Content Literacy Practices 2011Content Literacy Practices 2011

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Day Three

Parameters• Everyone is a participant.• Silence technology (cell phones,

computers, etc.).• Minimize side bar conversations. • Abstain from electronic conversations.• Respect time.• Be receptive to learning and others’

opinions.• Have fun learning together.

Research

• Literacy is a gateway to achievement and opportunity. On average, college graduates earn more than their high school graduate counterparts, while high school dropouts are four times more likely than college graduates to be unemployed. In addition, regardless of educational attainment, higher levels of literacy translate into higher earnings. Yet only 3 out of 10 eighth-graders in the United States today meet current standards for reading proficiency. Poor readers and thinkers in elementary and middle school are not on track for success in school and for high school graduation. Failure to achieve certain levels of critical-thinking skills in high school narrows employment prospects and limits preparedness for civic participation (National Governor’s Association, 2005).

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Strategic Social Studies Lesson

6th Grade

United States StudiesReconstruction to

the Present:The Great Depression

Spiraling Standards

Course of Study Content 7: Identify causes of the Great Depression.

• Describe the effects of the Great Depression on the people of the United States.

4th Grade: Alabama StudiesCourse of Study Standard 12: Explain effects of the events of the 1920’s and

the Great Depression on different socioeconomic groups. - Examples: effects of Great Depression –over cropping of land, unemployment,

poverty, establishment of new federal programs.

9th Grade: World History to the PresentCourse of Study Standard 13: Explain challenges of the post –World War I

period.• Identify causes of the Great Depression.• Characterizing the global impact of the Great Depression.

ARMT Reading StandardContent Standard #4

Recognize the use of text elements, including implied main idea, explicit cause/effect relationships, and persuasive techniques, in sixth-grade textual/functional materials.

AHSGE LinkStandard VII The student will understand the Great Depression and World War II.

Objective 1 Analyze the advent and impact of the Great Depression and the New Deal

on American Life.

Social Studies Agenda

Daily Outcomes: Identify the causes and effects of the Great Depression and relate the events to modern economic times.

Before: Think-Write-Pair-ShareDuring: Cause and Effect Graphic OrganizerAfter: One Pager

Before

Think-Write-Pair-ShareProcedure:• Think about the hardships the economy is

facing today or has faced in the past year. • Write down your thoughts.• Pair with a partner. • Share your thoughts with your partner.

Choose two thoughts to discuss with group.

• Each team of partners share in a whole-class discussion.

Chunk the text

• Chunk 1 “The Stock Market”• Chunk 2 “The Great Depression”• Chunk 3 “Credit Crisis”• Chunk 4 “Joblessness and Poverty”

DuringChunk 1 “The Stock Market”

Follow along as the first portion of

Chunk 1 is read aloud.

Topic Cause Effect Connections

Vocabulary

Chunk 1

The Stock Market

The Boom

The Crash

Chunk 2

The Great Depression

Unbalanced Economy

Chunk 3

Credit Crisis

Unbalanced Economy

Chunk 4

Joblessness/Poverty

The value of stocks plunged overnight.

The U.S. entered the worst domestic crisis since the Civil War.

The PACT program is in crisis because of the stock market.

Prosperity- moving up in the ranks of wealth.

DuringChunk 1 “The Boom”

• Read silently the section entitled “The Boom”.

• Read along as I reread the section aloud.

• Lift information from the text onto the graphic organizer together with the class – “We Do”.

Topic Cause Effect Connections

Vocabulary

Chunk 1

The Stock Market The value of stocks plunged overnight.

The U.S. entered the worst domestic crisis since the Civil War.

The PACT program is in crisis because of the stock market.

Prosperity- moving up in the ranks of wealth.

The Boom Investors did not have money to purchase stock.

When I don’t have lunch money, I buy on credit.

The Crash

Chunk 2

The Great Depression

Unbalanced Economy

Chunk 3

Credit Crisis

Unbalanced Economy

Chunk 4

Joblessness/Poverty

They bought on margin.

On margin – on creditStock exchange – a system for buying and selling shares.

DuringChunk 1 “The Crash”

• Read silently the section entitled “The Crash”.

• Read along as I reread the section aloud.

• Lift information from the text onto the graphic organizer together with the class – “We Do”.

Topic Cause Effect Connections

Vocabulary

Chunk 1

The Stock Market The value of stocks plunged overnight.

The U.S. entered the worst domestic crisis since the Civil War.

The PACT program is in crisis because of the stock market.

Prosperity- moving up in the ranks of wealth.

The Boom Investors did not have money to purchase stock.

They bought on margin

When I don’t have lunch money, I buy on credit

The Crash Stock prices fell.

Black Thursday

Brokers - people who sell stock.

Chunk 2

The Great Depression

Unbalanced Economy

Chunk 3

Credit Crisis

Unbalanced Economy

Chunk 4

Joblessness/Poverty

Investors began selling stocks.

Chunk 2 “The Great Depression” and “Unbalanced Economy”

• Read Chunk 2 with

a partner.• Work with your

partner and lift information from the text onto the graphic organizer– “Y’all Do”.

Topic Cause Effect Connections

Vocabulary

Chunk 1

The Stock Market The value of stocks plunged overnight.

The U.S. entered the worst domestic crisis since the Civil War.

The PACT program is in crisis because of the stock market.

Prosperity- moving up in the ranks of wealth.

The Boom Investors did not have money to purchase stock.

They bought on margin

When I don’t have lunch money, I buy on credit

The Crash Investors began selling stocks.

Stock prices fell.

Black Thursday

Brokers = people who sell stock.

Chunk 2

The Great Depression

Severe economic crisis

Unbalanced Economy

Farm income shrank; industries declined; growing gap in wealth.

Chunk 3

Credit Crisis

Unbalanced Economy

Chunk 4

Joblessness/Poverty

Economic output dropped 43% in 3 years

High percent living in poverty; employer cut wages and laid off workers.

Chunk 3 “Credit Crisis” & “International

Depression”• Read Chunk 3 with

a partner.• Work with your

partner and lift information from the text onto the graphic organizer– “Y’all Do”.

Topic Cause Effect Connections

Vocabulary

Chunk 1

The Stock Market The value of stocks plunged overnight.

The U.S. entered the worst domestic crisis since the Civil War.

The PACT program was in crisis because of the stock market.

Prosperity- moving up in the ranks of wealth

The Boom Investors did not have money to purchase stock.

They bought on margin

When I don’t have lunch money, I buy on credit

The Crash Investors began selling stocks.

Stock prices fell.

Black Thursday

Brokers - people who sell stock

Chunk 2

The Great Depression

Economic output dropped 43% in 3 years

Severe economic crisis

Unbalanced Economy

Farm income shrank; industries declined; growing gap in wealth.

High percent living in poverty; employer cut wages and laid off workers.

Chunk 3

Credit Crisis Defaulted- not making payments on loans

International Depression

International trade slowed down

Chunk 4

Joblessness/Poverty

Farmers defaulted on loans.

Banks closed

No funds available for international loans

Chunk 4 “Joblessness and Poverty”

• Read Chunk 4 independently.

• Lift information from the text onto the graphic organizer – “You Do”.

Topic Cause Effect Connections

Vocabulary

Chunk 1

The Stock Market The value of stocks plunged overnight.

The U.S. entered the worst domestic crisis since the Civil War.

The PACT program was in crisis because of the stock market.

Prosperity- moving up in the ranks of wealth

The Boom Investors did not have money to purchase stock.

They bought on margin

When I don’t have lunch money, I buy on credit

The Crash Investors began selling stocks.

Stock prices fell.

Black Thursday

Brokers - people who sell stock

Chunk 2

The Great Depression

Economic output dropped 43% in 3 years

Severe economic crisis

Unbalanced Economy

Farm income shrank; industries declined; growing gap in wealth.

High percent living in poverty; employer cut wages and laid off workers.

Chunk 3

Credit Crisis Farmers defaulted on loans.

Banks closed Defaulted- not making payments on loans

International Depression

No funds available for international loans.

International trade slowed down

Chunk 4

Joblessness/Poverty

Millions lost their jobs.People were struck by poverty: living in old boxes, standing in soup lines.

One Pager

Step 1: Draw an image that connects the text to social and economic issues that are happening today.Step 2: Choose five key words from the text and place them anywhere around the picture.Step 3: Choose two statements from the text. Write these at the bottom of your work.Step 4: Look at the image, key words, and statements. Write a summarizing statement that expresses the meaning on your page.

Social Studies Lesson Plan

Outcome:The students will be able to identify the causes and

effects of the Great Depression and relate the events to modern economic times.

Before: Think-Write-Pair-SharePurposes: establish a purpose for reading; make connections

During: Cause/effect graphic organizerPurposes: engage with the text; organize information; guide discussion

After: One PagerPurposes: create mental imagery; identify key vocabulary; summarize

STRATEGIC TEACHING Strategic teaching is the use of

multiple and connected instructional strategies and engagement practices to ensure the comprehension, retention, and application of content material.

What Makes It Visible?

ALL of the following FIVE components will be seen in every strategic lesson.

Daily outcome(s) Instructional practices – talking and

chunking A lesson structure that includes before,

during, and after strategiesExplicit instruction - I Do, We Do, Y’all Do,

You Do (combination varies daily as needed)

Active literacy - reading, writing, talking, listening, and investigating

How Do Teachers Make It Happen?

Through purposeful planning, teachers:• Determine the content to be learned

based on state and local standards• Choose strategies based on the purpose

of the lesson and the nature of the material being studied

• Consider the needs of the learners based on academic data and adolescent brain research

Feature Analysis Matrix

Read the scenarios and, using the feature analysis matrix, determine if there is evidence of strategic teaching based on the five components.

Applying Strategies

• A variety of strategies can be applied to support this lesson framework.

• Strategies should be purposefully chosen to incorporate literacy skills into the content areas.

• The semantic feature analysis is a tool used to show the connection between literacy strategies and literacy skills.

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BREAK

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Steering in the Right Direction

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Introduction to Peer Coaching

Introduction to Peer Coaching Lesson

Outcome: Participants will examine the components of peer coaching and demonstrate understanding through reading, writing, and discussion.

Before: Name It!During: Text Says… I Think…After: Carousel

Before: Name It!Think of a time when you have been

coached or you have served in a coaching role.

Jot notes about this experience. Who was the coach? What did the coaching “look like”? How did you feel about the experience? What was the outcome?

Why Peer Coaching?

Teachers look to peers as first line of support.

It is consistent with principles of highly effective professional development.

It expands the capacity of the building staff.

It facilitates teamwork.

Why Peer Coaching

Introduction to Peer Coaching

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During: Text Says…I Think…

When reading the text, 1. Think about what each chunk

says and then on a sticky note, label and write questions, concerns, or comments about each component of peer coaching.

2. Talk at your table about what you have written.

CHUNK 1: UNDERLYING ASSUMPTIONS

• Think about what chunk 1 says and then on a sticky note, label and write questions, concerns, or comments.

• Talk at your table about what you read.

•Pre-Planning•Planning with Teacher•Modeling for Teacher•Reflection•Debrief

•Pre-Planning•Planning with Teacher•Side-by-Side Practice•Reflection•Debrief

•Pre-Planning•Planning with Teacher•Teacher Practice•Reflection•Debrief

Coaching CycleA Continuum for On-Going Professional Development

Always Begin with Data

CHUNK 2:DESCRIPTORS & NON -

DESCRIPTORS• Think about what chunk 2 says and

then on a sticky note, label and write questions, concerns, or comments.

• Talk at your table about what you read.

CHUNK 3: ELEMENTS OF SUCCESSFUL PEER

COACHING• Think about what chunk 3 says and

then on a sticky note, label and write questions, concerns, or comments.

• Talk at your table about what you read.

CHUNK 4: POTENTIAL BARRIERS TO PEER

COACHING• Think about what chunk 4 says and

then on a sticky note, label and write questions, concerns, or comments.

• Talk at your table about what you read.

CHUNK 5: BEFORE YOU JUMP IN, YOU NEED TO

CONSIDER….• Think about what chunk 5 says and

then on a sticky note, label and write questions, concerns, or comments.

• Talk at your table about what you read.

After: Carousel• Place your sticky notes on the

corresponding charts.• Return to your table.• Participants number from 1 to 5 to

form groups.• Carousel around the charts noticing

the statements.• Discuss with your group any

wonders or “light bulb” moments.

Introduction to Peer Coaching Lesson

Outcome: Participants will examine the components of peer coaching and demonstrate understanding through reading, writing, and discussion.

Before: Name It!Purposes: activate prior knowledge; establish a purpose for

the lesson

During: Text Says… I Think…Purposes: engage with text; make connections

After: CarouselPurposes: respond through discussion; integrating new

knowledge with prior knowledge

LUNCHTIME

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Collaborative Leadership“The most effective way to forge a winning team

is to call on the players’ need to connect with something larger than themselves….I’ve discovered that when you free players to use all their resources – mental, physical, and spiritual – an interesting shift in awareness occurs. When players practice what is known as mindfulness – simply paying attention to what’s actually happening – not only do they play better and win more, they also become more attuned with each other.”

(Phil Jackson, basketball coach and author of Sacred Hoops)

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Content Literacy Practices

2011

Collaborative Leadership

Alabama Reading Initiative

Five Essential Elements

COLLABORATIVE LEADERSHIP

A Working Leadership Team

Talent wins games, but teamwork wins championships.

- Michael Jordan

Change Curve• Think of how you personally view

change.

• Assign yourself a number from 1 to 50 - #1 meaning you HATE change and #50 meaning you LOVE change.

• Write your number on a blank sheet of paper.

• Make a curve around the room by placing yourselves in numerical order.

“You may have the greatest bunch of individual stars in the world, but if they don’t play together, the club won’t be worth a dime. The way a team plays as a whole determines its success.”

-Babe Ruth

Team work

• A team is a group organized to work together to accomplish a set of objectives that cannot be achieved effectively by individuals.

NOW….WHAT ARE THE RESPONSIBILITIES

OF A SCHOOL LEADERSHIP TEAM???

Responsibilities of a Leadership Team

Team activities revolve around a decision-making cycle that engages teachers in questioning, studying, reflecting, planning, experimenting, monitoring, revising, and assessing instructional effectiveness and student progress.

The Leadership Team

The Leadership Team works with the rest of the faculty to develop a literacy plan based upon student needs as determined by multiple forms of data.

The Instructional Leaders:• Allocate time during the year for the LT to collaborate

regularly

• Secure resources needed to implement team goals

• Schedule regular grade/dept. level data meetings

• Communicate the team’s goals and roles to the entire faculty

• Support and monitor strategic teaching

• Ensure that shared teaching experiences are regular occurrences through monitoring and supporting the team’s efforts

• Schedule and support intervention efforts in the school

• Allocate time for professional development opportunities for the faculty and monitor its effectiveness

The Team Members:• Commit to collaborating with the team regularly

• Analyze school and student data and share with faculty to inform decisions about instruction

• Train the faculty on Content Literacy Practices • Practice strategic teaching in their content classrooms on a daily

basis

• Establish model classrooms as learning environments for colleagues

• Schedule and provide shared teaching opportunities with colleagues

• Support intervention efforts in the school

• Provide professional development for the faculty

Sustainability?

• What are some of the things we need to consider as a Leadership Team to ensure ongoing sustainability of this effort?

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Keep in mindTEAM BUILDING MUST BE:

• a way of life• the responsibility of every Team Member• continuous process• about developing a clear and unique identity• focused on a clear and consistent set of goals• concerned with the needs and ambitions of each

team member recognizing the unique contribution that each individual can make.

• awareness of the potential of the team as a unit• results oriented• enjoyable

Keep in mindTEAM BUILDING MUST NOT BE:

• a short term, flavor of the month• imposed without regard to peoples’ feelings• spasmodic• reserved for only some members of the

team• an excuse for not meeting personal

responsibilities • a process where actions clearly contradict

intentions• seen as a chore

Break

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Stages of ImplementationTimeline/Framework

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Stages of ImplementationOur Plan for Success

• Stage 1: Principal and Leadership Team Learning

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Stages of Implementation: Our Plan for Success

• Stage 2: Principal and Leadership Team Implementation

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Stages 1 and 2

• Please email your completed Stages 1 and 2 plans to your LEA Point of Contact and cc to jwarmath@alsde.edu

• This communication will aid us tremendously with our support and follow-up.

• Remember, this is our PLAN FOR SUCCESS

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Exit Survey

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Grand Finale

How are Content Literacy Practices most like one of the following, and why?

Choices:• rock and roll, • country music, • classical music, and • rap/hip-hop

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Leadership Self Assessment

• Take a minute to look at yourself as a leader.

• Do you have the qualities to make a valuable leader for your group?

• Be reflective and answer the Leadership Self Assessment questionnaire.

• So, I have examined my qualities as a leader, what next?

Reading: The Strength of a Leadership Team

Code the text as you read.

X – Key Points

! – Interesting Ideas

? - Questions

Parking Lot Postings

Reflect on the learning from the day:• Questions• Concerns• Comments

Please provide us with your Exit Survey as your exit slip! This is going to assist us in supporting your efforts.

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