are the benefits of reading aloud to students? Adolescent Literacy Professional Development Series 9

10. Talk to a Partner What are the benefits of reading aloud to students in your content area? 10

11. Passage Read- Aloud Ivey, G., & Fisher, D. (2006, October). When thinking skills trump reading skills, Educational Leadership, 64(2), 16–21. 11

12. Connections to Iowa Core

13. Content Area Read Alouds (Reading) Uses a variety of skills and strategies to comprehend complex nonfiction and informational text (Reading) Uses a variety of strategies to understand unfamiliar vocabulary found in narrative text, technical reading, and literary text

14. Content Area Read Alouds (cont.) (Speaking) Recognizes the role of response in oral communication (Listening) Listens for information and understanding (Listening) Listens for interpretation, analysis, and evaluation

15. Iowa Core Curriculum Characteristics of Effective Instruction Teaching for Understanding Student-Centered Classrooms Rigorous and Relevant Curriculum

16. The Content Area Read-Aloud Independently : Read the Description and Rationale Why did AEA 13 secondary teachers use Content Area Read Alouds in their classroom? 16

17. The Content Area Read-Aloud Moves Introduction – Make connections to curriculum concepts or earlier lessons: concept(s) to be addressed from content areas, or concept(s) that could be addressed for literacy development. Adolescent Literacy Professional Development Series 17

18. The Content Area Read-Aloud Moves Activate Students Listening Comprehension – Focus students attention Read Passage* – Interruption free as much as possible * Reading aloud is the only essential move. The other moves help incorporate the Content Area Read-Aloud into lessons to support optimum teaching and learning value. Adolescent Literacy Professional Development Series 18

19. The Content Area Read-Aloud Moves Elicit Responses from Students – What did students attend to? – What did they miss? – Record enough information to help you remember what to address next. Post-Reading Activity – Goal is to get students engaged in text Adolescent Literacy Professional Development Series 19

20. Research Sound Bites 1.Divide the Research Sound Bites between your table partners. 2. Read silently 3. Perform your own Read Aloud to your table partners Activate Students Listening Comprehension: As I read aloud to you, I want you to be listening for….. 20

21. Supporting Theory for the Content Area Read-Aloud Albright, L., & Ariail, M. (2005). Tapping the potential of teacher read-alouds in middle schools. From: Journal of Adult and Adolescent Literacy, 48(7), 582–591. 21

22. Demonstration of a C.A.R.A.

23. The Content Area Read-Aloud Planning Guide Review Model Debrief Adolescent Literacy Professional Development Series 23

24. Adolescent Literacy Cadre Treynor Community Center JUNE 11 9:00 – 3:00

25. Survey to help us plan for your needs Continue with a literacy cadre – Continue to study the Content Area Read Aloud – begin writing in the content area Help with planning professional development in your building other