Literacy Literacy Across The Curriculum Across The Curriculum : : Setting and Implementing Setting and Implementing Goals Goals for Grades Six through Twelve for Grades Six through Twelve It’s Everybody’s Job It’s Everybody’s Job Debbie Hall Debbie Hall School Improvement Consultant School Improvement Consultant SREB/ SREB/ HSTW HSTW September 26, 2005 September 26, 2005 Southern Regional Education Board
27
Embed
Literacy Across The Curriculum : Setting and Implementing Goals for Grades Six through Twelve It’s Everybody’s Job Debbie Hall School Improvement Consultant.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Literacy Literacy Across The Across The CurriculumCurriculum::
Setting and Implementing Setting and Implementing GoalsGoals
for Grades Six through for Grades Six through TwelveTwelve
Take two of the dots from the center of theTake two of the dots from the center of thetable. table. Administrators take red. Administrators take red. Teachers take green. Teachers take green. Support staff take blue.Support staff take blue. All others take yellow. All others take yellow.
Place one dot on the wall chart by the title Place one dot on the wall chart by the title thatthat
best describes you and another on your namebest describes you and another on your name badge. badge.
Focusing on School-Wide Focusing on School-Wide Literacy ImprovementLiteracy Improvement
Really Worthwhile Lessons On Scholarshipor
Reading, Writing, Listening, Observing, Speaking
Essential Question Essential Question
What can we do to seriously What can we do to seriously improve literacy in schools?improve literacy in schools?
Avoid the “Quick Fix”Avoid the “Quick Fix”
There is no miraculous published There is no miraculous published program or set of tests that will, on program or set of tests that will, on their own, suddenly make our children their own, suddenly make our children literate. Instead, schools must make literate. Instead, schools must make literacy the bedrock of the curriculum.literacy the bedrock of the curriculum. Booth and Rowsell, THE LITERACY PRINCIPALBooth and Rowsell, THE LITERACY PRINCIPAL
1.1. Read the equivalent of 25 books per Read the equivalent of 25 books per year across the curriculum.year across the curriculum.
2.2. Write weekly in all classes.Write weekly in all classes.3.3. Use reading and writing strategies to Use reading and writing strategies to
enhance learning in all classes.enhance learning in all classes.4.4. Write research papers in all classes.Write research papers in all classes.5.5. Complete a rigorous language arts Complete a rigorous language arts
curriculum taught like college-curriculum taught like college-preparatory/honors English.preparatory/honors English.
How We AchievedHow We AchievedThe Five Literacy GoalsThe Five Literacy Goals
Stacey BennettStacey Bennett
Rutland High SchoolRutland High School
Macon, GeorgiaMacon, Georgia
Suggestions for Developing a Suggestions for Developing a Three-Year Literacy PlanThree-Year Literacy Plan
Analyze your Analyze your HSTWHSTW and state test data and state test data Where are the achievement gaps?Where are the achievement gaps? What are students doing well? What are students doing well? What are the specific reading/writing What are the specific reading/writing
deficiencies?deficiencies? Survey students and staffSurvey students and staff Have literacy committee draft or revise a planHave literacy committee draft or revise a plan Determine practical implementation list for Determine practical implementation list for
each goaleach goal
Read the equivalent of 25 Read the equivalent of 25 booksbooks
per year across the curriculum.per year across the curriculum. Determine how much school-related Determine how much school-related
reading students are doing now.reading students are doing now. Survey teachers to determine what/how Survey teachers to determine what/how
much reading they require.much reading they require. Have teachers in every class assign Have teachers in every class assign
appropriate course-content reading.appropriate course-content reading. Give students choices in their reading.Give students choices in their reading. Have students demonstrate understanding Have students demonstrate understanding
through written reports, oral presentations through written reports, oral presentations and performance tasks.and performance tasks.
Read 25 Books A YearRead 25 Books A Year
Reading expectations Reading expectations in every classin every class
Reading logs in Reading logs in language arts classeslanguage arts classes
Teachers’ reading logs Teachers’ reading logs on displayon display
Use reading and writing Use reading and writing strategies to enhance learning strategies to enhance learning
in all classes.in all classes. Red DotsRed Dots Blue DotsBlue Dots Yellow DotsYellow Dots English TeachersEnglish Teachers Math TeachersMath Teachers Science TeachersScience Teachers Social Science Social Science
Write research papers in all Write research papers in all classes.classes.
Formal Research PapersFormal Research Papers
Choose and limit a topicChoose and limit a topicMake a working bibliographyMake a working bibliography
Conduct researchConduct researchOutline and plan the paperOutline and plan the paper
Draft the paperDraft the paperRevise and edit the paperRevise and edit the paper
Submit the final paper for assessmentSubmit the final paper for assessment
““Researched” PiecesResearched” Pieces
Foreign language travel brochureForeign language travel brochure Commentary on controversial topic in Commentary on controversial topic in
science or social studiesscience or social studies PowerPoint on how math or English is used PowerPoint on how math or English is used
in a specific career or technical areain a specific career or technical area How-to manuals for career or technical How-to manuals for career or technical
areasareas Personal fitness plan for health and Personal fitness plan for health and
physical educationphysical education
Complete a rigorous language Complete a rigorous language arts curriculum taught like arts curriculum taught like college-preparatory/honors college-preparatory/honors
English.English. Work toward Work toward
mastery.mastery. Evaluate with rubrics.Evaluate with rubrics. Require frequent Require frequent
revisions.revisions. Balance three types Balance three types
of writing.of writing. Read widely in and Read widely in and
out of class.out of class.
Use a variety of Use a variety of resources and resources and assessments.assessments.
through writing through writing and speaking.and speaking.
Provide for oral Provide for oral communication.communication.
I love it when a plan comes I love it when a plan comes together!together!
Using Appendices 4-6 in Using Appendices 4-6 in Literacy Literacy Across the Across the
Curriculum Curriculum and your handoutsand your handouts
Develop/revise your literacy planDevelop/revise your literacy plan Prioritize actionsPrioritize actions Assign responsibilitiesAssign responsibilities Indicate sources of supportIndicate sources of support Describe communication strategiesDescribe communication strategies Determine assessment measuresDetermine assessment measures
What I Want To KnowWhat I Want To Know
Look back at your KWL chart.Look back at your KWL chart.
Do you have any questions we have Do you have any questions we have not answered?not answered?
One Last StrategyOne Last Strategy
Alphabet ReviewAlphabet Review
Go down the alphabet and list a literacy Go down the alphabet and list a literacy
strategy that begins with each letter. Use strategy that begins with each letter. Use
strategies we have talked about today and strategies we have talked about today and
any others you have used. This review is any others you have used. This review is
your exit slip.your exit slip.
ResourcesResources Benjamin, Amy, Benjamin, Amy, Writing in the Content Writing in the Content
AreasAreas. Larchmont, New York: Eye on . Larchmont, New York: Eye on
Education, 1999.Education, 1999.
Booth, David, and Jennifer Rowsell, Booth, David, and Jennifer Rowsell, TheThe