Transcript PowerPoint Presentation - Think-Pair

High School Literacy
Don Deshler
Building Blocks for
Content Literacy
HIGHER
ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
HIGHER ORDER
A Continuum of Literacy Instruction
(RTI -- Tiered Instruction )
SUBJECT MATTER
Level 1:
Enhance content instruction (mastery of critical
content for all regardless of literacy levels)
STRATEGIES
Level 2:
Embedded strategy instruction (routinely weave
strategies within and across classes using large group
instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific
strategies using intensive-explicit instructional sequences)
Level 4:
SKILLS
Intensive basic skill instruction (mastery of entry
level literacy skills at the 4th grade level)
LANGUAGE
Level 5:
Therapeutic intervention (mastery of language
underpinnings of curriculum content and learning strategies)
Content Literacy “Synergy”
CONTENT CLASSES
CONTENT CLASSES
Level 2. Embedded
Strategy Instruction
Level 1. Enhanced
Content Instruction
Level 3. Intensive
Strategy Instruction
• strategy classes
• strategic tutoring
Improved
Literacy
Level 5. Therapeutic
Intervention
Foundational language competencies
KU-CRL
CLC- Lenz, Ehren, &Deshler, 2005
Level 4. Intensive Basic
Skill Instruction
Proficient readers are “good at” or have…
•
Background knowledge
•
Text/knowledge structure
•
Vocabulary
•
Learning strategies
•
Fluency
•
Sight word vocabularies
•
Word recognition
Level 1
Level 1, 2, 3
Level 3, 4, 5
The Performance Gap
1
2
1
1
Grade
Level
• Expectations
1
0
• Demands
• Skills
9
8
7
6
5
4
3
Years in School
The Performance Gap
Infrastructure
Supports
• Flexible Scheduling
Grade Level
• Expectations
• Demands
• Skills
• Time for Teacher
Learning and Planning
• Behavioral Supports
Infrastructure
Supports
• Smaller Learning
Communities
Existing
Support
Years in School
The Performance Gap
System Learning
Supports
/
• Progress Monitoring
• Collaborative
Problem-Solving
Grade Level
• Expectations
• Demands
• Skills
System Learning
Supports
• Instructional
Coaching
• Professional Learning
Infrastructure
Supports
Current Supports
Years in School
The Performance Gap
Instructional Core
• Standards-Informed
Curriculum Planning
/
Instructional
Core
Grade Level
• Expectations
• Demands
• Skills
System Learning
Supports
Infrastructure
Supports
Current Supports
• Connected Courses
& Coherent Learning
• Continuum of
Literacy Instruction
• Motivation Strategies
• Engaging
Instructional
Materials & Activities
• Student-Informed
Teaching
Years in School
System change must be closely tied to
the individual within the system
Shared…
•
•
•
•
Vision…that allows individual contributions
Knowledge…that leads to individual learning
Leadership…that seeks the voice of individuals
Responsibility…that shapes individual planning
and action
• Evaluation…that guides self assessment
• Accountability…that motivates individual action
Critical Values for System Change
Shared…
Vision
Instructional
Core
Knowledge
+
System Learning
Supports
Leadership
+
Standards-Informed
Curriculum Planning
Connected Courses &
Coherent Learning
Continuum of
Literacy Instruction
+
Motivation Strategies
Instructional
Coaching
Engaging Instructional
Materials & Activities
Professional
Learning
Student-Informed
Teaching
Responsibility
Evaluation
Improved
Outcomes
=
Flexible
Scheduling
Progress
Monitoring
Collaborative
Problem
Solving
Infrastructure
Supports
+
Time for Teacher
Learning and
Planning
=
Extended
Learning Time
Behavioral
Supports
College
Readiness
and
Postseconda
ry Success
Smaller Learning
Communities
Accountability
…that respects the individual in the system
Lessons learned by KU-CRL about improving
secondary school outcomes…
1. Initiatives should be driven by high expectations that
prepare students for college and post-secondary success
2. The literacy needs of adolescents vary greatly -- these
differences must be accounted for in a continuum of
instruction that meets the needs of all students
3. Change initiatives should be undertaken in light of
individual school resources, values, and skill sets
Lessons learned by KU-CRL about improving
secondary school outcomes…
(continued)
4. The secondary school culture must explicitly reinforce
literacy with sufficient authentic and explicit practice
embedded across all subject areas
5. There is a interactive synergistic relationship based
on principles of learning that cuts across a continuum
of literacy instruction (i.e., CLC)
6. Critical instructional and infrastructural elements
must be leveraged at the school and district level
Contact
Don Deshler
785.864.4780
[email protected]