ࡱ> TQRS@=ܰT]UC$|& Si:3GxZ[lUg.] &Kib)VZĨPMn@">x6ML &j /D" NϜݝ6!ΙgrXD(buSc;ZVY}-|?L#S. :Hݹ3$YR, jh&,Vb MXVg+4Iv]XAqsHNl\{:6KQe9J1%Cz6΀媍ְtXݐf~,oiGv𽍴cGޣVMՀwጵ&I!\.YM9UkzV%IqRhn3`G*X*YKeoZ_˸z eR;b#DJe[~Tb eK |Y=惍}*e֮'(h[Yjuj;~`82}eyX-yiƿuvElR; ~@ׯc;sáuƅIW37ƐԵE>t/ud"sxmvk, B5xmIOЭ[yCwt̋#ҏ ?[ 9/2@jaKc^~H#bc~l{Z#5ťݴm">+v!d>+:=׺?~r=X&m̍{m@Z1\c\c:} <ˇg{*u:A2_e^&yNϽܿ6LڀNϽnc4gq|8dĻd$I+ti>PyoR0;*lkS2+[&8>['z?X\zjD21ݒi.tT8*̬bkx }cMq)(t*%q5=W5\,t]%|1jǔsY؀]W;[mzBeZ,%t+\qJS|o:GI2]L U''$y>tz\+:YݒڅNՈkI&$Y>tz\fn/WURsϩVm1vX[;X(XJNNm+=#|ߨa >K ܴo#co`f ?_7p:.t~|-߅$d-#a/TGfN K\ħBW.#Una&t~0M nBŹN̛|S|Ɠ`ܤۅNMu q'7.I  ronrKx콅}w۰n׾|w߬\5Ys䧯J {O~:]*i ~7p\螎5`Z|mO?u<)dK~zi.OO? c'`6`Bs'.tC~ OO~]n:=.3?s%O?oNk< vO]||qv}!gc~!8?ޭOe<>|>1TN_~L99:6Sɦi/]oϩ,+/uUROp+Ż)~o|G\=BAW?ۑ"rVf)P/)zs jMAĸs=0VkS$u@˹dE+&uwpK^'i6%Y`Iؾ 87h/y+6L};M_WYO7//sc;$}^E{Qƣ`E+%֘y\lM,mbt =~B֫o owͮg-׬s{:U쉸.vo2|Su/:s2&t]1sz iWQ ?Rx \\ŨGB`n= ?(B%`.WtcPNG  IHDR2LoPLTE~~~}}}|||{{{zzzyyyxxxwwwvvvuuutttsssrrrqqqpppooonnnmmmlllkkkiiihhhgggfffdddbbbaaa```___^^^]]]\\\[[[ZZZYYYXXXWWWVVVUUUTTTSSSRRRQQQPPPOOONNNMMMLLLKKKJJJIIIHHHGGGFFFEEEDDDCCCAAA@@@???>>>===<<<;;;:::O:tRNS4TbKGD IDATx͙WTGLJeuADU,؃"Db *(*htQ,`]D (RWciʼ$~}7gk|f~RB\llJڴ{hjzQ@NtIO͗]l4ykN6jM`H;ŠV\T;q5zJMmǽB'ly%&_<|Z"tdAх[PeKX,q5Թa,Ènĵf@8<[Fh '3 S, -|p詍I@'#VΚ RLr@xTk@m Cu( Z"H4 KP.B <9T C / 8Fj`@5QH x+j4 I2"cp:^s H~ S:2O&rN, dBg:'VI*́>0vCd-# 6)̌]HbBi1H; b?l j6HxsLaBzLUfI:" "/] :&lڡAPDk( xK+/F=5 NR ڌeM?ihݷ@eG# ӧ> |R2o@n4c m#ːI-gƪ'e |k װ[mQ2PSPis)KTZ% jDS2̿oZ#(@y޽~%wV@CP @֩E ]$R&GaV: `4uDT"C :̝N3MxF~Tr@3"'s~ﰫaMSP11l>3=t>[ڱ)k9^YmvB:/T%A],h H 6υ}[ڱԌ ;V H!Y|b_ $O@E]R a̎~ců=P3* u}73djF []cAv,Kċ_d'sY%u5b92qwwjDRZΰ SψfqRո@@~8¬#@͇Mq}$%jش͝] TfO{*kVo=)R7>x69lM2.^ ݏM3uqI5؊h5zc}Q|v׳Y\}g@h* &]{Iw5 jrQfpyԮ #E$@@ wTf@EZ&{!I#EUMTBtr ~@-.KǠ~vb)cb(.Vap"V>Bq҃ $aI?XIG}P~8zcHm8 V×}Og̀h~8AG ?!xfE-yxV='o=8800.ϡ_TC`WJxQnľHMW?eD%"tFs^|?LpL0*G\UT6)>).LAϮLs.XX8>qqHe4䔔ĄhS7="/qiU+:W?KMQUWZ[_bdmnvwz{%"$ܰT]UC$$$$$$$$$$b$?(B%`.WtcE  0AA @g4TdTdko x: 0\ppp@  <4BdBd@ 0t,4ʚ;-8ʚ;<4dddd@U 0@r0___PPT10 2___PPT9/ 0? %O = &/Moving All Students to Literacy Proficiency: 00,)Five Goals for Success Scott Warren SREB0*Z$Guiding Questions ",,Why do we need a literacy focus? Why do we not expect kids to read and write often? What can all teachers do to focus on literacy? What can English/Language Arts Teachers do?  Scott Warren Former Mathematics and P.E. teacher Basketball Coach A.D. Assistant Principal Principal Highly Skilled Educator for Kentucky Current Director of HSTW State Contracted Services Parent of a child with a Learning Disability8wXLiteracy Across the CurriculumSREB s literacy guide. Each chapter written by an expert in literacy. Contact SREB at www.sreb.org to order copies. ($6.95)X 0Xd; -Five school-wide goals will make a difference..Read 25 book equivalents (2500 pages) per year Write weekly Use reading and writing strategies to learn the content of all courses Write research(ed) papers in all classes Teach all ELA classes to the rigorous levels of honors/gifted V<!All students will read the equivalent of 25 books per year across the curriculum to increase their understanding of the content of all classes. }^~_`ob%)Literacy Practices and Higher Achievement**Students frequently: Read technical materials; revise written work to improve quality; write in-depth explanations; and complete short writing assignments. &)Literacy Practices and Higher Achievement**Students frequently: discuss readings with other students; read books outside of class and demonstrate understanding; read outside of class each week; and read books/manuals to complete vocational assignments."ZZc( Literacy ExperiencesCompleting short writing assignments of one to three pages at least monthly Doing a major research paper yearly Doing an oral presentation each semester Reading outside of school one hour or more daily)Literacy ExperiencesReading at least 11 books or more each school year Writing sentences in mathematics at least monthly Using word processing to complete assignments sometimes Revising essays sometimes to meet standards*-Effect of Literacy Experiences on Achievement..defhj@&kAll students will write weekly in all classes to help them understand and use the content of their classes.np 1Writing across the curriculum is about a method of discovering and uncovering knowledge. Nonfiction writing is the key to adult success. Writing is required in every postsecondary class. Writing is required in virtually all professions. Writing is the number one thinking skill. Our future is technology. 2Z27Writing StrategiesEntry/Exit Slips Open Response Questioning on Assessments Writing of directions Real-world writing School-wide Writing Rubric C)pAll students will use reading and writing strategies to help them understand and use the content of all classes.qqD* lClose to 50% of students say their teachers never or seldom show strategies for understanding what they readmZm I am not a reading teacher!This is the most common statement heard when teachers are asked to have students read in their classes. Teachers are not asked to be reading teachers, but teachers who require students to read.Americans Think BigWhen told that kids need to read and write in classes teachers think big: books and research papers. Think small: strategies that get students to read and write in small segments to learn content. (Reading - More Than Just Decoding Words $)' 34So What?  Hopefully, you were all able to decode the words. The question: Is reading just decoding? The second reading will transform you into a student with poor decoding skills. CAN you extract meaning from the written word?,3)56Reading#Decoding and garnering knowledge from the written word. Which one could you answer more questions about the content? Instructional strategies that focus on the second are the focus of this workshop. Students with severe decoding difficulties need specific training from a Reading Teacher. $$E+;All students will write research(ed) papers in all classes.<< ~G-FAll students will be taught as if they were in honors English classes.Who is in Honors English?English is most tracked course in American high schools. Only 34% of seniors complete sequence of college-prep English even though over 60% go on to college and 80% say they want to go to college. Only 19% eighth-graders in advanced EnglishZ2 Questions??? NScott Warren scott.warren@sreb.org 404-879-5613 Good Luck with Your Campaign!L1ZZ X 0 "/    )+/3589= @ BC+D,E.G/H0I  0` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@ ?d&d@33H_ " d@ ` n?" dd@   @@``PR    @ ` ` p>>L0  L(    6,o  " P` o  T Click to edit Master title style! !$  0 o  "P  o  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S`  s *zz"  0o " ` ^"Southern Regional Education Board  #0x2#P  C A " lB  6Dz1" P B  s *޽h ? ̙3380___PPT10.  sreb-red 0 zr| (  | | 0|q  P   q  P*   | 0q     q  R*  d | c $ ?  q  | 08q   0 q  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S | 6lq  _P  q  P*   | 64q  _  q  R*  H | 0޽h ? 3380___PPT10.D2Ф  ( x   0=  P     Z*   0<       \*   6E  `P    Z*   6I  `    \* H  0޽h ? ̙3380___PPT10.6N 0L0 0*( Pb@@H@Y r  S Oq   q  x  c $Oq   q  H  0޽h ? ̙33y___PPT10Y+D=' ! = @B +  0L0 $(  r  S q  P`  q  r  S pq P0 q  H  0޽h ? ̙33___PPT10i.wEf+D=' ! = @B +/  0L0 |(    S No `<$  0  o    S o  <$@  0 o  H  0޽h ? ̙33Q-I-___PPT10)-.w08+slD,' o = @B D,' = @BA?%,( < +O%,( < +D' =%(%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*%D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*%D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%6%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*%6D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*%6D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*6;%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*6;D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*6;D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*;O%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*;OD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*;OD' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*OY%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*OYD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*OYD' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*Y~%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*Y~D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*Y~D ' =%(D ' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +  0L0 $(  r  S $q  P`  q  r  S q P  q  H  0޽h ? ̙33___PPT10i.XP-u+D=' ! = @B +. 0L0 -%(    <q  ? g3How do high literacy skills affect future success? 44  0q 0  J Today s technology focus requires greater literacy skills. It pays to be educated. Higher literacy equates to more education.. 42  H  0޽h ? ̙33___PPT10i. 0m+D=' ! = @B +) 0L0 ( (    <q  `} fThe 21st Century Challenge0   0}     FDOL estimates that 70% of fastest growing jobs will require postsecondary education and 40% of all jobs projected to 2008 will need at least an associate s degree 90% Fortune 1000 executives have stated that low employee literacy is hurting their business 71% of 300 executives surveyed listed basic written communication training as critical to their companies successFsZA2H  0޽h ? ̙33___PPT10i. _+D=' ! = @B + 0L0 o(    < }  p k7International Center for Leadership in Education found:88X  0}   ` n the readability levels of workplace documents, forms and text sources are higher than many people would have imagined. reading materials in the workplace determined the following data for the 16 USDOE Career Clusters: 9 of the 16 clusters require entry level employees to read material written at a higher level that the highest ranking employees. 4 other clusters require entry level employees to read material written at the same leveln s 5H  0޽h ? ̙33___PPT10i. PU+D=' } = @B + 0L0 "(    6h}  ` CWhere are we now?9  0 }   P }Less than half of high school seniors read at levels high enough to be ready for college, but two-thirds attempt to go and over three-fourths enter high school planning to attend college. About one-third of seniors and one-fourth of 8th graders are proficient readers nationally. 73% of Illinois 8th graders are proficient in reading on state assessments compared with 31% on NAEP.@~=SH  0޽h ? ̙33___PPT10i. z+D=' } = @B + 0L0  (    <*}  ?  s?Why must we commit to a literacy initiative for older students?@@  0q P  Students need: access to a wide variety of reading material that appeals to their interests instruction that builds the skill and the desire to read increasingly complex materialP 2 42 x   H  0޽h ? ̙33___PPT10i. ʲ+D=' } = @B +  0L0 0( w x  c $P.}  P`  }  x  c $ } P }  H  0޽h ? @ ff3Ιd332zy___PPT10Y+D=' } = @B +   0L0 (  r  S q 0 0@  q  H  0޽h ? @ ff3Ιd332zy___PPT10Y+D=' } = @B +  0L0  4(    6;}   ` ~JReading is the single most important social factor in American life today.KK  02o  P F>6___PPT9 bThe more you read, the more you know. The more you know, the smarter you grow. The smarter you are, the longer you stay in school. The longer you stay in school, the more diplomas you earn and the longer you are employed thus the more money you earn in a lifetime. The more diplomas you earn, the higher your children s grades will be in school. The more diplomas you earn, the longer you live.nZPXTPpH  0޽h ? @ ff3Ιd332z___PPT10i. +D=' } = @B + 0L0  `(    6hE}  ` LThe opposite is also true.n  0P}  Pv The less you read, the less you know. The less you know, the sooner you drop out of school. The sooner you drop out, the sooner and longer you are poor. The sooner you drop out, the greater your chances of going to jail.H  0޽h ? @ ff3Ιd332z___PPT10i.pM +D=' } = @B +2 0L0 1)@  (      6U}  ` {GPoverty and illiteracy are the parents of desperation and imprisonment.HH   0(    6T}   ` XBut teachers aren t asking students to read& -- x  + $ #"* +J  <}   ?"`]+VNF___PPT9(  j5%6(" bB @`J  <P}   ?"` ]+VNF___PPT9(  j7%6(" bB @`P  <}   ?"` ] +VNF___PPT9(  p9+< " fF @`J   <   ?"` ]VNF___PPT9(  j7%6(" bB @`J   <h   ?"` ]VNF___PPT9(  j7%6(" bB @`Q   <   ?"`  ]VNF___PPT9(  q6-8< " fF @`K   <   ?"`  VNF___PPT9(  k18%6(" bB @`K   <(   ?"`  VNF___PPT9(  k12%6(" bB @`Q  <3   ?"`  VNF___PPT9(  q3-5< " fF @`K  < >   ?"` VNF___PPT9(  k36%6(" bB @`K  <8   ?"`  VNF___PPT9(  k28%6(" bB @`Q  <R   ?"`  VNF___PPT9(  q1-2< " fF @`K  <X]   ?"`VNF___PPT9(  k33%6(" bB @`K  <g   ?"` VNF___PPT9(  k47%6(" bB @`R  <q   ?"`  VNF___PPT9(  rNone< " fF @`S  <|   ?"`VNF___PPT9(  s High School6 ("  bB @`U  <$   ?"` VNF___PPT9(  u Middle Grades6("  bB @`]  <0C   ?"`  VNF___PPT9(  }Number of Books< " fF @``B  01 ? `B  01 ? `B  01 ? `B  01 ?   `B  01 ?   `B  01 ? ]]`B  01 ? ++`B  01 ?  +`B   01 ?  +`B ! 01 ?+`B " 01 ?+H  0޽h ? @ ff3Ιd332z___PPT10i.pjk+D='  = @B +P 0L0 OG  (      H0  1Ȝ?   NWhy don t we ask students to read more?((   c $   S#Brainstorm in pairs Popcorn Sharing$$H   0޽h ? @ ff3Ιd332z___PPT10i.a+D='  = @B + 0L0 D(    H  1Ȝ?   NWhy don t we ask students to read more?((   c $X   Believe students aren t good readers Believe students don t have time Believe students won t read Believe that reading detracts from teaching  my content Lack of materials Teachers aren t readersH  0޽h ? @ ff3Ιd332z___PPT10i.a+D='  = @B + 0L0  $(  $ $ 68  ` RDo students have time to read? $ 0X    FHigh School 46% of the students watch TV three or more hours per day 9 percent watch over 6 hours! Middle Grades 51% watch TV or play computer games three or more hours each school day. 17% watch over 5 hours!X Wa XaH $ 0޽h ? @ ff3Ιd332z___PPT10i.J+D='  = @B + 0L0 @ ,J(  , , H  1Ȝ?  = Do The Math U , c $  P  Goal of 25 books Average reading rate 250 words per minute 500 words per page 100 pages per book 175 school days equals less than 30 minutes per day to reach goal!<q -u5H , 0޽h ? @ ff3Ιd332z___PPT10i. QӦ+D='  = @B + 0L0  4J(  4 4 Hʂ  1Ȝ?  n<What are some specific steps to raise the amount of reading?==$ 4 c $   PH@___PPT9" xLooking for ideas DEAR/SSR Summer reading Technology Motivational activities  Competitions, Challenges Media center strategies Book groups0znzPXTPpH 4 0޽h ? @ ff3Ιd332z___PPT10i.BP+D='  = @B +W 0L0 VNH(  H H Hׂ  1Ȝ?   OWhat are some specific steps to increase the amount of reading our students do?PP H c $L   WPartner Talk and Planning What strategies might we want to try? What training and support would teachers need to implement these strategies? How will we know if these strategies are working (e.g., assessment, analysis of student work, classroom observations)?"PXTPpH H 0޽h ? ̙33___PPT10i. d+D='  = @B +   0L0 (  r  S ς  @   H  0޽h ? @ ff3Ιd332zy___PPT10Y+D='  = @B +c 0L0 bZ P(  P  P 6`   sTo raise their writing skills and use them to increase and demonstrate understanding of the content of all classes,tt P 0    EStudents must Complete short writing assignments weekly. Write something everyday. Write in multiple formats for different audiences and purposes. Revise their writing frequently. Understand the standards for good writing. Examine models of good writing. Use technology in the writing process. Teachers should assign writing appropriate to the course content. expect students to demonstrate good writing skills.PPPhPfH P 0޽h ? @ ff3Ιd332z___PPT10i.0W+D='  = @B +  0L0 ` Xe(  X X 6|  `P MWhy is this goal important?r X S  P0   H X 0޽h ? @ ff3Ιd332z___PPT10i.~E+D='  = @B +  0L0 `H$(  Hr H S   P`   r H S  P   H H 0޽h ? ̙33___PPT10i.w]@_k+D='  = @B +  ) 0L0 (  r  S       H  0޽h ? @ ff3Ιd332zy___PPT10Y+D='  = @B ++ 0L0  (  x  c $'     H  0޽h ? @ ff3Ιd332zy___PPT10Y+D='  = @B +  0L0 p$(  r  S }  P`  }  r  S  P@   H  0޽h ? ̙33___PPT10i.m0L,+D='  = @B +  0L0 $(  r  S h3  P`   r  S 4 P   H  0޽h ? ̙33___PPT10i.X+D='  = @B +,  0L0 ;3(    0 } @ `  e Content teachers tend to think reading is decoding and not extracting meaning from the written word.8f(2d((r  S ( P`   H  0޽h ? y___PPT10Y+D='  = @B +c 0L0 rj 4(  4 4 0q ^ jLucy s Dilemma After checking the log it was obvious that I had been doing far too much LSD. As a result my max VO2 was bound to suffer. It was obviously a time to attempt some fartleking. I wondered if the Gore-tex and polypropylene would hinder my attempt at using speed. If so, perhaps a quick deuce would, just as well, serve the purpose of the day.|Z$c$ $$$H 4 0޽h ? y___PPT10Y+D='  = @B +  0L0 080(  8x 8 c $Q  P`   x 8 c $LR P0p   H 8 0޽h ? ̙33___PPT10i.ׯ6+.+D='  = @B +q 0L0 x@<(  < < 0U    xLEDGUSLLAITEIVE YSHOOZ At a recent gathering at the Capitol here in Madison, a number of ledgusllaiteive yshoos wur dhyscust. All dellt with tuhrizuhm in Wisconsin. Klyph Kharlsuhn, who onze a small phische pharm nier Wabeno, lead the phyte for tacks braxe for stayt bisnusmuhn hooze prauphutz halve bin sclascht beakuz uv the enuhrjee chrysusse. Other cimullerlee kuhnsyrnde sytazunze joined hymm in demanding immediate rheleaph phor such pursonze.b$3H < 0޽h ? y___PPT10Y+D='  = @B +  0L0 P@0(  @x @ c $Hd  P`   x @ c $ e P0   H @ 0޽h ? ̙33___PPT10i.1b+D='  = @B +C 0L0 *(    6܀ ` |Fifteen Literacy Strategies Any Teacher Can  and Should  Use??   0  P nSession later today. "$x@I;H  0޽h ? ̙33___PPT10i. %+D='  = @B +  / 0L0 (  p r  S X `    H  0޽h ? @ ff3Ιd332zy___PPT10Y+D='  = @B +3 0L0 `4(  4 4 H䖄  1Ȝ?  NResearch involves a product!| 4 c $   (Traditional Formal Research Paper  Researched Piece * Feature Article * Proposal * Editorial * Fictional Story "6@v H 4 0޽h ? ̙33___PPT10i. 6+D='  = @B +5 0L0 ~ (    6  ` ~LTo be successful, schools must design& ''  0Ԥ  P` VResearch continuum School-wide style guide (In handbook?) Shared papers across classes WPV  H  0޽h ? @ ff3Ιd332z___PPT10i.9+D='  = @B +  8 0L0 ( < r  S 8  `p    H  0޽h ? @ ff3Ιd332zy___PPT10Y+D='  = @B + 9 0L0 ``$(  `r ` S   P`   r ` S  Pp   H ` 0޽h ? ̙33___PPT10i. #z+D='  = @B +(! 0L0 '  "$0(  0  0 6̈́  R rThe Most Common Statement Heard: Our kids can t do that!::mv 2 0# #""21 0 # lTل  ?"6@ NNN?NQx 2 O8 @`. 0 # l@  ?"6@ NNN?N`x Q2 L32 @`. 0 # l  ?"6@ NNN?N x `2 L31 @`2  0 # l܄  ?"6@ NNN?N x 2 P47 @`?  0 # l0  ?"6@ NNN?Nx 2 ]Low-level English 9 @`1  0 # l  ?"6@ NNN?NQ x  O3 @`.  0 # l\  ?"6@ NNN?N` Qx  L10 @`.  0 # l(  ?"6@ NNN?N `x  L16 @`2 0 # l  ?"6@ NNN?N x  P21 @`9 0 # l()  ?"6@ NNN?N x  W C-P English 9 @`9 0 # l1  ?"6@ NNN?NQ  WTop 25% @`1 0 # l:  ?"6@ NNN?N`Q  O3rd @`1 0 # l8D  ?"6@ NNN?N `  O2nd @`9 0 # l@M  ?"6@ NNN?N   WLow 25% @`H 0 # lPV  ?"6@ NNN?N  fEarned a grade of D or F in: @`k 0 # lXX  ?"6@ NNN?N  )Quartiles on 8th Grade Reading Assessment.* @`2 0 # lj  ?"6@ NNN?N  P  @`B 0 # lo?"0@NNN?N B 0 # l1 ?"0@NNN?N22B 0 # lo?"0@NNN?N B 0 # l1 ?"0@NNN?N2B 0 # l1 ?"0@NNN?N2`B 0 01 ?B 0 # lo?"0@NNN?NZB 0 s *1 ?  2ZB 0 s *1 ?  2ZB  0 s *1 ?``2ZB !0 s *1 ?QQ2B "0 # lo?"0@NNN?NZB #0 s *1 ?  ZB $0 s *1 ?x x H 0 0޽h ? ̙33___PPT10i. +D='  = @B +c= 0L0 bZ@X(  X X S    FWhat does this mean? X C   0 Read 6-8 books annually, including assigned summer reading. Make an oral or written report on each book read. Participate in some type of writing-to-learn activity frequently. Complete at least one formal research paper annually. Demonstrate what they have learned in writing or in an oral or group presentations frequently. Develop a minimum of one piece of authentic writing addressed to an outside audience monthly.PH X 0޽h ? @ ff3Ιd332z___PPT10i. f+D='  = @B +@ 0L0 hw(  h h C    ` 8 Prioritize your school/district literacy needs. Make a scaffolded plan that can be accomplished. Get a commitment from your staff/district to do the work.Z1ZZ3ZZ;Z : ] h 0؏  WPulling it all together . . . 2(H h 0޽h ? ̙33___PPT10i. @Kr+D='  = @B +B 0L0 l;(  l l <ȕ  ?  VLaunching Your School s Literacy Campaign 8,) l 0 `n   Form a literacy committee. Determine what students need to know and be able to do to meet literacy standards at each grade level. Assemble data about the current literacy skills of students. Develop a literacy plan for the school. Share plans with stakeholders.^  42<H l 0޽h ? ̙33___PPT10i. KV+D='  = @B +2 0L0 1)p(  pc p 0, `d   Employ a literacy coach (optional). Select appropriate professional development to prepare all faculty. Find necessary funding. Assess and celebrate progress.D 42 42   p <  ?  VLaunching Your School s Literacy Campaign @,)$$$$H p 0޽h ? ̙33___PPT10i. @+D='  = @B +  0L0 `$(  r  S |5  P`   r  S  P    H  0޽h ? ̙33___PPT10i.|(U+D='  = @B + 0  (  X  C |   q   S q | 0  q  This session will serve as an introduction to the five literacy goals as described in the literacy guide. Participants should have a copy of the guide for the activities. The workshop can run from 2 to 6 hours, based on the amount of time you devote to the activities. The amount of time will also be different if you present the workshop for a single school or for teams from multiple schools.H  0޽h ? 3380___PPT10.D2  . 0 @>(  X  C |     S Pֈ | 0   @,This information is from the first chapter of the literacy guide. ACT says that students with higher literacy scores are more likely to graduate from college. Virtually every job requires technology and technology is all about literacy reading and writing e-mails, for instance.H  0޽h ? 3380___PPT10.F2` 0 P(  X  C |     S Ԉ | 0   These surveys are cited in the first chapter of the literacy guide and in the preface to Getting Ready for College-prep English.H  0޽h ? 3380___PPT10.F2Тn 0 tl`(  X  C |   l  S @ | 0   This is a good place to reference Lexile levels if you are familiar with that work. Many workplace documents require higher literacy skills than novels considered to be at high levels, such as War and Peace."H  0޽h ? 3380___PPT10.F2I=x 0 p(  X  C |     S  | 0   vClassroom libraries are important part of literacy. A new study indicates that students at schools with good libraries have higher reading scores. It s not enough to ask students to read more; we have to help them develop strategies to use reading and writing to learn the content of all classes. Too often, we quit teaching reading at grade 3 or 4 and never help students develop the skills they need for more complicated texts. Early reading instruction focuses on narrative text and little text in middle and high schools is organized in that way. Assessment must move beyond selected response pencil-and-paper tests. It has to be focused on evaluating whether students have met the standards. In appropriate assessments, students must be able to comprehend and to communicate their answers in a logical, deliberate way.H  0޽h ? 3380___PPT10.F2Cl  0 (  X  C |     S  | 0   These are the short versions of the goals. Each will be discussed in detail. The list is contained on a single page in chapter 1.H  0޽h ? 3380___PPT10.H2`$jg0! 0 @(  X  C |     S  | 0   B.Goal one the foundationH  0޽h ? 3380___PPT10.H2U^ 0 (  X  C |     S  | 0   lThe following slides are not all in the literacy guide. They are from Jim Trelease s The Read-Aloud Handbook. They catch attention, but can be eliminated if needed because of time.K bH  0޽h ? 3380___PPT10.H202o 0 *"(  X  C |   "  S  | 0   There is a comparable slide to this for each of the five goals. It gives an overview of how practice must change if we are to reach the goal.H  0޽h ? 3380___PPT10.I2 :b 0 &(  X  C |     S ( | 0   (HSTW data from 2002.H  0޽h ? 3380___PPT10.I22c 0 &(  X  C |     S P$ | 0   (MMGW 2002 assessmentH  0޽h ? 3380___PPT10.I2С9d 0  &(  X  C |     S @* | 0   (2002 teacher surveysH  0޽h ? 3380___PPT10.I2 FDe 0 ^V0(  X  C |   V  S 0 | 0   Give 2-3 minutes. Ask a handful of people to share. You will probably not have time for all to share. The following slide should match a lot of the answers you hear. These could be charted on flip charts or overhead.H  0޽h ? 3380___PPT10.I2`\Q| 0 @(  X  C |     S 8 | 0   zYou will probably see a lot of head nods at these and they should mirror many of the ones you heard from the group. The last is about control. High school teachers don t want to be the  coach on the side. They know they know more than their students and often want to make sure that their students know that, too.H  0޽h ? 3380___PPT10.I2f|\f 0 `l(  X  C |     S B | 0   nZHSTW and MMGW 2002 student survey. The more TV they watch, the lower their reading scoresH  0޽h ? 3380___PPT10.J2Z:h 0 pJ(  X  C |     S lI | 0   LIf time, have the mathematicians in the group do the math. More explanation is in chapter 4. Not all students will read250 words per minute, but most can, except for the most struggling readers. This is often a time that participants get sidetracked by their  worst students. Make sure they are realistic about how many students really can t read. More are aliterate that is they choose not to read, rather than not being able to read. 100 pages per book would be for dense technical text. Most novels have more like 250 words per page. Most schools have more than 175 days, but this would allow for some absences. Actual time: 28.5 minutesk H  0޽h ? 3380___PPT10.J2|b+|j 0 (  X  C |     S Y | 0   zDivide group into five parts. Have all the 1 s read page 65, etc. Depending on time, they can meet as like groups to discuss main points. If not, they can simply share in their groups. If enough time, you can have groups share additional ideas from their schools or can identify the ones they are most likely to use.H  0޽h ? 3380___PPT10.J2PTF 0 V(  X  C |     S c | 0   XDThese exercises in connection with each of the goals are critical. H  0޽h ? 3380___PPT10.K20=^<& 0 L(  X  C |     S h | 0   N:Goal 2 discussed in chapter 5H  0޽h ? 3380___PPT10.K2|[n 0 k(  X  C |     S n | 0   mYThese are changes for most teachers. Remember this is for all classes, not just English.H  0޽h ? 3380___PPT10.L2w#p 0 -(  X  C |     S u | 0   /2. Quote from Doug Reeves.H  0޽h ? 3380___PPT10.L2_) 0 $(  $X $ C |    $ S { | 0   Goal 3H $ 0޽h ? 3380___PPT10.N2P5O4* 0 ,D(  ,X , C |    , S  | 0   FHSTW 2002 surbey H , 0޽h ? 3380___PPT10.N2q[+ 0 <(  <X < C |    < S  | 0   Goal 4H < 0޽h ? 3380___PPT10.O2@VK 0 80PL(  LX L C |   0 L S @ | 0   The chapter addresses this at length. Researched pieces are much more like what we produce and read in the real world. In fact, all adult writing is based on some type of research.H L 0޽h ? 3380___PPT10.O2 ~ 0 pT(  TX T C |    T S  | 0   `This continuum shows how research is different by grade levels. Differences might be in length, number of sources, types of sources, types of topics. Continuum should be from 6-12. English teachers may takethe lead on the style guide and rubric, but others should also be involved in developing, if we expect everyone to implement. Alternating schedule helps distribute resources in the library media center as well as helps teachers maintain sanity. Even if you teach English 10 five periods a day, don t have all work on research papers at the same time.]H T 0޽h ? 3380___PPT10.O23- 0  `(  `X ` C |     ` S  | 0   Goal 5. Your audience will determine how much time you spend on this goal. If you have few English teachers, you may give this a brief treatment.H ` 0޽h ? 3380___PPT10.P2`{. 0 d>(  dX d C |    d S  | 0   @,Attribute Gene Bottoms and HSTW/MMGW surveysH d 0޽h ? 3380___PPT10.P2@ 0 t(  tX t C |    t S ԯ | 0    Notice summer reading idea this has typically been given only to rising AP or honors students, but should be expanded to all students.H t 0޽h ? 3380___PPT10.Q2)0d 0  t(  X  C |     S  | 0   v@Using all the notes from planning to meet all 5 goals, the groups now need to prioritize their work. They may decide to work on only a single goal or to emphasize a goal, including other aspects. Unless you have the entire faculty, make sure the team knows that they must enllst others if they plan to meet these goals.*H  0޽h ? 3380___PPT10.Q2Py 0 nf@(  X  C |   f  S  | 0   From chapter 3 so what do we do next. For the next three slides, there is extensive support in the guide.cH  0޽h ? 3380___PPT10.Q2`$ 0 4(  d  c $|     s *Ǎ | 0    Another jigsaw see instructions on earlier jigsaw strategy. This section is the opening part of the chapter. Doug draws an extended analogy of reading to buying a car. He also points out common reading problems and how good readers approach the task of reading.H  0޽h ? 3380___PPT10.N2c 0 phP(  d  c $|   \  s *(э | 0   4 Students have higher achievement if they have opportunities across the curriculum to reflect on what they are learning and to put it into their own words. Getting faculty to take ownership for stressing literacy across the curriculum involves changing mindsets. Teachers must understand that literacy is not just the responsibility of language arts teachers; all faculty must give assignments that engage students in reading, writing and speaking in the language of the field. These successful practices include having students frequently: use word processors to complete assignments; revise essays or other written work to improve quality; write in-depth explanations about assignments completed and how they completed them; and complete short writing assignments of 1-3 pages in all classes at least weekly.@.9ZQH  0޽h ?