Improving Secondary Literacy 2012
Improving Adolescent Literacy:
Cross Disciplinary Strategies to
Boost Achievement in ALL
Content Areas
ND RTI Conference
Fargo, North Dakota
June 19, 2012
Dr. Kevin Feldman
www. scoe.org/reading [email protected]
Literacy: It’s EVERYONES’
Responsibility
1.) Validation/Motivation - explore the critical
applications/implications of the IES Practice
Guide, Improving Adolescent Literacy: Effective
Classroom and Intervention Practices.
2.) Explain, model, and critique classroom examples of
various strategies tied to the 5 key recommendations
of the IES Practice Guide within a secondary school context.
3.) Clarify & plan for initial implementation and follow up
in each/every classroom for everyone present today...
Practical Wisdom
There are two ways to improve
results: redesign the school based
on best instructional practices or
get new kids.
- Tim Westerberg, former high school principal in Littleton, CO
√ reading, writing AND speaking, listening (THINKING)
√ across the grades, content area disciplines
√ each discipline has a unique lexicon students must master
epistemology, n.
√
√ what is the “epistemological gold standard” in our
field of education? The “best evidence” we have?
Meta-Analysis?
Meta = + Analysis = ?
Meta-cognition = thinking about your thinking...
Meta-Analysis =
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
How do we adjudicate “best”? A requirement
without which coherence is impossible !
Schools need to intentionally create
a “shared epistemology” thus
nurturing an “evidence based”
culture of decision making... off the
tread mill of educational fads/
fashions, and well intended
delusions...
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Improving Secondary Literacy 2012
Epistemological “Food Chain”
IES Research Summary:
Improving Adolescent
Literacy: Provides a
heuristic for our work.
Meta-analysis of quality studies
Quality studies (e.g. RCT, peer review, etc)
Quasi-experimental studies
1st Step? Begin w/the
best research evidence
available...
Pre/post evaluations
Action research
All evidence
is NOT of equal
veracity.
Formative assessments
FREE: www.centeroninstruction.org
Opinion/Anecdotal
IES Improving Adolescent Literacy: 5
Key Recommendations – All Content Areas
1)  Provide explicit vocabulary instruction
2)  Provide direct & explicit comprehension strategy
instruction
3)  Provide opportunities for extended discussion of
text/content meaning and interpretations
4) Increase motivation and engagement in literacy
learning (e.g. connections, choice, applications, etc)
5) Make available intensive individualized interventions
for struggling readers that can be provided by
qualified specialists. (i.e. “tiered interventions”)
Knowing what to do is actually the EASY part, organizing
& guiding a school with systematic implementation is the
challenge... Creating “collaborative coherence”
A key to improving secondary literacy...
Collaborative
Coherence
Research Evidence & Practical Resources Re: Adolescent Literacy
FREE pdfs on the net:
√ IES Practice Guide: Improving Adolescent
http://www.middletownk12.org/leads/files/Kamil_LEADS.pdf
Literacy
√ Reading Next- http://www.all4ed.org/files/ReadingNext.pdf
√ Writing to Improve Reading- http://www.all4ed.org/files/WritingToRead.pdf
√ Literacy Instruction in the Content Areas- http://www.all4ed.org/files/LitCon.pdf
√ Writing Next -http://www.all4ed.org/files/WritingNext.pdf
√ Double the Work (ELLs report) -http://www.all4ed.org/files/DoubleWork.pdf
Books: far too many really - but the 3 most vital – and "actionable"
√ FOCUS - by Mike Schmoker: http://mikeschmoker.com/
√ Explicit Instruction: by Anita Archer & Charlie Hughes
www.explicitinstruction.org - great videos posted here too, all free
√ Leading for Learning - Rick DuFour and Bob Marzano, specifics of site/district
leadership re: improving instruction, thus student achievement
Potential Power of
Collaboration
“Successful schools are places where
teams of teachers meet regularly
to focus on student work through
assessment and change their
instructional practice accordingly
to get better results”
(Michael Fullan, 2000)
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
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Improving Secondary Literacy 2012
Collaboration at Your Site...
Reflect on last time you experienced this
collaborative process
1)  What was the team? (PLC, Grade Level, Dept. etc.)
2)  What was the assessment data being analyzed?
3) What were the instructional strategies discussed/tried
to get better results? Did anyone help you learn
these tactics (video, demo, observation, co-teaching?)
4) Did students improve? How was this assessed?
5) Is this process routine at your site? Are you continuing
to grow/improve as a teacher by being part of this
team?
How are our older readers doing in ND…?
Walking Our Talk – 3 Essential Practices
to Promote Improved Instruction
1)  Classroom Learning Walks/Learning Pairs – all
faculty paired up, 1 visit per month, all participate on
LW teams 1 - 3 times per semester...
2) Classroom Video Clips – others at first (e.g. Archer/
Feldman) then shoot your own, - clips run 2-10 ,min.
edited to focus on a common issue/interest.
3) Mini-lesson demonstrations – 3-10 min. modeling
some portion of a recent lesson, focused on a
common issue/interest (e.g. review/feedback)...
NAEP Profile for ND 8th Graders:
34% Proficient/Advanced
The status quo is working well for about 1
8th Grade NAEP Passage:
Ellis Island - Gateway to America
Why does the author say " 'the land of the free' was not so
free to everyone, after all"?
Why does this passage contain the actual words of some of the
immigrants?
If you could ask one of the immigrants a question, what else
would you want to know about their experience on Ellis Is.?
If you had lived in Armenia in 1892, would you have immigrated to
America? Use information from the passage to explain why or
why not.
Q: What do you notice about the nature of these questions?
Implications for EVERY teacher across the grades/content areas?
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
in 3 students...
12th Grade NAEP Passage:
M.L. King - A Letter from a Birmingham Jail
If King were alive today, what question would you most
want to ask him about his views of civil disobedience that he
has not already answered in the letter? Explain why you
chose this question.
How does King use his distinction between just and unjust
laws to support the need for civil disobedience?
Look through the letter and find one phrase that is
particularly meaningful for you. Explain your understanding
of the phrase as it is used in the letter and why the phrase
is meaningful to you.
Q: What do you notice about the nature of these questions?
Implications for EVERY teacher across the grades/content areas?
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Improving Secondary Literacy 2012
Critical Academic Literacy
√Ability to critique, analyze , defend, explain, think
deeply - not just “on the surface”
Explicit Teaching Is:
- just ask Anita Archer!
√”Argumentative literacy” (Graff, 2003)
- ability to persuade, to debate, to clarify
- explain why, evaluate, make judgments
I do it - modeling (including thinking aloud)
√ Make a point and support it w/evidence and clear
thinking, beyond opinion/idiosyncratic experience
We do it - teacher guided
√ Use appropriate Academic Language - the vocabulary
and conventions of grammar and syntax demanded
by the discipline/situation
Y’all do it - partner practice/small
√ Skillful in speaking & writing - expressive lang. arts
heart & soul
of effective
instruction...
group IF task/topic warrants
You do it - independent practice (w/feedback)
And it must be TAUGHT - not simply assigned or expected!
Gradual Release Model: Scaffolding
- David Pearson, 2007
100%
Wow, in this class I
not only have to think,
I’ve got to explain
my thinking !!
With any luck, we move this way (-->) over time.
Teacher Responsibility
Bu
dia t we
go ar
na e a
l.
lw
ay
sp
rep
are
dt
os
Or.. I do it
We do it
Y’all do it
You do it
lid
eu
pa
nd
do
wn
Gradual Release of Responsibility
0
0
the
Student Responsibility
Goal: Make Thinking Visible
100%
EVERY student explains their
thinking & receives feedback
from peers and the teacher –
EVERY period, EVERY day.
What’s Different?
Integrated Model of Literacy
Is This Just the Latest Buzz Phrase?
What does the “common core” mean to us?
Is “business as usual” good enough? Why
or Why Not?
How well are preparing students? How do
we know? Implications?
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Although the Standards are divided into Reading,
Writing, Speaking and Listening, and Language
strands for conceptual clarity, the processes of
communication are closely connected, as reflected
throughout this document. …
p. 4, Common Core State Standards For English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
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Improving Secondary Literacy 2012
What’s Different?
Text Lexile Measure (L)
Interquartile Ranges Shown (25% - 75%)
Common Core Webinar 2010, http://www.corestandards.org/
1400
Reading
1300
q  Balance of literature and informational texts
1200
q  Text complexity
1100
Writing
q  Emphasis on argument and informative/explanatory writing
1000
q  Writing about sources
Speaking and Listening
900
800
ELA
Math
Science
Social
Studies
q  Inclusion of formal and informal talk
Arts
CTE
Complexity of Subject Area Textbooks
Writing in Careers...
At present, 90% of white collar workers
and 80% of blue collar workers say that
writing is important to their job success.
For salaried jobs, writing has become a
gateway to hiring and promotion.
Reflect: Expository Writing
at Our School
1)  On the “radar screen” – everyone is aware of the
import of these 3 types of writing, it’s a clear focus.
2) We are implementing a plan – the school/dept/PLC has
a clear plan using evidence based tactics to address the
instruction of these 3 types of writing.
3) Evaluation – teachers look at student writing together
to figure out what is working/not working for various types
of students – use these data to guide instructional plans,
improvement, etc.
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Language
q  Stress on general academic and domain-specific vocabulary
and in College...
Good writing is essential to success in
college (and to getting admitted!)
- Writing on the SAT
Types of Writing Required in College/
Career, And for Citizenship??
Components of Academic
Language?
 Vocabulary: the specialized words used in academic
settings: content specific (e.g. metaphorical) & high use
academic terms (e.g. analyze, subsequent, comparatively)
 Syntax: the way words are arranged in order to form
sentences or phrases
 Grammar: the rules according to which the words of
a language change their form and are combined into
sentences
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Improving Secondary Literacy 2012
Close Reading
Annotation Key
AWL Sublist #1: General Academic
- Coxhead
analyze approach area assess assume authority
available benefit concept consist context constitute
contract data define derive distribute economy
environment establish estimate evident factor finance
formula function income indicate individual interpret
involve issue labor legal legislate major method occur
percent period principle proceed process policy require
research respond role section sector significant similar
source specific structure theory vary
The Power of Teaching
Student to Annotate
During Content Reading
“Visible Thinking”
Underline key ideas – essential details
Double THE most important idea/point
Circle essential vocabulary terms (2 max)
Triangle around words you are unsure of...
?
Ask a question – make a comment,
connection, application, agree/disagree....
Active Student
Cognitive Engagement
- Zywica & Gomez
2008, 52 (2), JAAL
Why does structured
annotation help
comprehension?
Many researchers think that it is not
the specific strategy taught, but rather the
students’ active participation in the
comprehension process that makes the most
difference in students’ comprehension.
(Gersten et al., 2001; Pressley et al., 1987)
Basics of Technical Reading Comprehension
Teach Students to do CLOSE READING
No single “best” approach but... there is a
common architecture or structure that works:
1)  Clarify very explicitly that technical reading is different – requires
a different approach as a reader... it’s not a Facebook post!!
2) Chunk the text to be read – “digestible” size e.g. paragraph
3) Some clear interactive strategy – visible thinking (e.g. annotation,
note taking, question asking/answering, graphic org.)
4)  Reading the chunk more than once –”Multiple Draft” Reading
5) Feedback cycle of partner to whole group – prompt thinking
open ended questions AFTER establishing key basic info...
6) Follows the “I do it, We do it, Y’all do it, You do it” or
Gradual Release process (key – model the thinking)
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Reflect, Analyze, Discuss What
We Just Did... Close Reading
√ how was your engagement structured? (say/write/do)
√ how did annotation affect your reading?
√ how was thinking structured by annotating?
√ connections to your classroom? Usefulness?
- similarities/differences
- additional scaffolds/support
√ Conclusions or “take aways” from this activity re:
the role of close reading in building comprehension?
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Improving Secondary Literacy 2012
Prompting Student to Use Academic or
“College Words”...
Routines such as:
√ Point them out when they occur in texts
- “Fast Mapping”, link to known words quickly
√ Validate then prompt students to use a
more precise academic or “college word”..
√ Provide sentence stems that include AL
e.g. Three critical attributes of the ___ were___
√ Talk UP – use College Language w/synonyms
e.g. The beginning or genesis of the labor
movement was _______.
Download FREE: http://carnegie.org/publications/search-publications/pub/315/
Academic Language as a
Second Language
Every student in ND
is AESL ....
Academic English as a
Second Language.
* modeling, practice, feedback,
meaningful applications in
speaking and writing... Daily!!
Writing Practices That Enhance Students’ Reading
This report identifies a cluster of closely related instructional practices shown to be
effective in improving students’ reading. We have grouped these practices within three
core recommendations, here listed in order of the strength of their supporting evidence.
I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ. Students’
comprehension of science ,social studies, and language arts texts is improved when
they write about what they read, specifically when they
√ Respond to a Text in Writing (Writing Personal Reactions, Analyzing and Interpreting
√ Write Summaries of a Text
√ Write Notes About a Text
√ Answer Questions About a Text in Writing, or Create and Answer
Written Questions About a Text
II. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO
CREATING TEXT.
Students’ reading skills and comprehension are improved by learning the skills and
processes that go into creating text
By Steve Graham & Michael Hebert
Vanderbilt University
Great Examples of Brief Non-Fiction
Content Specific Writing
- Kinsella, Kinsella/Ward-Singer
1)  Power Sentences (Vocabulary & Thinking
Structured = Power)
III. INCREASE HOW MUCH STUDENTS WRITE. Students’ reading comprehension is
improved by having them increase how often they produce their own texts.
Brief Expository Writing: Applications
Improving our writing instruction next year?
q  allocate more time (e.g. 3-5 min. at least 3 X per wk.)
1)  5 min paper (Topic 1-2 detail sentences)
q  ensure I teach (I/We/Y’all) not just assign – including
a significant focus on the kind of thinking involved
(e.g. analysis/interpretation/point + support, summary)
2)  10 min paper (Topic 2-3 detail sentences)
q  scaffold use of academic vocabulary/syntax/grammar
Tons of resources FREE to download from Dr. Kate:
http://www.sccoe.org/depts/ell/kinsella.asp
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
q  analyze student work, observe colleagues, challenge
ourselves to figure out how to improve student writing/
thinking/academic language usage
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Improving Secondary Literacy 2012
Take the Academic
Language Oath !!
“I will ensure that EVERY single
student in my class speaks, and
often also writes, at least one
meaningful academic sentence
EVERY day !”
To every complex problem,
there is a simple solution...
that doesn’t work!
heuristic
heu•ris•tic n.
Synonym
Explanation/Example
0-1-2-3-4-5
Image
Mark Twain
The IES Improving Adolescent Literacy Practice Guide provides a
research based/classroom tested_________________ to guide
secondary educator’s efforts to improve Content Literacy.
Analyze – Synthesize - Evaluate
Now it’s your turn....
One example of a heuristic
I commonly use is
______________________.
What did I do as a teacher in terms of:
1)  Specific attributes of direct/explicit
instruction – engagement, etc. to increase
the odds that learning would occur?
2)  Specific attributes of effective vocabulary
instruction/academic language development?
Implications for EVERY teacher 6-12
concerned w/improving literacy?
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
8
Improving Secondary Literacy 2012
IES Research Summary:
Improving Adolescent
Literacy: Provides a
heuristic for our work.
FREE:www.centeroninstruction.org
IES Rec. #1 Explicit Vocabulary Instruction
IES Improving Adolescent Literacy:
Brief Informal Self-School Audit
1)  Provide explicit vocabulary instruction
2)  Provide direct & explicit comprehension strategy
Tier 1
instructionRequired
3)  Provide opportunities for extended discussion of
text/content meaning and interpretations
4) Increase motivation and engagement in literacy
learning (e.g. connections, choice, applications, etc)
5) Make available intensive individualized interventions
for struggling readers that can be provided by Tier 2 & 3
qualified specialists. (i.e. “tiered interventions”)
Knowing what to do is actually the EASY part, organizing
& guiding a school with systematic implementation is the
challenge... Creating “collaborative coherence”
IES Adolescent Literacy Practice Guide –
Recommendation No. 1...
Provide explicit vocabulary instruction
Teachers should provide students with explicit
vocabulary instruction both as part of reading and
language arts classes and as part of content area
classes such as science and social studies. By giving
students explicit instruction in vocabulary, teachers
help them learn the meaning of new words and
strengthen their independent skills of constructing the
meaning of text.
Strength of evidence: High
Bottom Line Summary?
Architecture of Effective Vocabulary Instruction:
Prioritize – key terms that drive comprehension & require
additional focus, high use academic words... only the “big dogs”!
Connection – new to the known, building the “semantic network”
in the mind/brain
Use – academic speaking and writing as we construct and apply
knowledge (not simply memorize or match, multiple choice etc.)
No single correct method or strategy – it will depend on how
important the term is, how difficult it is to grasp, level of your
students, content area etc. ...but the same essential
architecture is there – Prioritize, Connect & Use
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Instructional Guidelines (another Heuristic)
for Explicitly Teaching a New Term
1) Introduce (say together, syllables,
identify part of speech, morphology, etc.)
2) Explain BEFORE Define
3) Provide Examples
--------------“Quick Teach”
4) Deepen Understanding
5) Review & Coach Use
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Improving Secondary Literacy 2012
Deepen Understanding
in Wide Variety of Ways Depending
on the Word, Students, Context, etc.
Here’s a few of my favorites that also
have empirical evidence supporting them:
q  Examples vs. Non-examples
q  Non-linguistic representations (e.g. images)
q  Acting them out physically
q  Morphology (e.g. bio•diversity)
q  Graphic organizers
q  Computer technology
** It’s all about connecting the New to the Known
Learning the “layers” of English
Our language is a rich verbal tapestry
woven together from the tongues of the
Greeks, the Latins, the Angles, the Klaxtons,
the Celtics, the 76’ers and many other ancient
peoples, all of whom had severe drinking
problems.”
– Dave Barry
Generative Word Knowledge
- Templeton, 2010
Most students are not likely to notice
the relationships between relate and the
following words – it takes a teacher
to point them out.
relative, relatives, relational, correlate,
correlation, correlative, correlational
Generative Teaching Strategies
Model
Word Sorts
Prompt/Cue/Validate
Independent application
“I do it”
“We/Y’all do it” (pairs)
“You do it” w/support
“You do it on your own”
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Which Words to Directly Teach?
Important words…
Words that matter today
AND tomorrow…
1)  Drive comprehension of key BIG ideas
2)  Academic “tool kit” words, needed for long term
academic proficiency (e.g. Coxhead AWL)
3) Words that are abstract and require thorough
explanation – context alone is not sufficient.
The “generative value” of
Teaching Word Families
“In general, students are not making
associations between such words as
reduce and reduction...74 percent of
fourth graders know pretend, but
pretense, the noun form of pretend,
is not commonly known until the twelfth
grade” (Dale, O’Rourke, & Bamman, 1971. p.172
Explicitly Teach How Words Work:
The Power of Morphology
“When you learn one word, you learn ten”
courage
courageous
courageously
encourage
discourage
discouragingly
discourageable
encouragement
encouragingly
- Shane Templeton
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Improving Secondary Literacy 2012
AWL Sublist #1: General Academic
- Coxhead
Identify possible “word relatives” to teach w/the term
analyze
authority
derive
method
require
significant
High Frequency Latin/Greek Roots
(Stahl, 1999)
The Most Common Prefixes in English
PrefixMeaning
un
re
dis
en/em
mis
pre
pro
a
Key: contextualized practice, connections to other words
students know (e.g. spec – spectrum, inspect, spectacles)
The Most Common Suffixes in English
Suffix Meaning
s, es
% of suffixed
tion, sion
able, ible
more than one
verb marker
in the past; quality/state
when you do something;
quality, state
how something is
one who, what/that
which
state, quality; act
able to be
al, ial
related to, like
ed
ing
ly
er, or
example
words
31%
characters
20%
14%
walked
walking
7%
4%
safely
drummer
4%
2%
1%
action/mission
disposable,
reversible
final, partial
** Usually changes the word type (part of speech)
and preserves the meaning...
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
% of prefixed
not; reversal of
again, back, really 11%
away, apart, negative
in; within; on
wrong
before
in favor of; before
not; in, on, without
26%
7%
4%
3%
3%
1%
1%
example
words
uncover
insert
discover
entail
mistaken
prevent
protect
atypical
** Changes the meaning of the base or root word
Power of Latinate Cognates for Spanish
Speakers: Examples from AWL 1st Sublist
70% of the AWL have a Spanish cognate
analyze
benefit
define
distribute
identify
indicate
individual
analizar
beneficio
definir
distribuir
identificar
indicar
individual
** many are everyday “tier 1” words in Spanish
Great tool for teachers: http://www.spanishdict.com/
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Improving Secondary Literacy 2012
Attributes of Effective
Vocabulary Instruction
- Archer, 2011
1)  Promote word learning strategies.
2)  Select words that enhance academic success
- Content Specific (drive comp) & General academic (AWL)
3) Group words semantically
4) Provide student friendly definitions
5) Teach word parts (affixes, roots)
6) Provide multiple exposures to words and meanings
7) Expand instruction to “word relatives” (see and hear)
8) Have students maintain a log/notebook – “personal thesaurus”)
9) Display key words in class
10) Provide Judicious review
http://www.wordintelligence.net/
Academic Language: Word Generation Project
http://wg.serpmedia.org/ FREE!! Gr. 4-8
Based on the same Academic Word List (AWL), Coxhead, 2001.
http://teacher.scholastic.com/products/
teach-english-language-learners/english3d.html
Of Course the bottom line is...
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
12
Improving Secondary Literacy 2012
Decades of Research Indicates
Most Professional Development Does
NOT Impact Teacher Performance:
We Have a Metaphorical “Berlin Wall” in Education
WHY?
“I’ve been teaching high school math for 6 years and, student
teaching aside, I have NEVER observed a colleague teaching.”
- Adam, Central OR Literacy Project Participant, 2011
As Leaders We Must....
Create a Culture of Valuing the
Giving/Receiving of Feedback
Essential Data Sources to Improve
Classroom Instruction
1)  Classroom Learning Walks/Pairs – using “LW tool” to clarify
how our teaching is causing student engagement/thinking/etc.
2) Classroom Video Clips – analyze student response data - using
same LW observation tool
3) Mini-lesson demonstration – 3-10 min. modeling some portion
of a recent lesson – debrief using same LW tool.
4) Brief Principal Walk Throughs – focused on key global
indicators (e.g. class mgt., pacing)
5) Common Formative Assessment – samples of student work,
Feedback is the breakfast of champions!
“Actionable Feedback” is at the very
heart of human learning – including
teachers...
What is the quantity & quality of teacher feedback
re: the specific effects of their instruction on their
students routinely provided at your school site?
√ how often?
√ who provides it?
√ how specific? – what form (video? observational?)
√ framed in what model or approach to teaching?
√ opportunities to learn specific skills tied to
the feedback (video, observe, co-teach)?
√ do teachers routinely provide feedback to
other teachers?
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
quizzes, tests, etc – analyze discussion how we are producing these
results and what we could do to improve.
My Extrapolation of These Meta-analyses:
Essential Attributes of ROBUST Instruction
Across the Grades and Content Areas
1) Engagement: Everyone Does Everything
2) Language: Structured use of academic
vocabulary in speaking/writing.
3) Thinking: Structured use of HOTS/LOTS
(higher/lower order thinking skills)
4) Scaffolding: Support necessary so ALL
are becoming more competent
* Of course, plus each teacher’s essential content area info!
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Improving Secondary Literacy 2012
Providing Effective Feedback
as An Instructional Colleague
Giving & receiving
respectful & specific
feedback re: the effects
of our instruction is at
the very heart of school
improvement.
School and District Leaders Rely on Many
Strategies for Pursuing Better Achievement
• 
• 
• 
• 
• 
• 
• 
• 
• 
Get a new principal
Get a new plan
Get a new textbook
Get more test prep
Get new students
Get new teachers
Get more teachers
Get a new schedule
Get a charter
• 
• 
• 
• 
• 
• 
• 
Get a new computer system
Get a new reading program
Get more aides
Get new parents
Get a new test
Get a new curriculum
Get a new staff
development program
1)  Respect – respect – respect : Think Aretha !!
** Should is banned! No “shoulding” on anyone!
2) Specific – actionable – detailed – unambiguous...
“it appeared effective when you _____”
3) Begin with affirmations – build on what is positive/
productive – what’s working and why?
4) Frame suggestions as actions to be checked out:
“In my experience it is even more effective to____
give this a go and see how your students respond...”
5) Tie the feedback directly to our shared “lens” –
how is the teaching structuring or causing student
engagement/academic language/critical thinking, etc.
However, the Bottom Line Remains:
In spite of all the many strategies used
to turn around low performance –
Nothing Changes Unless
Teaching and Learning Changes.
- Joseph F. Johnson, Jr., Ph.D.
Executive Director, National
Center for Urban School Transformation
http://ncust.org/wp/
Thanks for Attending !
Additional FREE resources/videos/
etc. are posted at
www.scoe.org/reading
Please send along any
questions; [email protected]
Kevin Feldman
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
14
IES Research Summary - Improving Adolescent
Literacy: Effective Classroom and Intervention Practices
http://www.centeroninstruction.org/
* Rate level of implementation 1-5 (5 is high)
Within an Intentional Context of Active/Accountable Student Engagement
(Note: this section is implied but not stated by the IES, added by Dr. Kevin Feldman)
All teachers have been trained in and understand the use of the Active
Engagement Tool Kit (e.g. use of choral, partner, written, individual responses).
Teachers do not structure discussions using hand-raising (i.e. T poses a question
and students raise their hands to respond), they do structure the engagement/
responding of ALL students (Everyone Does Everything – No Bystanders).
Academic language, use of target vocabulary, etc. is structured using sentence
frames, teacher modeling, prompting, etc. - Academic discourse is evident.
“Precision partnering” is evident; e.g. designating who speaks first, providing
sentence starters, accountable listening, teacher monitoring, etc.
Task-based accountability built in for every lesson task/activity – there is clear
accountability such that every student is doing every task (e.g. Students all
required to say, write and/or do something as an “evidence check” of engagement).
Summary Comments & Suggestions:
A Key to High Performing PLCs:
Connecting the “Talk to the Walk”
Premise
Professional Learning Communities (PLCs) have been validated as essential to promoting
increased student achievement. However a significant challenge in PLC work involves supporting
teams in moving beyond simply discussing student data in global terms, or “admiring the
problem” (e.g. discussing reasons why performance is not improving). Research (Witt, 2008)
indicates a key factor in changing human behavior is “actionable performance feedback”, which is
not routinely a component of the PLC process (or anywhere else in the typical teachers’ daily
experience). In other words, to significantly improve teacher instruction the PLC process must
move beyond simply talking about various forms of student data, brainstorming possible teaching
strategies and the like to concretely demonstrating/observing/modeling the actual teaching that is
producing the data being discussed. This “actionable feedback” provides the context for
developing the reflective practice essential to instructional improvement. Connecting the dots,
one could say, between our teaching and student learning... or connecting the “talk to the walk”.
“How well we teach = How well they learn”
- Dr. Anita Archer’s email stamp
Practices Essential to “Connecting the Dots”:
1) Classroom Learning Walks/Learning Partners – using the “LW tool” to clarify how
our teaching is causing student engagement/critical thinking/academic language use,
etc. Respectful and actionable feedback is provided by the LW team/LW Partner.
2) Classroom Video Clips – 2-7 min. clips demonstrating some aspect of
instruction of mutual concern to analyze student response data - using same LW
observation tool to guide the giving/receiving of actionable feedback.
3) Mini-lesson demonstration – 3-10 min. modeling some portion of a recent
lesson, not simply describing but demonstrating – debrief using same LW tool.
4) Brief Principal Walk Throughs – focused on key global indicators (e.g. simple
indicators of the same LW tool domains (e.g. engagement, academic language,
critical thinking, scaffolding support), usually 5-10 min.
5) Common Formative Assessment/Problem Solving – samples of student work,
quizzes, tests, etc. – analyze/discuss how is our instruction producing these results
(e.g. what is working and why so we can scale it up, what is not working and figure out
potential alternatives to employ/evaluate in the problem solving cycle).
Dr. Kevin Feldman, [email protected]
A High-Incidence Academic Word List
There is a very important specialized vocabulary for learners intending to pursue academic studies in English at
the secondary and post-secondary levels. The Academic Word List, compiled by Coxhead (2000), consists of
570 word families that are not in the most frequent 2,000 words of English but which occur reasonably
frequently over a very wide range of academic texts. These 570 words are grouped into ten sublists that
reflect word frequency and range. A word like analyze falls into Sublist 1, which contains the most frequent
words, while the word adjacent falls into Sublist 10 which includes the least frequent (amongst this list of high
incidence words). This contains the headwords of the families in the Academic Word List. In other words, this
list contains the most frequent form of the word, more often a noun or verb form, although there may be one
or more important related word forms. For example, the headword analyze would also include analyst, analytic,
analytical and analytically in the word family.
The Academic Word List is not restricted to a specific field of study. That means that the words are useful
for learners studying in disciplines as varied as literature, science, health, business, and law. This high-utility
academic word list does not contain technical words likely to appear in one, specific field of study such as
amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English words come from
Latin, French (through Latin), or Greek. Understandably, knowledge of the most high-incidence academic
words in English can significantly boost a student’s comprehension level of school-based reading material.
Secondary students who are taught these high-utility academic words and routinely placed in contexts
requiring their usage are likely to be able to master academic material with more confidence and efficiency,
wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with
the most basic 2000-3000 words that characterize ordinary conversation.
Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Averil Coxhead’s website: www.vuw.ac.nz/lals/div1/awl
1. analyze approach area assess assume
authority available benefit concept consist
context constitute contract data define
derive distribute economy environment
establish estimate evident factor finance
formula function income indicate individual
interpret involve issue labor legal legislate
major method occur percent period
principle proceed process policy require
research respond role section sector
significant similar source specific
structure theory vary
2. achieve acquire administrate affect
appropriate aspect assist category chapter
commission community complex compute
conclude conduct consequent construct
consume credit culture design distinct
equate element evaluate feature final
focus impact injure institute invest item
journal maintain normal obtain participate
perceive positive potential previous primary
purchase range region regulate relevant
reside resource restrict secure seek
select site strategy survey text tradition
transfer
3. alternative circumstance comment
compensate component consent
considerable constant constrain contribute
convene coordinate core corporate
correspond criteria deduce demonstrate
document dominate emphasis ensure
exclude fund framework illustrate
immigrate imply initial instance interact
justify layer link locate maximize minor
negate outcome partner philosophy physical
proportion publish react register rely
remove scheme sequence sex shift specify
sufficient task technical technique
technology valid volume
(Kinsella, San Francisco State University, 8/03)
4. access adequacy annual apparent
approximate attitude attribute civil code
commit communicate concentrate confer
contrast cycle debate despite dimension
domestic emerge error ethnic goal grant
hence hypothesis implement implicate
impose integrate internal investigate job
label mechanism obvious occupy option
output overall parallel parameter phase
predict prior principal professional project
promote regime resolve retain series
statistic status stress subsequent sum
summary undertake
5. academy adjust alter amend aware
capacity challenge clause compound conflict
consult contact decline discrete draft
enable energy enforce entity equivalent
evolve expand expose external facilitate
fundamental generate generation image
liberal license logic margin mental medical
modify monitor network notion objective
orient perspective precise prime psychology
pursue ratio reject revenue stable style
substitute sustain symbol target transit
trend version welfare whereas
6. abstract acknowledge accuracy
aggregate allocate assign attach author
bond brief capable cite cooperate
discriminate display diverse domain edit
enhance estate exceed expert explicit
federal fee flexible furthermore gender
ignorance incentive incorporate incidence
index inhibit initiate input instruct
intelligence interval lecture migrate
minimum ministry motive neutral
nevertheless overseas precede presume
rational recover reveal scope subsidy tape
trace transform transport underlie utilize
7. adapt adult advocate aid channel
chemical classic comprehensive comprise
confirm contrary convert couple decade
definite deny differentiate dispose
dynamic equip eliminate empirical extract
file finite foundation globe grade
guarantee hierarchy identical ideology
infer innovate insert intervene isolate
media mode paradigm phenomenon priority
prohibit publication quote release reverse
simulate sole somewhat submit successor
survive thesis topic transmit ultimate
unique visible voluntary
8. abandon accompany accumulate
ambiguous appendix appreciate arbitrary
automate bias chart clarify commodity
complement conform contemporary
contradict crucial currency denote detect
deviate displace drama eventual exhibit
exploit fluctuate guideline highlight implicit
induce inevitable infrastructure inspect
intense manipulate minimize nuclear offset
paragraph plus practitioner predominant
prospect radical random reinforce restore
revise schedule tense terminate theme
thereby uniform vehicle via virtual visual
widespread
9. accommodate analogy anticipate assure
attain behalf cease coherent coincide
commence compatible concurrent confine
controversy converse device devote
diminish distort duration erode ethic
found format inherent insight integral
intermediate manual mature mediate
medium military minimal mutual norm
overlap passive portion preliminary protocol
qualitative refine relax restrain revolution
rigid route scenario sphere subordinate
supplement suspend team temporary
trigger unify violate vision
10. adjacent albeit assemble collapse
colleague compile conceive convince
depress encounter enormous forthcoming
incline integrity intrinsic invoke levy
likewise nonetheless notwithstanding odd
ongoing panel persist pose reluctance socalled straightforward undergo whereby
(Kinsella, San Francisco State University, 8/03)
Learning Walk: Data Collection, Observation & Reflection Tool
Teacher _____________________ Subject ___________ Period/Grade ______ Observer ________________________ Date: ______________________
Instructional Strategies
Questions/Wonderings/Suggestions
Purpose/Focus:
__ Lesson purpose/learning target is explicit – what are we learning & why?
Engagement: (Structured participation: ”I-We-Y’all-You Do it” – Explicit teaching)
_____ Choral responses – verbal
_____ Choral responses – physical (e.g. signaling, touching, doing)
Structured Use of Precision Partner responses (pair by alternate ranking, assign 1/2)
______ Partner responses elicited
__ seating is conducive to partnering/designate who speaks first (e.g. 1s & 2s)
__ students actively paraphrasing their partner’s response, ask Q, build on ideas, etc.
__ sentence frames etc. supporting complete sentences & use of Academic Lang.
Structured Written Responses (brief non-fiction writing, power sentences, etc.)
__ note taking guided (e.g. Cornell notes, cloze notes/white boards/etc.)
__ completing a graphic organizer/thinking map – matches key BIG Idea(s)
__ Power Sentences (e.g. structured use of academic language/critical thinking)
Structured Individual Responses (Public Validation for Effort/”Giving it a go”)
__ no hand raising (except for Qs and volunteers) – all are “doing the doing”
__ randomly calling on students (or faux) – strategically calling on students
Checking for Understanding/Providing Actionable-Useful Feedback
___ circulating as students write, partner share “dip sticking” to infer class knowledge
Academic Rigor (Thinking/Academic Language/Vocabulary)
Critical Thinking/Comprehension Strategies Explicitly Taught
__ appropriate range/level of prompts (Bloom’s identify, analyze, synthesize, evaluate etc.)
__ students regularly explain thinking, explain answers, justify w/evidence/logic
__ T clearly modeling thinking– thinking aloud, explaining, etc.
__ students taught/prompted to ask & answer questions at various levels
___ students taught to self-evaluate understanding (e.g. “hand of knowledge”/rubric)
Academic Language Used (Vocabulary, Syntax, Grammar, etc.)
__ explicit teaching of important new terms (“Connect & Use”) - “big dog” words
__ students prompted to use newly taught academic vocabulary oral/written
(scaffolded language w/frames, models, prompts – “talking like a young scientist”)
__ morphology focus (e.g. word families, affixes, Latin roots, verb tenses, plurals)
__ students prompted to use make personalized connections use on their own
Scaffolding: (Temporary support provided as needed so ALL are learning/doing)
__ lesson tasks/activities appropriately “chunked” so all can process the information
__ students prompted, cued, & if necessary, re-taught if having difficulty
__ teacher monitors partner, indepen. & group work – provides support as needed
__ “I don’t know” etc. responses are scaffolded (e.g. prompt/cue/explain)
Dr. Kevin Feldman [email protected]
LW Reflections After Reviewing ALL of the Feedback (Filled Out by Teacher Being Observed)
VALIDATIONS: Instructional practices I used that fostered engaged accountable student learning/higher order thinking/academic
language:
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POLISHERS/Improvements: Missed opportunities, specific suggestions for maximizing engaged accountable learning/higher order
thinking/academic language etc.
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REFLECTION/APPLICATION/Goals: - After reflecting upon all of this feedback, my specific instructional improvement goals are...
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Dr. Kevin Feldman [email protected]