literacy : successful implementation across disciplines within a high school
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Literacy : Successful implementation across disciplines within a high school. By: Crystal Flowers & Latrina Pennamon -Nash. Objective:. To give teachers the tools they need to understand literacy and effectively provide literacy across various curricula. - PowerPoint PPT PresentationTRANSCRIPT
LITERACY: SUCCESSFUL
IMPLEMENTATION ACROSS DISCIPLINES
WITHIN A HIGH SCHOOL
By: Crystal Flowers & Latrina Pennamon-Nash
OBJECTIVE: To give teachers the tools they need to
understand literacy and effectively provide literacy across various curricula.
To provide teachers with literacy strategies to use in their classrooms.
OUR SUCCESS STORY Gains on the Georgia High School
Writing Test (GHSWT) Gains on the Biology, US History,
American Literature, and Ninth Grade Literature & Composition EOCTs
13% gain in graduation rate
WHAT IS LITERACY?Task-based (conceptual) definition
Literacy is the ability to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential.
Skills-based (operational) definition
Successful use of printed material is a product of two classes of skills: word level-reading skills & higher level literacy skills.
WHAT IS CONTENT LITERACY?
"Content literacy can be defined as the ability to use reading and writing for the acquisition of new content in a given discipline. Such ability includes three principal cognitive components: general literacy skills, content-specific literacy skills (such as map reading in the social studies,) and prior knowledge of content.”
(McKenna & Robinson, 1990)
CONTENT LITERACY IS… Not the same as content knowledge Effectively teaching content which
automatically makes students more content literate
Content specific Implementing reading and writing as
complementary tasks
CONTENT LITERACY IS… Germane to all subject areas, not just
those relying heavily on printed materials
Not a requirement to instruct students in the mechanics of writing
Relative to the tasks expected of students
Has the potential to maximize content acquisition
WHY IS LITERACY SIGNIFICANT? The CCGPS for English language arts,
mathematics, and literacy in science, history/social studies, and technical subjects will ensure that all Georgia students have an equal access and opportunity to master the skills and knowledge needed for success beyond high school.
(GA DOE)
THE FACTS Over the last 15 years, 15 million students have
graduated from high school reading at below the basic level (Bottoms, 2004).
The percentage of high school seniors performing at or above the basic level in reading on the National Assessment of Educational Progress (NAEP) decreased from 80% in 1992 to 73% in 2005 (NCES, 2007).
Over the same period, the percentage of high school seniors performing at or above the proficient level decreased from 40% to 35% (NCES, 2007).
About 70% of high school students need some form of remediation; the most common problem is that students cannot comprehend the words they read—not that they cannot read them (Biancarosa & Snow, 2004).
IMPLEMENTING LITERACY WITH FIDELITY
The Dot by Peter H. Reynolds
SUCCESSFUL STRATEGIES… What worked for us
Professional Development Gradual Release Model
Think Aloud Reciprocal Teaching Pre-reading Strategies
Prior Knowledge Anticipation Guides
During Reading Strategies Chunking and Annotating
After Reading Strategies Making Connections
MODELING….Strategy #1: Pre-Reading Activity Examples: Anticipation Guide
ABC Graffiti
Strategy #2: During Reading StrategyExamples: Think Aloud Concept Map
Strategy #3: After Reading StrategyExamples: Frayer Model ABC Graffiti (post) Anticipation Guide (post)
CONCLUSION…
It is our hope that you walk away from this session with more confidence in your abilities as an educator to provide effective literacy strategies to your students.
CONTACT INFORMATIONDr. Latrina Pennamon-NashEmail: [email protected]
Ms. Crystal Flowers Email: [email protected]
Central High School, Macon, GA
REFERENCES: McKenna, M. C., & Robinson, R. D. (1990). Content literacy:
A definition and implications. Journal of Reading, 34(3), 184. Retrieved March 9, 2011, from ProQuest Education Journals. (Document ID: 1873576).
Websites:http://nces.ed.gov/
www.gadoe.org
http://www.sccresa.org/toolsforschools/commoncore/contentliteracystrategies/
http://www.betterhighschools.org/pubs/documents/NHSC_HighSchoolLiteracy_000.pdf