texas literacy initiative overview routines/strategies & summer institute focus: grades 6 - 12...

TEXAS LITERACY INITIATIVE OVERVIEW

ROUTINES/STRATEGIES & SUMMER INSTITUTE

Focus: Grades 6 - 122014 - 2015

Presented by PACE EARLY COLLEGE HIGH SCHOOLTLI Teacher Specialist

Patricia Cisneros Young

Do your students look like this???

2© 2013 Texas Education Agency / The University of Texas System

• Video

https://www.youtube.com/watch?v=uhiCFdWeQfA

Reading With Purpose

Copyright 2012 Texas Education Agency and the University of Texas System

Comprehension Purpose Questions (CPQs)

Thoughtful “questions appear to be effective for improving learning from reading because they:

• give students a purpose for reading;

• focus students’ attention on what they are to learn;• help students to think actively as they read;• encourage students to monitor their comprehension; and•help students to review content and relate what they have

learned to what they already know” (CIERA, 2003).

Going From Good to Great!A good CPQ:• Is answered in the text

either explicitly or implicitly.

• Involves student thinking.

• Will focus on comprehension.

• Relates to student learning.

A great CPQ:• Cannot be completely answered

until students have read the entire text.

• Involves higher order thinking, inferences, text evidence or synthesis of information.

• Will deepen and extend comprehension. Gets at the heart of what you want students to understand.

• Relates to the cognitive strategy(ies) currently being taught. 5

Think-Turn-Talk

Think-time

• Think-Turn-Talk provides think-time (also referred to as wait-time) for all students, but especially for those who need it. Let’s consider think-time. – How long do you predict think-time usually lasts

after a teacher asks a question?


Think-timePositive effects on students:

• “The length and correctness of their responses increase.

• The number of their ‘I don't know’ and no answer responses decreases.

• The number of volunteered, appropriate answers by larger numbers of students greatly increases.

• The scores of students on academic achievement tests tend to increase.”

(Stahl, 1994)

1.5 seconds

3 seconds

Copyright 2012 Texas Education Agency and the University of Texas System 8

Copyright 2012 Texas Education Agency and the University of Texas System

Application

• “…the brain learns best when it ‘does’, rather than when it ‘absorbs’ [Pally, 1997]. Thus, all students must think at a high level to solve knotty problems and to transform the ideas and information they encounter.”

(Tomlinson & Kalbfleisch, 1998, p. 54)

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Vocabulary andOral Language Development

Vocabulary• Words that make up speech (oral) or text (reading and writing) and

their meanings

• Distinctions:

– Receptive vocabulary: Requires a reader to associate a specific meaning with a given label

• Oral vocabulary

• Reading vocabulary

– Expressive vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning

• Oral vocabulary

• Writing vocabulary(Cunningham, 2005; Nagy, 2005; Stahl & Nagy, 2006)

© 2013 Texas Education Agency / The University of Texas System 11

Vocabulary Instruction: What It Is

• Indirect: Engagement in discussions and reading

• Direct: Explicit instruction of words through the following:– Teaching the use of context– Using models, demonstrations, illustrations,

graphic organizers, and classroom discussions

(Cunningham, 2005; Nagy, 2005; Stahl & Nagy, 2006)


Why Should We Teach Vocabulary?

Cumulative Monthly Vocabulary Spoken in the Home

Children in professional homes 1,100 words

Children in working-class homes 700 words

Children in high-poverty homes 500 words

Each month, children in high-poverty homes are exposed to 600 fewer different words than children in professional homes.

By age 4, children in high-poverty homes have heard 32 million fewer words than those in professional homes.

(Hart & Risley, 2003)


Why Should We Teach Vocabulary Explicitly and Systematically?

• Vocabulary knowledge is the key that unlocks the meaning of text: Vocabulary knowledge improves comprehension and fluency.

• Research has shown that direct and explicit vocabulary instruction is an effective way for students to acquire vocabulary knowledge.

(Hiebert & Kamil, 2005; McKeown & Beck, 2004; National Center for Education Statistics, 2012; Stahl & Nagy, 2006)


Effective Vocabulary Instruction: Things to Remember

• Teach vocabulary throughout the day and across content areas.

• Create opportunities for interactive classroom talk.

• Engage students in discussions of words, their meanings, and their uses, usually through read-alouds.

• Make connections to students’ background knowledge.

• Teach word meanings directly.

• Use multiple strategies to involve students in active exploration of words.

(August et al., 2005; Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006)


Effective Vocabulary Instruction: Things to Remember (cont.)

• Ensure that students encounter new words multiple times.• Use dictionaries strategically.• Use semantic maps and graphic organizers.• Use examples and nonexamples.• Explain synonyms and antonyms.• Engage students in activities that require them to

determine relationships among, between, and within words.

(August et al., 2005; Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006)


Cognitive Strategies

Making Inferences & Predictions

Determining Importance & Summarizing

Monitoring & Clarifying

Making Connections

Asking & Answering Questions

Creating Mental Images



Instructional Supports Strategy Focus

Reading With Purpose (K-12) Making Connections (K-12)

Think-Turn-Talk (K-12) Creating Mental Images (K-5)

Cognitive Strategy Routine (K-12)

Making Inferences & Predictions (K-12)(Two Parts Grades 6-12 only)

Determining Importance & Summarizing (K-12) Parts 1 & 2(Four Parts Grades 3-12)

Listening Comprehension (PK-1) Asking & Answering Questions (K-12)

Monitoring & Clarifying (Multiple Strategy Use) (K-12)

COGNITIVE STRATEGIES

Why Cognitive Strategies?

“The idea behind explicit instruction of text comprehension is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to comprehension when reading” (NRP as cited in Torgesen, 2007).


Making ConnectionsGrades 6-12

3 Types of Connections

Text-to-Self

Text-to-Text

Text-to-World


Activate Background Knowledge and Make Connections

Paired Selections

Making Inferences and Predictions

Making Inferences and Predictions

© 2013 Texas Education Agency / The University of Texas System

Grades 6 – 12

“Inferences are really important and great readers make them all the time. An inference is something a reader knows from reading, but the author doesn’t include it in the book. It helps you understand the story more deeply and helps make books mean something very personal to you.”

(Keene & Zimmermann, 2007, p. 148)


Pedigree Charts, Chapter 14, p. 342What are the genotypes of both parents on the left in the second row? How do you know?

At the top of the chart is a grandfather. Grandfather has the heterozygous trait.

• At the top of the chart is a grandfather …

• The grandfather must be heterozygous for the trait.

Dad must be heterozygous, because only one of his parents has the trait and he has the trait. We don’t’ know about mom’s parents, but since only one of their kids has the trait, mom has to be heterozygous. If she was homozygous, then both kids would have the trait.

direct

Square represents a male; circle a female. Shaded shape indicates the trait. Horizontal line = marriage. Vertical line = children.

direct

Both parents have the heterozygous genotype for the white forelock.

inference

• Square represents male; circle female.

• Shaded…expresses the trait; not shaded does not express trait.

• Horizontal line reps marriage.

• Vertical line reps children.• Circle (mom) and square (dad) are shaded.

• The grandfather of the male has the trait.

• They are linked to two circles (children).

• Only one circle is shaded.

Figu

re 1

4-3

Text

Figu

re 1

4-3

My Answers to the CPQ

Annotating the Text

• “Annotating text is one of the most common comprehension-enhancing strategies used by proficient readers (Daniels & Steineke, 2011, p. 41).

• “When students capture their thinking while reading, they are more likely to return to texts, participate in discussion and have an easier time starting writing assignments. They also use their marked text to review and study” (Tovani, 2004, p. 68).

Annotating the Text Text Excerpt

87 years ago (1776 when the Declaration of Independence was signed) marked the beginning of our nation.

The country was founded on the idea that all men are created equally. At the time of this speech, Lincoln was looking to abolish slavery.

CPQ: What is Lincoln saying in this speech?


Now, he’s wondering if our nation will survive because of the war.

He’s come to dedicate a portion of the battlefield as a memorial to those who have died in the war.

Consecrate: To dedicate,

honor.

Hallow: To honor as holy.

Dedicate, consecrate, and

hallow all have similar

meanings. So, he’s

stressing the importance

of this idea.

It isn’t necessary to have a president declare this battleground an honored

place, because the brave who have died have already made it an honored place.

Annotating the Text

• After we model multiple times for students, we can annotate text together (Step 6).

• Gradually, we release responsibly so students are able to successfully annotate complex chunks of texts independently (Step 8), increasing their ability to make inferences and predictions while reading.


Teaching Making Inferences

• Graphic Organizers – highly supportive.• Annotating Text – less supportive.


CREATING MENTAL IMAGES


“Visualizing strengthens our inferential thinking. When we visualize, we are in fact inferring, but with mental images rather than words and thoughts. When we create mental images we take the words from the text and mix them with our background knowledge to create a picture in our mind. We use all of our senses to create mental images. In literary texts, this helps us to understand what the setting looks like, what a character looks like, how characters are behaving, etc. In informational text, creating mental images helps us to understand the dimensions of size, space and time.”

(Harvey & Goudvis, 2007, p. 130)31


• Increase motivation and engagement• Improve literal comprehension• Improve integration of new information with

background knowledge• Aid in making inferences, identifying main ideas, and

determining importance• Help students to uncover text structures• Makes texts memorable and increases retention (Kelley, & Clausen-Grace, 2013, Zwiers, 2010, Wilhelm, 2004)

Why Should We Teach Creating Mental Images?

Big Ideas

• Don’t make assumptions.• All 5 senses and emotions.• Mental images vary. • Vivid text.

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Determining Importance & Summarizing Informational Text

Grade 6 − Grade 12


It helps readers to…• Improve overall comprehension.• Manage excessive amounts of information.• Focus attention.• Extract relevant information.• Build relationships among concepts contained in text.

(CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002; Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003)

)

Why Should We TeachDetermining Importance & Summarizing?

It helps readers to…• Understand author’s purpose.• Remember text.• Identify theme.• Make connections.• Monitor understanding.

(CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002; Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003)

Why Should We TeachDetermining Importance & Summarizing?

Determining Importance & Summarizing?

How Should We Teach

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Topic, Main Idea, or Summary?Term Definition Example

Topic Who or what the text is about; can often be expressed in one or two words.

Sharks

Main Idea What the text says about the topic; can often be expressed in one sentence or less.

Sharks do many things.

Summary A synthesis of the important ideas in a text; may be of varying length, expressed in the reader’s own words and should reflect the structure of the text.

Sharks swim through the oceans hunting for prey, such as fish and seals. Sometimes, they work together to attack prey and may even engage in playful activities.

(Silver, Strong, & Perini, 2000; CIERA, 2003)

Considerations for Teaching Students to Identify Topic

“Usually the topic will be apparent by looking at the title, pictures, or subheadings … Higher level text may confuse students by dancing around the topic instead of stating it directly. In these cases, teach students to look for repeated references to help them find a topic.” (Kissner, 2006, p. 34)


DETERMINE IMPORTANCE AND IDENTIFY MAIN IDEA

Considerations for Teaching Students to


Main Idea

• “Finding the main idea has never been fun for most struggling readers. They have been asked to find it countless times and have produced inadequate answers.”

• “Getting the main idea is a complex and challenging habit to develop, and it gets more challenging as texts become more complex in middle school and high school.”

(Zwiers, 210, pp. 31-32)


Main Idea

The main idea can usually be stated in one sentence or less. A main idea sentence:• Includes the topic.• Includes the important information that is said

about the topic.• Might include a statement about the purpose

of the text (Why was the text written?).


Determining Importance Toolbox

45

Look for a Main Idea Sentence• Main ideas can be directly stated in the text or inferred.• “Baumann (1986) found that only about 15% of

paragraphs in adult expository material have the topic sentence in the initial position. He also found that only 30% of the paragraphs have the main idea explicitly stated anywhere in the paragraph. These findings strongly suggest that we must teach students to overcome the lack of an explicitly stated main idea.”

(Zwiers, 2010, p. 36)


Look for Repeated Words or Phrases

Important information is often repeated. Good readers look for repeated words or phrases that carry similar meaning. If authors are repeating ideas or concepts in various ways, then likely that information is important.


• Table of Contents• Titles, headings and subheadings• Font (colored, italics, bold)

• Graphics (e.g., photos, diagrams, maps, timelines, etc.)

• Captions and labels• Definitions and pronunciation guide


Use Text Features

Chunk the Text


“…readers who are unaware of text structure do not approach text with any particular plan of action. Consequently, they tend to retrieve information from the text in a seemingly random way. Students aware of text structure on the other hand, tend to “chunk” or organize the text as they read.”

(Snow, 2002, p.40)

• Descriptive• Sequential/Chronological• Cause and Effect• Compare and Contrast• Problem and Solution


Five Main Text Structures

?

Reread and Discuss to Clarify and Identify Main Ideas in the Text

“Helping students become conscious and engaged about what they are reading is an important aspect of reading for meaning and summarization. ‘Good readers read text passages at least twice: once to get the general overview and then again to determine what is salient’(Wormeli, 2005, p. 22).

Providing them practice and time to reread text will help them have a better understanding of the purpose for the reading.” (Smith & Zygouris-Coe, 2006, July) 51© 2013 Texas Education Agency / The University of Texas System

Reread and Discuss to Clarify and Identify Main Ideas in the Text

• Reread to clarify and confirm the main idea.

• Discuss to consolidate understanding and remember the text better.


SUMMARIZE INFORMATIONAL TEXTConsiderations for Teaching Students to


Summarizing

“…summarizing helps us to understand and make meaning of the events of everyday life—what we read, what we view, what we experience.”

(Kissner, 2006, p.3)



“To summarize effectively, students need to recognize main ideas and key details, disregard unimportant or repetitive ideas, construct topic sentences, paraphrase, and collapse or combine lists or events into general statements.”

(Graham, S., MacArthur, C., & Fitzgerald, J., 2013, p.339)

Summarizing

Summarizing

A summary should:• Reflect the structure of the text.• Include a topic sentence.• Include the main ideas.• Include important details.• Be paraphrased and shorter than the original

text.


Keep in mind that identifying text structure is not the goal. The goal is for students to internalize knowledge about text structure and use it to enhance their reading comprehension and improve their writing organization. (Orcutt, K., n.d.)


Cognitive Strategies Coming Attractions

Making Inferences & Predictions

Determining Importance & Summarizing

Monitoring & Clarifying

Making Connections

Asking & Answering Questions



Every Kid Needs A Champion• Video


http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?utm_medium=on.ted.com-none&awesm=on.ted.com_tlg6&share=167044aaa7&utm_content=roadrunner-rrshorturl&utm_campaign=&utm_source=direct-on.ted.com

Texas Literacy InitiativeHighlights

• 2014 LEADERSHIP SUMMIT &

• TLI SUMMER INSTITUTE•District Level Support of the

•Texas State Literacy Plan

Prepared by, BISD DLL’s at UT Health Science Center at Houston

Opening Session Objectives• Review the Texas Literacy Initiative (TLI)

grant goals• Review the Texas State Literacy Plan

(TSLP) components• Introduce the TSLP Version 2.0• Review the TSLP resources


Texas Literacy Initiative Grant Goals1. Increase the oral language and pre-literacy skills of

preschool children.2. Increase the performance of students in K-2 on

early reading assessments.3. Increase the percentage of students who meet or

exceed proficiency on the state English Language Arts assessments in grades 3-12.

4. Increase the use of data to inform all decision making.

5. Increase the implementation of effective literacy instruction.


The Texas State Literacy Plan (TSLP)


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The TSLP Online



The Texas State Literacy Plan

TSLP Component Specifics

• Leadership – Leadership teams meet regularly to

• examine student performance data;• determine what students need to be successful;• create a plan of action for providing resources of time,

materials, and professional development; and• implement the plan and evaluate results.


Language & Pre-literacy Development Plan/Data-informed Plan• District

– TLI goals for the Literacy Line

• Site/Campus Improvement Plans

– A Language and Pre-Literacy Development Plan (LPLD) for each age 0-School Entry site

– A Data-informed Plan (DiP) for each K-12 campus

• LPLD/DIP include- targeted goals;- action steps to accomplish the goals;- resources necessary to support achievement of the goals;- individuals responsible for monitoring progress towards the goals;- interim progress monitoring checkpoints; and- timelines for completion of the action steps.



• Assessment – Assessment provides the foundation for collecting

student data and guides decision making at every level including

• determining specific instructional needs; • identifying students at risk of difficulties; and• evaluating the success of learning.



• Standards-Based Instruction– SBI ensures that there is a solid foundation of

instruction based on the • Texas Infant, Toddler, and Three-Year-Old Early Learning

Guidelines;• Texas Prekindergarten Guidelines; and• Texas Essential Knowledge and Skills (in both English and

Spanish).



• Effective Instructional Framework – EIF is built on a Response to Intervention (RtI)

model that• provides a foundation of high quality literacy

instruction to all students; and • provides additional literacy instruction for students

who demonstrate a need for more support.



• Reporting and Accountability – Reporting and Accountability ensures that systems

are in place to• collect and share student data;• examine performance data; and• communicate progress toward goals.



• Sustainability – The ultimate key to ensuring students leave our public

schools as college- and career-ready Texans includes• leveraging funding resources;• evaluating implementation continuously;• providing effective professional development;• monitoring and supporting teaching and learning; and• focusing decision making on data.



Daryl MichelAssistant Director, Academic Foundation Initiatives

Institute for Public School Initiatives (IPSI)College of Education

The University of Texas at Austin


The TSLP Online

TSLP Version 2.0

• All components were revised to facilitate greater alignment across age/grade levels.– Substantial revisions were made to

• Assessment;• Effective Instructional Framework;• Reporting and Accountability; and• Sustainability.


TSLP Online Course


Implementation Map



Resource Library

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Reports


2014 Summit Focus & Session Objectives

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• Define your role as a Grant Implementation Team (GIT) in supporting TSLP work.

• Learn a process for GIT support of TSLP implementation.

• Apply the process at the district level.

GIT Support at the District Level

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1. What are your district’s current literacy needs and priorities? 2. Which TSLP Action Step is the most commonly selected by

sites/campuses?3. How do the literacy needs and priorities of your district align

with the Action Step that was commonly selected? Please explain.

4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?

5. What action(s) will the GIT take to impact the level C Indicator(s) you have selected?

6. How will the GIT build accountability for the actions planned in question 5?

Effective Instructional Framework (EIF) Action Steps

85

Effective Instructional Framework: Action Steps

2

DISTRICT TSLP SUPPORTModeling - GIT Support for TSLP Implementation

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1. What are your district’s current literacy needs and priorities?

2. Which TSLP Action Step is the most commonly selected by sites/campuses?

3. How do the literacy needs and priorities of your district align with the Action Step that was commonly selected? Please explain.4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?

5. What action(s) will the GIT take to impact the level C Indicator(s) you have selected?

6. How will the GIT build accountability for the actions planned in question 5?

DISTRICT TSLP SUPPORTDefining – Campus TSLP Support

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1. How will the GIT monitor the TSLP Implementation Plan Timeline for each site/campus? 2. How will the GIT support sites/campuses to make adjustments if implementation slows or stalls? 3. How will the GIT provide opportunities for sites/campuses to collaborate?

4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?

DISTRICT TSLP SUPPORT Returning to Your District – NEXT STEPSAccessing Summit Resources:

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• There is a Project Share group where you can access the Summit resources you’ll need.

• Log into: www.projectsharetexas.org.• Find and/or join the group: Texas Literacy Initiative Grantees

PLC.• Access materials in the Drop Box File: 2014 TLI Leadership

Summit.

Joining the Texas Literacy Initiative Grantees PLC

• Log into: www.projectsharetexas.org• On your “My Portal” page in Project Share, click on “Collaboration,”

and then on “Groups” in the menu on the left.

http://www.projectsharetexas.org/

http://www.projectsharetexas.org/

Final Reflection • How will we share what was learned and the work

we started at the Summit?

• When will our GIT meet next?

• What work did not get done today that our GIT will need to continue?

• What are the most important points from the Summit to convey to our district, and how will we go about disseminating Summit information?

5

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“Implementation is a process, not an event. Implementation will not happen all at once or proceed smoothly, at least not at first.”

(Blase, K., Fixsen, D., Friedman, R., Naoom, S., & Wallace, F., 2005)

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Foundations

• Discuss the foundation on which explicit instruction is based.

• Describe the research, 16 elements, and three underlying principles of explicit instruction.

• How well you teach = How well they learn

• Optimizing academic learning time

• Promoting high levels of success

• Optimizing amount of content covered

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Description Highlights

Lesson Design

• Outline an explicit instruction lesson: opening, closing, and body (I DO, WE DO, YOU DO).

• Teaching is never a static procedure

• Opening– Gaining attention– Reviewing and previewing

• Body– Teaching skills and strategies– Guided practice– Types of prompts

• Closing– Reviewing and previewing

• Assigning independent work

92


Lesson Design

• Outline an explicit instruction lesson: opening, closing, and body (I DO, WE DO, YOU DO).

• Teaching is never a static procedure

• Opening– Gaining attention– Reviewing and previewing

• Body– Teaching skills and strategies– Guided practice– Types of prompts

• Closing– Reviewing and previewing

• Assigning independent work

93


Classroom Organization

• Emphasize the effective use of available space and the development of rules, routines, and procedures.

• Space communicates • What you expect =

What you get

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Predictability predicts ability Avoid the void, for they will fill it

• Classroom organization• Goals and rules• Routines and procedures• Active engagement

Buffer activities Sponge activities

Instructional Delivery

• Focus on fostering active participation and eliciting responses.

• Many responses, many responders

• Active participation– Verbal responses– Partner considerations– Team considerations– Structured choral

responses

• Written responses– Response slates– Response cards

• Action responses95


Responsive Literacy Instruction

• Define response to intervention (RTI). Explore how the RTI model can help us create a framework for all students’ success, not just struggling students.

• Defining RTI• Using data to identify

needs• Examining Tier I

instruction• Examining Tier II

strategic interventions• Examining Tier III

intensive interventions

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Planning for Tier I Instruction

• Take an in- -depth look at planning considerations for core literacy instruction.

• Planning steps critical for Tier I instruction

• Planning considerations for literacy components

• I DO, WE DO, YOU DO lesson cycle and planning for Tier I instruction

• Reflection on planning for Tier I instruction

97


Planning for Tiers II and III Instruction

• Take an in- depth look ‐at planning literacy instruction in Tiers II and III.

• Planning steps critical for Tiers II and III instruction

• Planning considerations for literacy components

• I DO, WE DO, YOU DO lesson cycle and planning for Tiers II and III instruction

• Reflection on planning for Tiers II and III instruction

98


Conclusion

• Recall what we learned and identify our goals, benefits, and next steps.

• Reviewing important learning

• Identifying goals• Identifying benefits• Identifying next steps

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ReferencesBlase, K. A., Fixsen, D. L., Naoom, S. F., & Wallace, F. (2005). Operationalizing implementation:

Strategies and methods. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute.

McKinsey & Co. (2007). How the world’s best-performing schools come out on top. Retrieved from http://mckinseyonsociety.com/how-the-worlds-best-performing-schools-come-out-on-top.

Texas Literacy Initiative. (2014). The Texas state literacy plan: A guide for creating comprehensive site/campus-based literacy programs (version 2.0). Texas Education Agency.

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texas literacy initiative overview routines/strategies & summer institute focus: grades 6 - 12...

Documents

texas education agency

purpose slide

help students

scores of students

thinktime thinkturn

focus students attention

vocabulary words

vocabulary instruction