Secondary Secondary LiteracyLiteracy

Juley Harper, ELA Education Juley Harper, ELA Education Associate, DOEAssociate, DOE

Denise Weiner, ELA Teacher in Denise Weiner, ELA Teacher in Residence, DOEResidence, DOE

Who are you??Who are you?? I am a Special Education Teacher or CoordinatorI am a Special Education Teacher or Coordinator I am a Content Area TeacherI am a Content Area Teacher I am a Secondary ELA TeacherI am a Secondary ELA Teacher I am a Reading Teacher/SpecialistI am a Reading Teacher/Specialist I am an AdministratorI am an Administrator I am a School PsychologistI am a School Psychologist I have a good understanding of RTII have a good understanding of RTI RTI is completely new to meRTI is completely new to me The RTI process makes me apprehensiveThe RTI process makes me apprehensive Our district has elementary RTI in place for ReadingOur district has elementary RTI in place for Reading Our district has a Universal Screening Tool in place at Our district has a Universal Screening Tool in place at

the Secondary Reading Level (GATES, DAR, SRI)the Secondary Reading Level (GATES, DAR, SRI) My district uses NWEA/MAP AssessmentMy district uses NWEA/MAP Assessment My district has block schedulingMy district has block scheduling I have had PD in Learning Focused StrategiesI have had PD in Learning Focused Strategies I have had PD in CRISS strategiesI have had PD in CRISS strategies

Think about this…Think about this…

““Ensuring adequate ongoing literacy Ensuring adequate ongoing literacy development for all students in the middle development for all students in the middle and high school years is a more and high school years is a more challenging task than ensuring excellent challenging task than ensuring excellent reading education in the primary grades for reading education in the primary grades for two reasons: two reasons:

1.1. Secondary school literacy skills are more Secondary school literacy skills are more complex, more embedded in subject matter complex, more embedded in subject matter and multi-faceted.and multi-faceted.

2.2. Adolescents are not universally motivated Adolescents are not universally motivated to read better or as interested in school-to read better or as interested in school-based reading as younger children.”based reading as younger children.”

Are you a Tigger or an Eeyore?Are you a Tigger or an Eeyore?

Randy Pausch, The Last Lecturehttp://download.srv.cs.cmu.edu/~pausch/

High School Literacy Differs High School Literacy Differs from Elementary School Literacyfrom Elementary School Literacy

ELEMENTARYELEMENTARY Focus on basic skills Focus on basic skills

(learning to read)(learning to read) Elementary: 90 Elementary: 90

minute block every minute block every dayday

One to Two teachersOne to Two teachers Typically enjoy Typically enjoy

readingreading Write creativelyWrite creatively

SECONDARYSECONDARY Secondary: Focus on Secondary: Focus on

content (reading to content (reading to learn)learn)

45 class daily, 90 min. 45 class daily, 90 min. every other dayevery other day

Five to Seven teachersFive to Seven teachers Typically DO NOT enjoy Typically DO NOT enjoy

readingreading Write essays and Write essays and

researchresearch

Struggling Readers in middle Struggling Readers in middle and high school…and high school…

Are usually less fluent readersAre usually less fluent readers Have much smaller sight word Have much smaller sight word

vocabulariesvocabularies Are less familiar with word meaningsAre less familiar with word meanings Have less conceptual and content Have less conceptual and content

knowledgeknowledge Have less practice with text structures Have less practice with text structures

and genresand genres Have fewer and less-developed Have fewer and less-developed

comprehension strategiescomprehension strategies

Read The Passage BelowRead The Passage Below::

The Batsmen were merciless against the The Batsmen were merciless against the

Bowlers. The Bowlers placed their menBowlers. The Bowlers placed their men

in slips and covers. But to no avail. The in slips and covers. But to no avail. The

Batsmen hit one four after another along Batsmen hit one four after another along

with an occasional six. Not once did with an occasional six. Not once did

their balls hit their stumps or get caught.their balls hit their stumps or get caught.

Answer these questions…Answer these questions…

Who were merciless against the Bowlers?Who were merciless against the Bowlers? Where did the Bowlers place their men?Where did the Bowlers place their men? Was the strategy successful?Was the strategy successful? Who hit an occasional six?Who hit an occasional six? How many times did the Batsmen’s balls hit How many times did the Batsmen’s balls hit

a stump?a stump?

Subjects Matter- Every Teacher’s Guide to Content-Subjects Matter- Every Teacher’s Guide to Content-Area Reading-Area Reading-Harvey Daniels and Steven ZemelmanHarvey Daniels and Steven Zemelman

Interventions You May Already Interventions You May Already Be ImplementingBe Implementing

Strategic tutoringStrategic tutoring Peer tutoringPeer tutoring Extended day opportunitiesExtended day opportunities Pre TeachingPre Teaching Re TeachingRe Teaching Reading LogsReading Logs SSR/DEARSSR/DEAR KWLKWL CRISS StrategiesCRISS Strategies Remediation/Enrichment ClassesRemediation/Enrichment Classes

Collaboration TimeCollaboration Time Interdisciplinary TeamsInterdisciplinary Teams PLCsPLCs Content Area TeamsContent Area Teams Creative Scheduling Creative Scheduling

M,F-Content MeetingsM,F-Content Meetings T,TH-Team MeetingsT,TH-Team Meetings W-6,2,2 CallsW-6,2,2 Calls

Hurdles/ProblemsHurdles/Problems Need more research at the HS levelNeed more research at the HS level Financial ConcernsFinancial Concerns Time for InterventionsTime for Interventions Staff to provide InterventionsStaff to provide Interventions Literacy in the Content AreasLiteracy in the Content Areas-I don’t teach -I don’t teach

reading????reading???? Time to plan and collaborateTime to plan and collaborate What do we do about grading? Credits? GPA?What do we do about grading? Credits? GPA? Viewing Purchased instructional programs as Viewing Purchased instructional programs as

Silver BulletsSilver Bullets rather than aids to help well- rather than aids to help well-trained teachers make informed decisionstrained teachers make informed decisions

Moving too quickly-taking on too many grade Moving too quickly-taking on too many grade levels, tiers, or buildings in the first yearlevels, tiers, or buildings in the first year

Lack of Parental involvementLack of Parental involvement PUBERTY! PUBERTY!

Instructional SchedulingInstructional Scheduling

The use of double instructional blocksThe use of double instructional blocks SkinnySkinny Extended day opportunitiesExtended day opportunities Class within a classClass within a class The practice of interventions in lieu of The practice of interventions in lieu of

electiveselectives

Professional DevelopmentProfessional Development

Content Teachers learn selected Content Teachers learn selected strategies (e.g., paraphrasing, self-strategies (e.g., paraphrasing, self-questioning, visual imagery, word questioning, visual imagery, word identification, textbook usage, identification, textbook usage, sentence development)sentence development)

Learning Focused Strategies-PD is freeLearning Focused Strategies-PD is free CRISS trainingCRISS training DE Reading and Writing Project (UD)DE Reading and Writing Project (UD)

Content Literacy Continuum (CLC Content Literacy Continuum (CLC Model)Model)

Used in VA state wideUsed in VA state wide Builds off powerful instructional planning and Builds off powerful instructional planning and

delivery within the core academic areas delivery within the core academic areas Provides a continuum of research-validated, Provides a continuum of research-validated,

increased intensive intervention options through increased intensive intervention options through the use of ongoing assessment and monitoringthe use of ongoing assessment and monitoring

Secondary Literacy Intervention Program GuideSecondary Literacy Intervention Program Guide Targets middle and high school grades (5-12)Targets middle and high school grades (5-12) Based on research from University of Kansas Based on research from University of Kansas

Center for Research and LearningCenter for Research and Learning

www.kucrl.orgwww.kucrl.org

The Florida Center for Reading The Florida Center for Reading ResearchResearch

Walk Through rubrics for administratorsWalk Through rubrics for administrators Webcasts and podcastsWebcasts and podcasts Power pointsPower points Assessment ToolsAssessment Tools Assessment ResearchAssessment Research Strategies/ResourcesStrategies/Resources Research ArticlesResearch Articles

http://www.fcrr.org/http://www.fcrr.org/

Major PointsMajor Points

Intervene earlyIntervene early Match interventions to student Match interventions to student

needneed Base all decisions on evidenceBase all decisions on evidence DO WHAT IS BEST FOR DO WHAT IS BEST FOR

STUDENTS!STUDENTS!

Questions? Gripes? Questions? Gripes? Angst?Angst?