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Reading Next Writing Next
A Vision for Action and Research In Middle and High School Literacy PowerPoint Presentation by: Audrey Weekes 2007
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Fifteen Key Elements of Reading Instruction
Direct, explicit comprehension instruction Effective instruction principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Technology component Ongoing formative assessment Extended time for literacy Professional development Ongoing summative assessment of students and program Teacher teams Leadership Comprehensive and coordinated literacy program
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Direct, Explicit Comprehension Instruction
Comprehension strategies instruction Comprehension monitoring and meta cognition instruction Teacher modeling Scaffolded instruction Apprenticeship models
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Motivation and Self-Directed Learning
Provide students with opportunity to make choices of reading selections, research and writing topics Provide relevancy in what students read and learn
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Text-Based Collaborative Learning
Students interact with each other around a text Meaning of text is negotiated upon within the group Can be applied to a theme in which students are reading different texts about the same topic Teacher provides scaffolding for engagement
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Strategic Tutoring Tutors teach learning strategies while helping students complete the content assignment which instills independence for the student in approaching similar tasks in the future
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Diverse Texts Teacher provides texts with wide range of topics at a variety of reading levels Texts must be below student’s frustration level Must be engaging to student
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Intensive Writing Writing instruction in grammar and spelling.
Connect students to the kind of writing they will have to perform in high school and beyond Not only increasing the amount of writing students do, but increasing the quality of writing instruction and assignments
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Technology Component Use of technology as instructional tool and instructional topic. Provide support for struggling students, reinforcing guided practice Reading and writing online requires skills unimaginable only a decade ago
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Ongoing Formative Assessment
Ongoing assessment of students’ strengths and weakness Often informal and frequent Formatted for easy viewing of student’s progress
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Extended Time for Literacy
2-4 hours of literacy-connected instruction everyday Focus on reading and writing effectively Realization that teaching content includes teaching how to read and write for a specific subject
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Professional Development
Ongoing, long-term professional development Systematic, use of research data based on adult learning to effect sustained change Consistent opportunities to learn about new research Team-orientated approach to improving instruction and instructional structures
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Ongoing Summative Assessment of Students and Program
Continuous progress-monitoring systems Allows for tracking over a year, and ideally, over an entire academic career K-12 Allows for internal and external evaluation of program
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Teacher Teams School structure supports coordinated instruction and planning through interdisciplinary teacher teaming Reestablishing coordinated instruction in higher grades Promote collegiality
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Leadership Principal assumes role of instructional leader
Knowledge of how young people learn and struggle with reading and writing Attend professional development designed for teachers Necessary understanding to organize and coordinate change for literacy program Needed foundation to alter structural elements for optimal programming
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con’t Also applies to teachers in leadership roles Teachers play role in curricular reform Vital when principal does not take active leadership role
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Comprehension and Coordinated Literacy Program
Includes other school personnel such as Librarians Reading specialists Literacy coaches Resource room teachers
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Eleven Key Elements to Writing Instruction
Writing Strategies Summarization Collaborative Writing Specific Product Goals Word Processing Sentence-Combining Prewriting Inquiry Activities Process Writing Approach Study of Models Writing for Content Learning
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Writing Strategies Develop Background Knowledge Describe Model
Memorize Support Independent Use
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Summarization Explicit and systematic instruction by teacher how to summarize text Enhancing summarization by progressively fading the model Rule governed or intuitive approach
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Collaborative Writing
Peer/team approach Focus on: Meaning Organization Spelling Punctuation Generating ideas Creating a draft Rereading essays Editing essays Choosing intervention Teacher is monitor
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Specific Product Goals
Assigning students specific, reachable goals for writing, such as: Identifying purpose of assignment Characteristics of final product
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Word Processing Stresses activities that emphasize:
extended opportunities for writing writing for real audiences self-reflection personalized instruction and goals cycles of planning translating reviewing
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Sentence-Combining Strategy in which students are taught to combine two basic sentences to create a more complex sentence.
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Prewriting Designed to help generate or organize ideas
Gathering information through reading or developing a visual representation prior to writing Encouraging students to plan in advance Teacher modeled
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Inquiry Activities Analyzing immediate concrete data and compare/contrasting evidence prior to writing Clearly defined, specific goal Use of Specific strategy Applying what is learned
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Process Writing Approach
Activities including: Creating extended opportunities for writing Emphasizing writing for real audiences, Encouraging cycles of planning Translating and reviewing Stressing personal responsibility and ownership of writing project Facilitating high levels of student interaction Developing supporting writing environments Encouraging self-reflection and evaluation Offering personalized individual assistance Brief instructional lessons to meet students’ needs
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Study of Models Present two models of excellent writing
Each model represents the opposite stance on the same subject Students are given one of the models as a sample Students are assigned a topic on which to take a stance of their own
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Writing for Content Learning
Students write summaries to: Increase ability to explain information Elaborate knowledge Lead to deeper understanding of the topic Comment on and interpret information Communicate what has not been understood Writing is used as a tool to learning content material
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Credits Reading Next Writing Next
A Report to Carnegie Corporation of New York 2004 By Gina Biancarosa and Cathrine E. Snow Writing Next A Report to Carnigie Corporation of New York 2007 Steve Graham and Dolores Perin
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