Improving Literacy CCSS 6-12
Improving School-wide
Literacy 6-12 in Light of the
Literacy: It’s EVERYONES’
Responsibility
Common Core State Standards
COSA Summer Conference
Eugene Oregon
August 2, 2012
Dr. Kevin Feldman
[email protected] www.scoe.org
Smart is something
you get - NOT
something your are...
Effort/practice + Actionable
Feedback is the key!
see: Carol Dweck, Mind Set
True-isms for Improving
OUR Schools
√ reading, writing AND speaking, listening (THINKING)
√ across the grades, content area disciplines
√ each discipline has a unique lexicon students must master
1.) Clarify “evidence based practice” - explore their critical
applications in light of the CCSS Gr. 6-12 – All Content Areas
www.centeroninstruction.org (see Improving Adolescent Literacy:
Effective Classroom & Intervention Practices)
2.) Explain, model, and critique classroom examples of various
strategies tied to the 5 key recommendation of the IES
Research Summaries re: 6-12 Literacy/Literate Engagement
3.) Clarify the practical leadership challenges & potential solutions
to implementing the 5 key recommendations for improving
literacy in light of the CCSS 6-12 in Oregon.
Dr. Richard Elmore
http://www.gse.harvard.edu/
Leading improvement of the “Instructional Core”: the
relationship between the student and teacher in the presence of content.
It is impossible to improve student
achievement unless we improve
our teaching...
How well we teach = how well they learn
- email stamp, Dr. Anita Archer
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
So the first principle of instructional improvement is that
increases in student learning occur only as a consequence
of improvements in 1) the level of content, 2) teachers’
knowledge and skill, and 3) student engagement...if you
change any single element of the instructional core you must
change the other two... We learn by doing the work, not by
making more and more policies about the work ... The work
lies in face-to-face interactions among people responsible for
student learning around the work in the presence of the
work...If you can’t see it – it isn’t there.
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Improving Literacy CCSS 6-12
What the Common
Core Standards Do
What the Common
Core Standards Do
- Archer, 2012
The Common Core State Standards outline end
of the year standards that students at different
grade levels should meet.
The Common Core State Standards intentionally
do not tell how the standards will be taught.
What the Common
Core Standards Do
- Archer, 2012
"A focus on results rather than means"
"The Standards define what all students
are expected to know and be able to do,
not how teachers should teach.”
The Common Core State Standards
tell us the destination.
- Archer, 2012
"A great deal is left to the discretion of
teachers and curriculum developers.”
“We are off to see
the Wizard….”
"By emphasizing required achievements, the
Standards leave room for teachers, curriculum
developers, and states to determine how
those goals should be reached and what
additional topics should be addressed."
(“But how do we
get to the
Emerald City?”)
What we must do…….
We must use
evidence-based
instructional
practices to get to
the destination.
School and District Leaders Rely on
Many Strategies for Pursuing
Improved Achievement
u  Get a new principal
u  Get a new computer system
u  Get a new plan
u  Get a new reading program
u  Get a new textbook
u  Get more aides
u  Get more test prep
u  Get new parents
u  Get new students
u  Get a new test
u  Get new teachers
u  Get a new curriculum
u  Get more teachers
u  Get a new staff development
u  Get a new schedule
program… or…
u  Get a charter
Adopt the CCSS !!!
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
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Improving Literacy CCSS 6-12
However, the Bottom Line Remains:
DuFour & Marzano, 2011
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/
Or we could frame the research in terms of
“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
How do we adjudicate “best”? A requirement
without which coherence is impossible !
epistemology, n.
Meta-Analysis?
Meta = + Analysis = ?
Meta-cognition = thinking about your thinking...
Meta-Analysis =
Epistemological “Food Chain”
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, quick fixes, and well
intended delusions...
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Meta-analysis of quality studies
Quality studies (e.g. RCT, peer review, etc)
Quasi-experimental studies
Pre/post evaluations
Action research
All evidence
is NOT of equal
veracity.
Formative assessments
Opinion/Anecdotal
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Improving Literacy CCSS 6-12
IES Research Summary:
Improving Adolescent
Literacy: Provides a
heuristic for our work.
1st Step? Begin w/the
best research evidence
available...
FREE: www.centeroninstruction.org
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”
Re: Dr. Tony Wagner’s Message...
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
Dr. Tony Wagner’s S-U-R-E
Approach to School Improvement
1) 2-3 Big Ideas of Wagner – Agree/Disagree Why? Defend your thinking?
2)  Connections to the work your school has
accomplished this past year re: Improving
Instruction/Literacy
3)  Implications/priorities/questions/challenges
going forward
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
http://www.tonywagner.com/
- fellow, Harvard Graduate School of Education
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Improving Literacy CCSS 6-12
Rationale: Why Change??
NAEP Profile for OR 8th Graders:
34% Proficient/Advanced
How could you help signal the compelling need for
change – improvement – enhanced teaching...
without getting stuck in the “blame/excuse/OK is
good enough... game”?
√ Local test data trends over the past 2-3 yrs
√ Subgroups rate of progress or lack thereof
√ Common Core State Standards (1 in 3 students
are “college/career” OR ready according to NAEP)
√ Informal data (grades, drop out in HS, D/F lists, credit
counts, culminating projects, etc.)
√ Student perceptions - interviews/surveys
√ Parent perceptions – interviews/surveys, ETC.
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.
Critical Academic Literacy
√ Ability to critique, analyze , defend, explain, think
deeply - not just “on the surface” – handle complex texts
√ ”Argumentative literacy” (Graff, 2003)
- ability to persuade, to debate, to clarify
- explain why, evaluate, make judgments
√ Make a point and support it w/evidence and clear
thinking, beyond opinion/idiosyncratic experience
√ Use appropriate Academic Language - the vocabulary
and conventions of grammar and syntax demanded
by the discipline/situation or context
√ Skillful in speaking & writing - expressive lang. arts
The status quo is working well for about 1 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 Gr. 6-12 teacher?
Explicit Teaching Is:
(just ask Anita Archer: www.explicitinstruction.org
I do it - modeling (including thinking aloud)
We do it - teacher guided
Y’all do it - partner practice/small
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!
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
5
Improving Literacy CCSS 6-12
Gradual Release Model: Scaffolding
- David Pearson, 2007
100%
Goal: Make Thinking Visible
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
EVERY student explains their
thinking (the what/why/how) &
receives feedback from peers
and the teacher – every lesson!
the
Student Responsibility
100%
Components of Academic
Language?
AWL Sublist #1: General Academic
 Vocabulary: the specialized words used in academic
settings: content specific (e.g. metaphorical) & high use
academic terms (e.g. analyze, subsequent, comparatively)
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
 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
Close Reading
Annotation Key
“Visible Thinking”
Underline key ideas – essential details
Double THE most important idea/point
- Coxhead
The Power of Teaching
Student to Annotate
During Content Reading
- Zywica & Gomez
2008, 52 (2), JAAL
Why does structured
annotation help
comprehension?
Circle essential vocabulary terms (2 max)
Triangle around words you are unsure of...
?
Ask a question – make a comment,
connection, application, agree/disagree....
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
6
Improving Literacy CCSS 6-12
Active Student
Cognitive Engagement
Road Map: Improving Literacy
Achievement
1)  Compelling Need – sense of urgency, the status quo
is not adequate – focus on the students not the adults
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.
2)  Shared Vision of Instruction/Curriculum Needed
- guided by a “Shared Epistemology” – Evidence Based Practices
- open system, EVERYONE has access to the data/research
3) Thoughtful, Relentless FOCUS on Improving Instruction in
ALL Classrooms – bring the vision to life, walking the talk via
setting up systems for Feedback (video/learning walks/pairs, etc)
4)  Data drives the train – classroom level evidence (e.g. LW/Video
/CFAs/) - on going feedback, reflection, inquiry into improvement
(Gersten et al., 2001; Pressley et al., 1987)
5) Relationships built on mutual trust and respect
Decades of Research Indicates
Most School Improvement Efforts Do
NOT Impact Teacher Performance
WHY?
We Have a Metaphorical “Berlin Wall” in Education
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”
“I’ve been teaching high school math for 6 years and, student
teaching aside, I have NEVER observed a colleague teaching.”
(Michael Fullan, 2000)
- Adam, Central OR Literacy Project Participant, 2011
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
7
Improving Literacy CCSS 6-12
Collaboration at Your Site...
Reflect on last time you experienced this
collaborative process
The missing element re: instructional Improvement…
ACTIONABLE FEEDBACK
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/provide feedback (video, demo, team
observation, peer observation, co-teaching, principle feedback, etc.?)
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?
“Feedback is the breakfast of champions!”
Research On Teacher Feedback/Fidelity
-Witt, 2008
www.rti4success.org
“Actionable Feedback” is at the very
heart of all 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
Or in one phrase...
Actionable Feedback
q  respectful – “I can hear it”...
q  do-able – “I can do this”
q  support/help with “doing it”
q  time to reflect/evaluate – did it work?
q  regular – built into our system, we
all get “smarter” by virtue of how we
work together- giving/receiving feedback
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Improving Literacy CCSS 6-12
We Know What Needs Doing But...
We Have an “Implementation Gap”
Knowing…. vs. Doing
Research … vs. Practice
If Nothing Changes Unless
Teaching & Learning Changes…
n  And
if “It’s all about leadership…”
n  Then,
how do leaders generate
positive, substantive changes in
teaching and learning?
-  Joseph F. Johnson, Jr., Ph.D. Executive Director,
National Center for Urban School Transformation
“ Lessons from High Performing Schools”, http://ncust.org/wp/
Leaders Generate:
n  Clear
purpose – clarity re: “the why?”
n  Unwavering passion: creating a
“culture of feedback” re: our teaching
n  Powerful persistence - relentlessness
n  Focus – collaborative coherence
Elmore’s “Collective Efficacy”
Sample Sources for FREE Instructional Videos
to Develop Our Analysis/Feedback Skills
1)  Anita Archer: http://explicitinstruction.org/
2)  Doug Fisher/Nancy Frey: http://www.youtube.com/user/
FisherandFrey
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)...
* After basics of evidence based practice/explicit instruction are
established forming a “shared lens” for the work
As leaders we need to foster a school culture of:
Collaborative
Coherence
3)  Sonoma County Office of Education: http://www.scoe.org/
reading
4)  Kevin Feldman: [email protected]
5)  Catherine Snow – Word Generation: http://wg.serpmedia.org/
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Focus on a few things deeply (e.g. Engagement, Vocabulary,
Writing), that have rock solid empirical support, cross grade
levels and make common sense to everyone involved.
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Improving Literacy CCSS 6-12
But in the classroom, Max like many
students looks for the ZME...
Z–
ME–
What percentage of students
actively participate in typical
secondary classroom discussions ??
The Effects of Weaknesses in Oral Language
on Reading Growth/Academic Achievement
We must create a radical
transformation of this fact !!
Normative Discourse Structure
(Hirsch, 1996)
High Oral
Language in
Kindergarten
16
15
Reading Age Level
14
13
5.2 years difference
12
11
10
9
Low Oral Language
in Kindergarten
8
7
6
5
5 6 7
8
9
10 11
12 13 14 15
16
Schools have not caused the
gap...
Chronological
Age
sadly, we unintentionally exacerbate it...
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
How does this UNintentionally exacerbate the “gap”?
Implications for our work to improve secondary literacy?
10
Improving Literacy CCSS 6-12
Our Normative Instructional Practices are
perfectly aligned to produce the level of
engagement (20/80) we typically see... 1 in 5...
We are causing the engagement we are producing!
If we want to dramatically change or “flip” this
imbalance and engage everyone in everything...
We must systematically change the discourse
structures – beginning w/communicating to students
this question/task/etc. is for EVERYONE... and then
structure the learning task such that Every student is a
participant and NOT a spectator... We must change
the “game” of schooling!
How well we structure = How engaged they are
A Working Definition:
1) What is engagement?
2) What can educators do
to enhance/improve/foster/
& otherwise cause students to
be more engaged?
Wrestling With the Complexities
of Improving Engagement
ENGAGEMENT, at its core, is the
observable evidence of a learner’s interest and
active involvement in all lesson content and
related tasks, with clearly articulated “evidence
checks” of concrete, productive responses to
instruction. In other words it is.....
“Visible Learning”
Essential Questions:
R in RTI
While key aspects of engagement are no
doubt ineffable, the starting point for any
pragmatic approach to improving engagement
must involve agreement on visible evidence
that engagement is indeed happening...
“Visible Learning”
Engagement is not optional – it’s how we
play the “game” of schooling/learning.
What would be “visible indicators” of engaged
learning in any classroom in your school?
Engagement Comes Down To
the Quantity & Quality of Student:
It IS How Responsive We
Get the Students to Be
q  Saying - Oral Language
I do it - modeling (including thinking aloud)
q  Writing- Written Language
We do it - teacher guided
q  Doing - pointing, touching,
demonstrating, etc.
Y’all do it - partner practice/small
heart & soul
of effective
instruction...
group IF task/topic warrants
You do it - independent practice (w/feedback)
** NEVER more than 2-10 Rule **
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
11
Improving Literacy CCSS 6-12
SLANT Strategy (Ed Ellis, U of Alabama)
S = Sit Up
L = Listen (teacher/peers)
A = Ask/Answer
Students respond primarily
to what we DO, not what
we say…
N = Nod and Note
T = Track the teacher/speaker
Goal: Ensure Every Classroom in Our
School is a Chill-Free Zone !
Structured Engagement “tool kit”:
Ensure ALL Are Responding
1)  Choral Responses – do “it” together
- teacher cues students to respond (e.g. hand signal, voice, eyes)
- physical responses too; fingers under the word, chart,etc.
- “thumbs if ___” (think time), voting, self evaluation signals, etc.
2) Partner & Small Group (IF task warrants) Responses
- teacher assigns - provide a label/role “1’s tell 2’s”
- alternate ranking (high with middle, middle with lower)
- thoughtful questions/prompts/up & down Bloom’s taxonomy
3) Written Responses: Brief non-fiction writing
- focused prompts increase thinking, accountability, focus
- structure academic language (e.g. sentence starters)
- e.g. power sentences, 5 min. papers (summarize, defend)
4) Individual Responses (AFTER rehearsal/practice)
- random/strategic call on individuals (NO hands up)
- use complete sentences, use new vocabulary/AL
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
Precision Partners
Thoughtful precision/structuring of:
q  seating is conducive to pairs/teams of 4
q  teacher assigns partners (hi-med, med hi or low)
q  assign numbers/letters/ - some designation
q  designate who goes first
q  prompt use of particular thinking skills (e.g. infer,
summarize, compare, cause/effect, etc)
q  prompt use of Academic Language (e.g. sentence
stem, vocabulary word box, word wall, etc)
q  prompt partners to interact: e.g. paraphrase
partner’s response, agree/disagree & explain why,
build upon partner’s idea...
12
Improving Literacy CCSS 6-12
Precision Partnering:
Teaching the 4Ls
“Precision Partnering” Structures for Success
Determine/Assign who will be partner #1 and #2
no #3s (second #2 will share after first #2).
Teach the Use the “4 Ls” for working with a partner:
v  Look - Make eye contact.
v  Lean - Lean toward your partner.
v  Listen - Demonstrate active listening/responding/
“accountable talk” (building on partner’s idea,
agree/disagree & why, etc.)
v  Low Voice - Use your private or Library voice.
Developing Meta-cognition
(Checking for understanding is NOT only for teachers!)
Teaching students to monitor their own
understanding & provide feedback to their
teachers...
Explicitly teach/cue students to self evaluate,
for example...
√ thumbs up if you are ready to share w/a partner
√ “fist of 5” rate your understanding of ______ (rubric)
√ hands up if you are ready to take the Quiz on _____
√ routine self evaluation re: key concepts/skills on a chart
ETC ETC
Ex. Accountable talk wall chart
Accountable Talk Prompts
- I wonder why…
- I have a question about…
- I agree with____ because...
- I disagree with_____ because...
- That reminds me of…
- I don’t understand…
- I predict…
- My idea is similar to ___, I also think:
- I liked/disliked…. because...
Learning Walks: Team Based
Collaborative Coaching
q  Agree upon instructional focus; e.g. IES Summary
q  LW teams = Admin/Coaches + Teachers
q  15-20 min – gather data using LW Observation tool
q  Immediate debrief (5 min.) in the hall
q  Affirmations + Questions/Wonderings/Suggestions
“Feedback is the breakfast of champions.”
My Extrapolation of These Meta-analyses for our shared “lens” on instruction:
You Can’t Improve What You
Can’t Define/Measure/Describe
1) Engagement: Everyone Does Everything
2) Language: Structured teaching/use of academic
vocabulary in speaking/writing in context
3) Thinking: Structured teaching/use of HOTS/LOTS
(higher & lower order thinking skills/strategies)
4) Scaffolding/Gradual Release: Support
necessary so ALL are becoming more competent
Giving & receiving
respectful & specific
feedback re: the effects
of our instruction is at
the very heart of school
improvement… we can’t
improve our teaching in
isolation – or by talking…
Doing the work in the
presence of the work…
* Of course, plus each teacher’s essential content area info!
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
13
Improving Literacy CCSS 6-12
Providing Effective Feedback
as An Instructional Colleague
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.
Writing Identified by
the CCSS?
Types/Genres of Writing Required in
College/Career, And for Citizenship??
Engagement “take aways” :
Making Sure it Happens
①  Own it – it’s our responsibility
②  Teach it - the “game” of school – day #1
③  Model the “engagement tool kit”
④  Monitor your messages –”Everyone____”
⑤  Post reminders (like the seat belt beeper)
⑥  Give/Get Feedback – “walk the talk”,
observe colleagues, video your classes,
collect student response data, refine ...
Reflect: Expository Writing Across
Disciplines/Grades at Your 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/Improvement – 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 – model/observe/video etc.
Great Examples of Brief Non-Fiction
Content Specific Writing
Download FREE: http://carnegie.org/publications/search-publications/pub/315/
- Kinsella, Kinsella/Ward-Singer
1)  Power Sentences (Vocabulary & Thinking
Structured = Power)
1)  5 min paper (Topic 1-2 detail sentences)
2)  10 min paper (Topic 2-3 detail sentences)
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
By Steve Graham & Michael Hebert
Vanderbilt University
14
Improving Literacy CCSS 6-12
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
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 EVERY Lesson !”
III. INCREASE HOW MUCH STUDENTS WRITE. Students’ reading comprehension is
improved by having them increase how often they produce their own texts.
Among the most essential domains to focus…
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
Academic Language as a
Second Language
Academic Language is the
“lingua franca” of Successful Students
Our Goal: ALL students will learn to speak/write like a
Every student in Oregon
is AESL ....
Academic English as a
Second Language.
* modeling, practice, feedback,
meaningful applications in
speaking and writing... Daily!!
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
q  Scientist
q  Historian
q  Mathematician
q  Writer
q  Artist
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Improving Literacy CCSS 6-12
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___
TEAM: Creating the Collaborative Culture of
a TRUE Professional Learning Community
Effective leaders with a moral purpose don’t do it
alone. And they don’t do it by hiring and supporting
“individuals”. Instead, they develop and employ
the collaborative... The collaborative, sometimes
known as professional learning communities, gets
these amazing results because not only are leaders
being influential, but peers are supporting and
pressuring each other to do better.
√ Talk UP – use College Language w/synonyms
e.g. The beginning or genesis of the labor
movement was _______.
- Michael Fullan
?
An example from
Madras OR Collaborative
Coherence !
Establishing ENGAGEMENT
as an “Instructional Norm”
or “Non-negotiable”...
norm, n. Latin norma date: 1674
1.  a widespread or usual practice
2.  a pattern or trait taken to be typical
Stunning Growth at Madras High School
- Central OR ALP
Everyone Grew, Especially
Those MOST In Need
75%
Growth
93%
Growth
Dr. Kevin Feldman [email protected]
www.scoe.org/reading
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Improving Literacy CCSS 6-12
What caused this HS to improve?
Road Map: Improving Achievement
1)  Compelling Need
“While there were no doubt many factors
that account for the significant improvement
in student achievement at Madras HS, we
are convinced it was our laser like focus on
increasing student engagement, brought to life by
instituting learning walks across our entire
faculty, that allowed us to truly become a
‘learning community’ – specific feedback linking
our teaching to student learning was the key.”
- Melinda Boyle, Jefferson Co
Schools, Madras OR
2)  Shared Vision of Instruction/Curriculum Needed
3) Thoughtful, Relentless FOCUS on Improving Instruction in
ALL Classrooms – bring the vision to life, walking the talk via
setting up systems for Feedback (video/learning walks/pairs, etc)
4)  Data drives the train – classroom level evidence
5) Relationships built on mutual trust and respect
Reflect on our day together...
1)  One or two areas from our “map” you will zero into
2)  What specific actions will you take? By what date?
3)  What is the first thing that needs to happen
4)  Who will support you in this venture?
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
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