alabama reading initiative - alsde teaching/strategic teaching module.pdf · alabama reading...

Alabama Reading Initiative

Strategic Teaching: Literacy Across All Contents

Module for Professional Learning

Alabama State Department of Education, Mr. Michael Sentance, State Superintendent of Education

Revised 12/5/16

The Alabama State Board of Education and the Alabama State Department of Education do not discriminate on the basis of race, color, disability, sex, religion, national origin, or age in its programs, activities, or employment and provides equal access to the Boy Scouts and other designated youth groups. The following person is responsible for handling inquiries regarding the non-discrimination policies: Title IX Coordinator, Alabama State Department of Education, PO Box 302101, Montgomery, AL 36130-2101, telephone (334) 242-8165.

Module Outcomes 1. I can describe the components of Strategic Teaching.

2. I can explain why Strategic Teaching is important for all students.

3. I can purposefully plan and deliver Strategic Instruction.

Table of Contents

Section 1: What is Strategic Teaching?

Section 2: Why do students need Strategic Teaching?

Section 3: How do teachers teach strategically?

Section 4: When do teachers teach strategically?

2 Alabama Reading Initiative

Strategic Teaching: Literacy Across ALL Contents

Section 1: What is Strategic Teaching?

Strategic Teaching is the process of purposefully planning instruction to include, connected strategies, student engagement, gradual release of responsibility and formative assessment in order to maximize student understanding and retention of content material. Strategic teaching aligns with the vision of Plan 2020 to adequately prepare Alabama’s graduates for college and careers. Plan 2020 is the Alabama State Department of Education (SDE) vision for Alabama’s students, K-12. The Prepared Graduate is defined in Plan 2020. It includes the knowledge and skills students must acquire throughout their K-12 experience and stresses the importance of the ability to apply learning. Both knowledge and skills and the ability to apply learning are critically important. Plan 2020 can be found on the ALSDE website (www.alsde.edu).

The task of Strategic Teaching begins in the Purposeful Planning Phase. Teachers whose students are making the most dramatic academic progress think of purposeful planning—for any type of plan, large or small—as comprising three sequential principles. First, they develop a clear vision of success (outcomes) from which they can plan backward. Second, they ask themselves, “How will I know that my students have reached that vision?” and translate their image of success into some form of assessment. And third, after developing a vision and assessment, the strongest teachers design a plan by imagining themselves on that path to success, testing in their mind different strategies and anticipating different challenges to success.

http://www.alsde.edu/



Section 2: Why do students need Strategic Teaching?

Strategic Teaching takes into account all the variables that affect learning. Strategic teachers understand the process of learning (the Conceptual Framework), the developing adolescent brain, the necessity of actively engaging students and intervening immediately when learning breaks down.

1. Strategic teaching supports the Conceptual Framework: The Foundation for Learning

The Conceptual Framework is the foundation for learning. It is a graphic that illustrates the processes that are required for learners at every age to make meaning from spoken or from written language. The intent of the framework is to help teachers better understand how to design instruction that supports each of these processes and how to identify the interferences that can cause meaning to break down.

Skillful reading at any age requires the employment of three systems—the system of meaning, system of language, and system of print. Recent advances in medical technology allow the study of how the brain functions during reading. The research (Wren 2000) confirms the interrelationship of these three systems in the support of comprehension.

The System of Meaning:

The system of meaning is conceptual knowledge. It comes first in development. It drives all language activity. The system of meaning begins to develop within minutes of birth.

The system of meaning is sometimes referred to as background knowledge, prior knowledge, or schema.

It is the sum total of one’s unique cultural/background knowledge and experiences.

The system of meaning includes knowledge, experiences, emotions, understanding, and opinions.



Everything in a person’s system of meaning is constructed. We are constantly expanding and refining our meaning based on our life

experiences. This is a lifelong endeavor! The System of Language:

As our system of meaning grows, there is a human need to express that meaning.

There are thousands of spoken languages. Each spoken language has an arbitrary system of sounds, words, and syntax.

Like meaning, our language is constantly growing. Expanding and refining our language is a lifelong endeavor.

The system of language consists of signs, symbols, and gestures used for expression.

English Learners (EL) come to us with background experiences and concepts, but they do not have “our” words for those experiences or concepts. To help these students make connections to their system of meaning, we have to use the appropriate words and lots of concrete examples.

People of the world learn to link their system of meaning with the spoken language(s) of their environment. The System of Language is used to express something and is then changed to meaning.

When we take the system of meaning and change it to language, it is called speaking.

When the system of language is changed to meaning, it is called comprehending; therefore, comprehension does not belong only to reading. It belongs to the language.



The System of Print:

The system of print is different from the systems of meaning and language in that it is a finite system.

Written languages are arbitrary systems using arbitrary symbols and arbitrary directionality (right to left or left to right).

Generally, linguists agree that there are 26 letters, 44 sounds and about 70 ways to write those sounds in the English language.

The reader develops the ability to change spoken language into print (writing) and to change printed symbols into spoken language (reading). The system of print allows us to exchange meaning with people to whom we are not speaking directly.

Teachers need to know and understand the Conceptual Framework: The Foundation for Learning in order to understand how learning develops and that all learners follow the same path for learning, though at different rates. If teachers understand how students learn, they can identify when and why learning begins to break down. No matter what content we are teaching, we must be aware of the interferences to comprehension. Note: Teachers should understand and consider all interferences to learning instead of assuming that the problem is a student’s lack of attention, lack of motivation, or negative disposition.

Teachers need to emphasize expanding students’ system of meaning and system of language in all classrooms every day.

Teachers need to expect students use Standard English language in classrooms daily.

Teachers need to provide a variety of experiences and opportunities to read, write, talk, and listen throughout the day.

Teachers have to model the systems of language and print by using Standard English in speaking and writing.

Teachers will assess students to identify interferences. Teachers need to understand how the Conceptual Framework: The Foundation

for Learning is reflected in the College- and Career-Ready Standards (CCRS).



Factors that Influence Reading Comprehension

The reader’s system of meaning overlaps sufficiently with the author’s system of meaning. The reader’s system of language overlaps sufficiently with the author’s system of language. The reader reads words accurately. The reader automatically recognizes words. The reader reads fluently. The reader engages with the printed material. *See Characteristics of Skillful Readers for additional factors that influence comprehension.

Summary of Interferences to Reading Comprehension

1. The reader’s system of

meaning does not overlap

sufficiently with the author’s system of meaning.

2. The reader’s system of language (i.e., vocabulary,

syntax, idioms) does not overlap sufficiently with the

author’s expression.

3. The reader lacks the power to say what each word

requires. (Accuracy)

4. The reader is cumbersome

in word recognition and does not identify words

instantly. (Automaticity)

5. The reader fails to read with ease, appropriate speed and

phrasing, and, therefore, is unable to devote sufficient

attention to building

meaning. (Fluency)

6. The reader does not attend to the degree needed to build meaning.

(Attention/Motivation/Disposition)

Speaking Writing

Comprehending Reading

7

The Goal of Reading Instruction: Skillful Readers

Skillful readers demonstrate . . .

Accuracy

saying the words correctly Automaticity

recognizing words instantaneously Fluency

reading connected text with ease and minimal effort

reading with accuracy and automaticity, as well as appropriate speed, phrasing, and expression

Active Building of Meaning

making ongoing efforts to construct meaning from the text

drawing on all resources (e.g., knowledge, experiences, language) to understand what they are reading

knowing at all stages of the reading whether or not the text is “making sense”

addressing problems as they emerge (includes problems at the word and text level)

choosing to be actively involved before, during, and after reading

Characteristics of Skillful Readers

• Predict • Question (generate and answer) • Monitor Comprehension and Use Fix-Up Strategies • Make Connections • Infer • Draw Conclusions • Summarize • Visualize • Analyze • Synthesize • Recognize Text Structure

• Use Graphic Organizers for Thought Process



2. Strategic Teaching supports adolescent brain research.

The adolescent brain can generally retain from five to seven bits of information at one time. (Gasser & Palfrey, 2009).

During adolescence, changes in the brain’s biological timing system trigger a shift in sleep patterns. Adolescent brains are not ready to wake up until 8:00 or 9:00 in the morning (Carskadon & Wolfson 1998).

The brain uses inhibitions to get rid of distracters when it wants to pay attention. It also screens out interferences that lead to better memory storage (Wilson, & Horch 2002).

Chunking is one of many instructional strategies supported by recent research about the human brain (Wormeli, 2002).

The pure lecture format has been proven as an ineffective form of delivery (Sprenger, 2005).

Research points out that it is important to interact with new material within 24 hours of learning it; since our brains throw out information otherwise (Wormeli 2002 & Wolfe 2005).

During adolescence, students are extremely social and have a developed limbic system in the brain. (Armstrong, 2006)

The Brain on Writing

“Contemporary findings of brain research and language function can be analyzed and related to the teaching of creative and critical thinking and active learning through writing. A great deal of work has been carried out concerning the integration of the cerebral hemispheres for heuristic procedures in writing invention. In the integrated brain, the functions of one hemisphere are immediately available to the other, thus allowing a greater balance between the two brains during mental operations. Today, the notion of teaching to the whole brain is gaining more credence, being particularly significant to language arts educators since language production is a whole-brain activity.

The degree of the brain's response depends on an active atmosphere in the classroom. Finally, a number of heuristics based on current research have been developed for writing teachers. The increasing knowledge of how the brain works suggests techniques useful to language arts teachers for the discovery of meaningful ideas and insights, and the effect of these writing strategies in a process-centered approach to composing and communicating strongly suggests that students are actively employing the operations of the whole brain to produce insightful and meaningful pieces of writing.”

Davis, Wesley K Educational Implications of Brain Research Applied to Teaching Language Arts for Creative and Critical Thinking in Writing, 1992



3. Strategic Teaching fosters student engagement.

“Student engagement has primarily and historically focused upon increasing achievement, positive behaviors, and a sense of belonging in students so they might remain in school. Because the focus was high school completion, research on student engagement targeted students in middle school and high school, where disengagement typically becomes a concern (Willms, Friesen, & Milton, 2009), and student engagement was seen as a way to re-engage or reclaim a minority of predominantly socio-economically disadvantaged students at risk of dropping out of high school. Over time, student engagement strategies were further developed and more broadly implemented as a way to manage classroom behaviors. More recently, student engagement has been built around the hopeful goal of enhancing all students’ abilities to learn how to learn or to become lifelong learners in a knowledge-based society (Gilbert, 2007, p. 1). Student engagement has become both a strategic process for learning and an accountability outcome unto itself.” Taylor, L. & Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/ To improve student learning and achievement, teachers use knowledge of effective oral and written communications, reading, mathematics, and technology to facilitate and support direct instruction, active inquiry, collaboration, and positive interaction.

Quality Teaching Standard #3 - Literacy

4. Strategic Teaching provides opportunities and support for intervention.

Intervention is provided to students who may need to receive additional instruction that is

designed to meet their specific needs while at the same time accelerating their growth

toward grade level expectations. Intervention is the practice of providing high quality

instruction matched to student needs which is determined by daily, in-the-moment

formative assessments. Reading intervention is differentiated instructional strategies proven

successful through scientific research in producing high success rates for most students.

(Response to Instruction: Alabama’s Core Support for All Students) Intervention is

diagnostic and focused instruction on specific academic standards.

The goal of intervention is to respond quickly to students who may be at risk of not meeting

standards and get them back on track.

Tier 1 and Tier 2 intervention instruction efforts usually focus on one or more key areas of literacy development and are typically provided for a short duration.

Tier 1 and Tier 2 intervention efforts must occur in all instructional settings (e.g., during English, science, math, history).

Tier 3 intervention instruction may include an additional scheduled period of time during the school day for extended periods of time.



Keith Stanovich, a psychologist who has done extensive research on reading and language

disabilities, coined the term “Matthew Effects”. The “Matthew Effects” refers to the idea that

in reading, the rich get richer and the poor get poorer. When children fail at early reading

and writing, they read less than their classmates who are stronger readers. And when

children do not receive adequate intervention, they read less – and learn less from reading

than skillful readers. As a consequence they do not gain vocabulary, background

knowledge, and information about how reading material is structured. In short, the word

rich get richer, while the word-poor get poorer. Early success in acquiring reading skills

usually leads to later success in reading as the learner grows, while failing to learn to read

before the 3rd or 4th year of school may be indicative of lifelong learning problems with

learning new skills. We will never teach all our students to read if we do not teach our

students who have the greatest difficulties to read. Getting to 100% literacy requires going

through the bottom 20%. (Reading First Technical Manual: A Quality Brief) The Alabama

Commission on Higher Education shows that 33% of college-bound high school graduates in

Alabama must take remedial classes when they enroll in in-state colleges and universities.

(October 2013)

Teachers provide explicit and systematic instruction in intervention using the Gradual

Release of Responsibility.

o Explicit instruction is teacher—directed, clearly stated, distinctly illustrated (not merely implied or ambiguous), and capable of clarifying key points; teachers tell students what they are expected to learn model what is expected using clear examples that make sense to students provide guidance as students practice: acknowledge successful application,

provide corrective feedback, offer additional examples/explanations, prompt problem solving and deeper levels of understanding

promote independent application: gradually withdraw support, monitor use in various contexts, provide students with tools that serve as reminders (e.g., charts, word walls, list of word-solving strategies, list of comprehension strategies)

o Systematic instruction is orderly, planned, and gradually builds from basic elements to more subtle and complex structures.

Research confirms that small group is the most powerful organization for reading

intervention.

Struggling readers need more time in small group instruction than their peers.

Struggling readers need more opportunities to participate in smaller groups (3-5 students) than their peers.

Teachers group and regroup students flexibly based on frequent progress monitoring.

Teachers should make decisions about grouping based on the instructional purposes and the needs of the learners.



Highly skilled instruction for struggling readers is extremely focused, concentrated,

energetic, and emotional; teachers are persistent and relentless in adjusting instruction

to assure student success.

Teachers provide differentiated instruction based on assessment results and adapt instruction to meet students’ needs.

Effective teachers recognize that one size doesn’t fit all and are ready to adapt instruction—both content and method.

Teachers provide explicit and systematic instruction with lots of practice – with and without teacher support and feedback, including cumulative practice over time (students should not infer what they are supposed to learn).

Teachers provide opportunities to apply skills and strategies in reading and writing meaningful text with teacher support. Students need to be taught what to do when they get to the “hard work”.

Teachers monitor student progress regularly and reteach as necessary. (RTI Network Website – Carolyn A. Denton, Children’s Learning Institute, University of Texas Health Science Center, Houston) What do we do when students are not yet ready for independent practice?

Teachers must intervene early and often to provide students more opportunities to practice needed skills and/or strategies so that students will be skillful readers of grade level materials.

Teachers must provide instruction that goes beyond the ordinary. Teachers must target the knowledge and skills that have the highest impact on

learning. Teachers must collaborate with all professionals who are responsible for the

student’s education to coordinate high quality materials and literacy experiences. What about students who need even more? (e.g. students who may be several grade levels behind in reading, students with characteristics of dyslexia)

Research indicates that dyslexia may impact between 5% to 20% of the general population.

According to the Alabama Administrative Code (20), dyslexia is defined as a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

According to Judith Birsh, the simultaneous deployment of visual, auditory, kinesthetic, and tactile sensory modalites (VAKT) used in multisensory instruction has traditionally been a staple of remedial and preventative intervention for students with learning disabilities and/or dyslexia.

For more useful information and valuable resources on supporting students with characteristics of dyslexia and other students who are struggling in reading, go to the link below.

http://www.alsde.edu/sec/ari/Dyslexia/Dyslexia%20Resource%20Guide.pdf

http://www.alsde.edu/sec/ari/Dyslexia/Dyslexia%20Resource%20Guide.pdf



5. Strategic Teaching supports the College and Career Ready Standards-The Literacy Standards for History/Social Studies, Science, and Technical Subjects

Strategic Teaching is a research-based process by which the literacy standards can be most effectively implemented across all contents.

“The Literacy Standards define what students should understand and be able to do by the end of each grade span. Appendix D makes clear that literacy is not a goal to be addressed in the English language arts class alone. Standards for teaching reading and writing skills in the other content areas—especially in history/social studies, science, and technical subjects—clearly illustrate the role other content areas must play in literacy acquisition and development.” Overview of the CCRS

Section 3: How do teachers teach strategically? As teachers we become strategic by

developing and refining our content knowledge based on standards assessing our own teaching, as well as our students’ learning.

differentiating our instruction. ENGAGING OUR STUDENTS!

1. Strategic teachers purposefully plan lessons including the following

components:

Daily student-friendly outcomes with daily assessments Recommendations for the long-term improvement of adolescent literacy must highlight the potential impact of more powerful teaching of essential content standards (Center on Instruction, 2007). Daily formative assessments should be designed based on the daily outcome. When the focus is on the outcome that needs to be met, the teacher can look at the relevant sources of evidence in a smarter way to make a decision about what to do if students do not meet the outcome or even if they do (William, 2011).

Instructional practices in every lesson – chunking and discussion The ability for students to comprehend challenging text is an important skill for their overall success. Chunking Text is a practice that allows students to breakdown difficult passages into more comprehensible pieces or smaller parts. By doing this, students are able to identify key ideas and words, increase their ability to paraphrase, organize their thinking, and synthesize information (Miller, 1956)



Participation in discussion is a direct way to increase students’ ability to think about and learn from text (Beck & McKeown, 2006). In addition to its impact on comprehension, increasing the amount of high-quality discussion is frequently cited as a way to increase engagement. (Guthrie & Humernick, 2004).

Three parts to a strategic lesson: before, during, after Because comprehension begins before a student has text in his or her hands and does not end until well after (Pressley, M. & Wharton-McDonald, R., 1997), setting up the daily lesson with well thought-out strategies allows opportunities for critical thought before, during, and after engaging in text.

Gradual release of responsibility as needed Direct explanation, modeling, guided practice, and independent application (I Do, We Do, You Do Together, You Do) maximize understanding and retention of content material.

Active Literacy: reading, writing, talking, listening, and investigating Active literacy is the means to deeper understanding and diverse, flexible thinking. Reading, writing, talking, listening, and investigating are the cornerstones. (Harvey, S, & Goudvis, A, (2005)

2. Strategic teachers use assessment to guide instruction.

Assessment is the process of collecting data for the purpose of improving learning. It may be formal or informal and may be collected through a variety of methods. A comprehensive assessment system provides a framework that defines which assessment should be administered, when they should be administered, to whom they should be administered, and how results will be used. Assessment is an integral part of instruction, as it determines whether or not goals are being met.

Assessments can be formative or summative. o Formative assessments guide current and ongoing instruction. The results of

formative assessments such as screening, progress monitoring and diagnostic measures are used to adjust instruction to meet individual and group needs on a continuous basis. Formative assessments are used frequently throughout the year to determine which students are experiencing difficulties, which students are making progress toward desired outcomes and which students should receive additional assessing to determine their instructional needs.

Providing feedback on specific errors helps students understand that their low performance can be improved and is not a result of lack of ability (Vispoel & Austin, 1995). Studies emphasize that formative assessment is most effective when teachers use it to provide specific and timely feedback on errors and suggestions for improvement (Wininger, 2005), when students understand the



learning objectives and assessment criteria, and when students have the opportunity to reflect on their work (Ross, 2006; Ruiz-Primo & Furtack, 2006). “Useful feedback, says author Thomas Guskey (2005), is “both diagnostic and prescriptive. It reinforces precisely what students were expected to learn, identifies what was learned well, and describes what needs to be learned better”. Whether verbal or written, instructional feedback should go beyond indicating the degree of right and wrong to include advice on how the learner can improve next time” (“Using Classroom Assessment to Improve Teaching,”).

Asking students to demonstrate their understanding of the subject matter is critical to their learning process; it is essential to evaluate whether the education goals and standards of the lesson are being met. Assessment provides feedback to students, educators, parents, policymakers and the public about the effectiveness of educational services. Research suggests that formative assessment produces greater increases in students’ achievement that class-size reduction or in teachers’ content knowledge (Williams and Thompson, 2007). Formative assessment provides teachers with the evidence of student learning needed to make lesson plan adjustments and keep student learning on target and moving forward.

o Summative assessments are used to measure students’ overall learning of the curriculum and content standards. Summative assessments are typically administered at the end of a course or larger unit of instruction. Summative assessments typically provide information to assist in the evaluation of group instruction and overall program effectiveness.

Assessment should mirror good instruction, happen continuously as part of instruction, and provide information about levels of understanding by students. Assessment is ongoing. It is a fluid process influenced by students and teacher feedback. It is driven by the learning event.

A comprehensive assessment system includes assessments to accomplish four purposes: 1. Screening – determines the level of mastery of state-adopted grade level literacy

standards. 2. Progress monitoring – determines if students are making adequate progress or need

more intervention to master grade-level standards. 3. Diagnostic – provides in-depth information about a student’s strengths and

instruction needs. 4. Outcome – provides a bottom line evaluation of how proficient students are with

literacy expectations.

Section 4: When do teachers teach strategically?

Literacy in all contents occurs when teachers teach strategically in every class, every day. Research from the National Reading Panel (2000) led to a recommendation of “formal, explicit teaching of comprehension strategies.” Because comprehension



begins before a student has text in his or her hands and does not end until well after (Pressley, M. & Wharton-McDonald, R., 1997), setting up the daily lesson with well thought-out strategies allows opportunities for critical thought before, during, and after engaging in text.

It is essential that every time students leave our classrooms, we reflect on both teaching and learning. After every lesson, strategic teachers ask a number of questions:

1. What were students able to do? 2. Which students need additional instruction? 3. How will the next lesson be adjusted to meet their needs? If we don't answer these questions daily, our attempts to appropriately plan, break down standards, create a positive learning environment, and make the curriculum relevant are useless.

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