secondary balanced literacy

January 2006 - Elaine Rose 1

Secondary Balanced Literacy

What does literacy-rich learning look like?

What are we currently doing to support balanced literacy learning?

What is the administrator’s role in reaching the literacy goals?


BALANCE


Profile of the Literate Learner

Thinks Critically

Uses oral communication appropriate to purpose and audience

Locates and accesses information from a variety of sources

The Literate Learner

Writes with purpose and clarity

“Reads” and interprets visual text

forms

Communicateseffectively using visual text forms

Reads for purpose and pleasure


What does it look like?

Students are:

• actively engaged in real reading and writing for different purposes

• talking about reading and writing

• asking questions, taking risks, thinking critically

• engaged in purposeful learning


What does it look like?

Teachers need to scaffold instruction: - model/demonstrate skill proficiency; - teach strategies explicitly; - guide discussion; - provide learner practice; - provide feedback; - observe learner demonstration; - include self, peer, teacher assessment


Balanced Literacy 7-12

Read Aloud/Modeled Reading-demonstrates proficient reading-helps increase reader fluency-exposes learner to a variety of genres

Shared Reading-models reading strategies-teaches reading strategies-demonstrates reading process

Guided Reading-teacher reinforces skills-teacher engages learner in discussion; acts as a guide-learner reads & practices strategiesIndependent Reading-learner chooses text-learner practices-learner demonstrates

Guided Writing-teacher reinforces skills-teacher engages learner in discussion; acts as a guide-learner composes & revises

Shared Writing-models writing strategies-teaches writing strategies-teaches writing process

Balanced Literacy in all Instructional

Areas

Balanced Literacy in all Instructional

Areas

Modeled Writing-demonstrates proficient writing-clarifies writing expectations-exposes learner to a variety of genres

Independent Writing-learner chooses topic-learner practices-learner demonstrates

Modeled Speaking/Presenting/Listening/Viewing-demonstrates proficiency-exposes students to a variety of forms

Shared Speaking/Presenting/Listening/Viewing-model & teach strategies

Guided S/P/L/V-teacher reinforces skills-teacher engages learner in discussion-leaner practices strategies

Independent S/P/L/W-learner chooses topic-learner practices-learner demonstrates

Continuous Assessment

OCDSB January 2006

CS/er


At what stages of the scaffold do you think teachers need most support/training?

- model/demonstrate skill proficiency; - teach strategies explicitly; - guide discussion; - provide learner practice; - provide feedback; - observe learner demonstration; - include self, peer, teacher assessment


What is Curriculum Services: Literacy 7-12 currently doing to promote literacy-rich learning?

• On-going PD opportunities

• Resources for the

School Literacy Library


Literacy 2005-2006

Solutions:Literacy Advisory Committee

District-wide LiteracyCommittee for Schools,Grades 7 to 12Support for

Secondary SSTs

Resources Provided toSchools Include:• The Reading Toolkit• OSSLC Resources• Think Literacy • Me Read? No Way!

Workshops for Teachers to Help Boys with Literacy Needs

Workshops for Grades7 & 8 Teachers on CASI Reading Assessment

Workshops for Teachers to SupportThe Struggling Writer

Workshops for Teachers to SupportThe Struggling Reader

Literacy … engaging in life!

Student Success Initiative

Literacy(Grades 7 to 12)

Student Success Initiative

Literacy(Grades 7 to 12)

Professional Book Clubsto Enhance Learning and Literacy Instructional Practices

Workshops to Introduce the OSSLT to Teachers Of Grades 7, 8 and 9,10

Workshops for Teachers of the OSSLC

Conference on Effective Literacy Practices featuring Janet Allen, Kingston, March 30 & 31, 2006

OCDSB Boys’ Literacy Gr.7-12Conference featuring

Jeffrey Wilhelm & William Bell April 28, 2006

Content Area Literacy Workshops


What is Curriculum Services: Literacy 7-12 currently doing to promote literacy-rich learning?

• From February to June 2006, consultant visits each 7/8 and secondary school to discuss the school’s literacy plan


The Administrator’s Role

• facilitate data collection and analysis for decision-making

• create a collaborative work culture that focuses on the quality of teaching

• forge supportive partnerships with the school community

• provide a balance of pressure and support


Role of Teachers:

• be life long, collaborative learners

• be involved in professional development

• take advantage of supports and resources

• be involved with their students

• model literacy


Assessment

Administrators need to:

• ensure fair and equitable practices• keep students at the centre of literacy

assessment• promote a balanced approach including formal

and informal data collection• involve all partners in the process


Assessment

Teachers need to:• act on assessment data• make assessment part of planning and

instruction• give immediate, explicit feedback• coach students in every aspect of assessment• assist students in taking ownership of their own

assessment• clearly communicate with all stakeholders


Assessment

Students need to:

• be active participants in the assessment process

• set personal goals

• learn to self and peer assess


Supporting the Buy In: Resources

• address the needs and interests of all students

• support the curriculum• reflect the diversity of Canada• extend beyond the classroom • reflect cross-curricular connections• are not text alone, but include people

resources as well…


Supporting the Buy In: Resources

Professional Literacy Libraries

• A collection of resources provided by the Student Success Initiative: Literacy to each secondary and 7/8 school

• An updated list of these resources is provided in your binder


Think Literacy Success: Gr. 7-12

• Generic document

• Subject-specific documents

• Website: go to curriculum.org

- see Think Literacy resources including…

video on demand for use in staff meetings or other PD opportunities


Where do we go from here?

• Think Literacy: Expert Panel Report provides a solid literacy planning guideline

• Meet with leaders on staff to discuss the initiative, implementation rubric, and assess where your school is in this scheme (use site expertise)

• In-school consultations with CS

• Set target dates for implementation


Building School Capacity

• teacher/leader/mentorship– change agents in our schools

• sustained professional development – Literacy, Instructional Intelligence, A&E

• variety of professional learning approaches– district/system PD, book studies, action research, new resource

documents


Dr. Alan King, Double Cohort StudyOct. 2002

Pathways: The Reality

OSSD to Work

24%

Leave Before OSSD

25%

OSSD toUniversity 28% OSSD to

College23%

Grade 9Enrolment

=100%


Lessons from research…

Integrating writing instruction in the content areas should be considered “neither an add-on to the curriculum, nor as it a substitute for content. It provides teachers and students alike with effective tools for learning the content of any subject” (Stephens & Brown, 2000).



“The goal of instruction should be to help students learn content while developing the literacy and thinking skills necessary to become independent, lifelong learners”

(Stephens & Brown, 2000).



• At the middle and high school levels “frequently it is assumed that students can write analytical responses to reading informational texts. The differences between writing stories and using expository modes…too often remains untaught” (Stephens & Brown, 2000)


Literacy instruction must be based on current knowledge about how students learn

• Effective teaching employs a variety of learning strategies

• The search for meaning occurs through “patterning” – Making Connections

• Emotions are critical to patterning; learning is highly influenced by emotions

• The brain processes parts and wholes simultaneously


Literacy instruction must be based on current knowledge about how students learn

• Learning is enhanced by challenge and inhibited by threat

• Learning is influenced by environment, culture, and climate

• Students need time to process “how” and “what” they have learned

• Experiential learning is most effective for enhancing understanding


Workshop feedback from teachers…

• “Great opportunity to talk with colleagues and have cross-panel discussion.”

• “Thanks for all the great resources.”

• “The workshop made me realize that I [as a teacher who speaks English as a second language] could improve kids’ reading and comprehension a lot more than I gave myself credit for even in math class.”


More feedback…

• “Connections were provided to all subject areas. I found useful strategies to put into action right away.”

• “I have wanted to teach literacy in my science and art classes but have not known how. Now I do.”

• “I appreciate the time in between [sessions] to absorb and practice ideas and come back to discuss.”

January 2006 - Elaine Rose 30Literate Graduate


Teachers and administrators are the keys to implementing

Balanced Literacy

secondary balanced literacy

Documents

learner demonstration

reading strategies

writing strategies

elaine rosebalanced

processguided readingteacher

proficient reading

literacy needsworkshops

literacy goals