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WELCOME TO PK-16 Resources for Student
SuccessJanuary 21, 2004, 3:00-5:00 PST
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P16 Resources for
Student SuccessToday’s Focus: Literacy
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Please verify that your microphone is
turned OFF
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Today’s Format Oregon’s Literacy Initiative
Open “mic” for questions
Literacy Supports High School Improvement
Literacy Skills Across the Curriculum
Open “mic” for questions
News Highlights
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Literacy eJournal Links to related handouts,
references, and resources
Contact information for each presenter
www.ode.state.or.us/cifs/video
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Finding the Literacy eJournal on ODE Web using
pull downs
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Select
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Oregon’s Literacy Initiative
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Vickie Fleming
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P16 Literacy
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Joni Gilles
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Elements of the Oregon Literacy
InitiativeElements•Combines resources•Commits energy,
coordination, and consistency•Ensures All Oregon Students
will attain literacy skills
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Elements of the Oregon Literacy
InitiativeAll Oregon Students Will Attain
Necessary Literacy Skills• Primary students will read at grade-
level or above• Students in grades 4-12 will:
– Learn increasingly more complex subject matter as they advance from grade to grade
– Use increasingly more complex reading, writing, and speaking skills
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Literacy Leadership State Steering
Committee•K-12 Literacy Leadership•State Steering Committee
–Fulfill the requirements of the Reading First Grant
–Provide broad based guidance to the ODE Literacy Efforts
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Helen Maguire
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Oregon’s Literacy Initiative
•K-12 Professional Development Opportunities
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Superintendent’s Institutes
•K – 3 Professional development
•Focus on research-based beginning reading skills for all students
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Superintendent’s Institutes
•4 – 12 Professional development
•Reading• Interpreting informational
text•Applying information text•Building vocabulary
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St. Helens
Multnomah
Linn Benton
Clats
op
Douglas
Lake
Dept. of Education
High Desert
South Coast
Tilla
moo
k Ask Questionsby pressing your microphone ‘ON’
Otherwise be sure it is OFF
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Please Turn off your
Microphone!!
Literacy Supports High
School Improvement
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Julie Anderson
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Literacy is…Learning to Read, Reading to Learn, and
Learning to Learn
to prepare Oregonstudents for the 21st
Century.
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Literacy includes…
The ability to use thinking strategies in reading, writing, and speaking to process complex informationacross the content areas…
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Making use of a variety of media to:
•Expand experiences, knowledge, and skills;•Manage information;•Identify questions, address questions, and report findings;
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Making use of a variety of media to:
•Relate knowledge to ever-changing situations;
•Set and pursue own learning goals; and
•Contribute as a member of a team.
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Improved literacy performance…
Is a key component— and a measurable
component— of school improvement.
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And…students need to show improvement
each year!•Statewide Reading/LiteratureAssessment
•Statewide Writing Assessment
• Speaking work samples
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Literacy Progression
•“Learning to Read” in primary
•“Reading to Learn” in upper elementary
•“Learning to Learn” in secondary
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We don’t teach reading in high school,
(no Carnegie unit for reading)…
but we measure it!
Startling realization
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How will student performance improve in
secondary…
If we don’t teach reading in high school…
and maybe not in middle school?
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We will improve student performance if
we…
Align content area curriculum to
the new English Standards.
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Literacy Embedded in the Content
Areas…Increases student
opportunities tolearn and practice
literacy strategies and skills in every class, every day!
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Student performance will
improve in: •Vocabulary,•Reading to Perform a Task,•Understanding Informational Text,
•Writing, and Speaking.
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For content instruction and assignments:
Content teachers use the gradually increasing reading, writing, and speaking expectations at each grade level as guideposts for planning instruction and assignments.
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For teacher evaluation
of student work:Content teachers use the gradually increasing reading, writing, and speaking expectations at each grade level as guideposts for evaluation of student work.
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All students will learn increasingly more complex subject matter…demonstrated by their use of increasingly more complex reading, writing, and speaking skills…as they advance from grade to grade.
How is this a win-win situation?
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What is the payoff?
All students will usethinking strategies in reading, writing, andspeaking to processcomplex informationacross the content areas!
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Reading (thinking) strategies
to model and reinforce in all subjects
• Monitoring—connect it, picture it, understand it
• Questioning—looking for answers • Summarizing—read it, select a key
word for each chunk, connect the chunks
• Organizing—note hierarchy of ideas and support
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Teaching a strategy so all students “get
it”Explain and model the strategy so students will see it in action before they have to apply it.
I do it.We do it.
You do it.Apply it.
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Teaching reading strategies to
English Learners•MORE of same!•MORE opportunities to practice!
•Language-rich classrooms
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What happens in a language-rich
classroom?•Discussions where all students
hear and produce academic language
•Vocabulary building lessons•Differentiated approaches for
students who need additional support
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Lexiles: A tool for improving reading
Lexiles—linear measures computed from a readability formula that measures text and readers on the same scale.
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How will Lexile scores be
determined?•The Lexile Framework will be
aligned to the Oregon Statewide Reading/Literature Assessment.
•Every student taking the state assessment will receive a Lexile score on the Individual Student Report in Spring 2004.
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•Teachers, parents, and students will have access to 40,000 books titles – each with a Lexile reading level indicator.
•OSLIS (EBSCO Host) informational text articles are also “lexiled.”
•Teachers, parents, and libraries can now provide books and informational text that will best help readers at all levels.
How will the Lexile score be useful?
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The EBSCO Online Reader:
A tool for improving reading• A database of “lexiled” non-fiction
articles and comprehension tests designed for use by content area teachers to provide subject area text that meets the needs of students reading at a variety of Lexile levels.
• Possibly available to all Oregon schools in school year 2004-2005, pending budget outcomes.
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http://www.ode.state.or.us/
cifs/english/
Standards Assessed 2005-2006
NEW English/Language Arts
Grade-level Foundations and Standards at
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Finding English/Language Arts Grade-level Foundations and Standards on ODE Web
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How can we assist you?
Ken Hermens, English/Language Arts Assessment
[email protected] or 503-378-3600, Ext. 2264
Julie Anderson,English/Language Arts Curriculum
[email protected] or 503-378-3600, Ext. 2294
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Jackie Burr
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Sarah Martin
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A Team effort to improve reading
Content area teachers motivate all students to:
•Read more •Read increasingly more challenging text, and
•Be accountable (reading strategies)for what they read.
Resources on the Horizon
Teaching and Learning Resource Center
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Teaching & Learning Resource Center•Online database accessible through ODE’s web site
• Instructional resources strongly matching all of Oregon’s revised K-2 Foundations and 3-CIM standards in English/Language Arts
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•Resources include:Content BackgroundSample Lessons With Explicit Modeling
Sample Assessment Items Skill Checks
Teaching & Learning Resource Center
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• Mathematics resources available nowwww.ode.state.or.us/cifs/learningresource
• Anticipate English/Language Arts resources available on the web May 2004
• Questions?Sarah Martin, Education Specialist
Teaching & Learning Resource Center
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Finding the Teaching and Learning
Resource Center on ODE Web
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Literacy Skills Across
the Curriculum
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Andrea Morgan
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Finding Social Sciences Analysis Tools on ODE Web
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Social Science Analysis
Supports Literacy SkillsShares common terms with literacy standards:
Gather information Express opinionCompare and contrast Draw conclusionsCause and effect Clarify purposeInferences ThesisBiases, Primary sourcesStereotypes Secondary sourcesPredict information Evaluate
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Social Sciences Literacy
ConnectionsSocial Sciences teachers are already conducting literacy
assessments in:»Writing»Speaking»Reading
Social Sciences provide meaningful
topics for reading and
writing.If students aren’t using civics and government, economics, geography,
current events or history topics, does their work
have substance?
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Writing and Social Sciences
•Expecting use of conventions.
•Using Research skills.•Analyzing information,
evidence, and reasoning.•Recording thinking skills.
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Speaking and Social Sciences
•Practicing speaking delivery skills•Evaluating credibility of
speakers/writers• Identifying and analyzing types of
arguments•Evaluating reasoning•Analyzing historically significant
speeches
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Reading and Social Sciences
• Social Sciences provides a vast amount of Informational Text.
• Social Sciences provides many areas for vocabulary-building
• Social Science Analysis activities can promote reading to perform a task
• Social Sciences has compelling examples of primary source documents and materials.
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Reading and Social Sciences
History also provides opportunities to work with NARRATIVE TEXT:
• Causal chain of events (story line)• Main character (country, person
group) protagonist• Setting, character, plot, conflict,
and theme
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Social Sciences Analysis Tools
The Social Sciences Analysis Scoring Guide and support materials are available at:
http://www.ode.state.or.us/asmt/socialsciences/survey/
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Finding Social Sciences Analysis Tools on ODE Web
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Social Sciences Analysis Help
Andrea Morgan, Social Sciences Curriculum Specialist
[email protected] 503.378.3600 Ext. 2289
Leslie Phillips, Social Sciences Assessment Specialist
[email protected] 503.378.3600 Ext. 2317
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Laura Roach
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Information literate people..
“…are prepared for lifelong learning because they can always find the information needed for any task or decision at
hand.”The American Library Association
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Natural Resources and other
PT courses re-enforce and enhance student
achievement.
0
10
20
30
40
50
60
Reading Writing
Target
All Students
PTE Students
Conditional pass
not included
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Students develop literacy skills in relation to Oregon academic standards and
workforce needs…•Content and contextual
instruction•Career Related Learning/Core Knowledge and Skills (CKS)•Hands on Activities
•Extended Activities/ Service Learning etc.
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PT Career Related Learning Framework includes Common
Knowledge and Skill Sets (CKSS) of Literacy
Agriculture, Food and Natural Resources
• Performance MeasureCompose multi-paragraph writing containing concepts, knowledge and vocabulary to complete an effective document.
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PT Career Related Learning Framework includes Common
Knowledge and Skill Sets (CKSS) of Literacy
Arts and Communication• Performance Measure
Interpret, transcribe and communicate information, data and observation to apply, inform
Evaluate the new Oregon forest management law
and describe the potential impact on two natural
resource based industries.
Natural ResourcesSample Assignment:
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Demonstrate General
UnderstandingIdentify main ideas•Tree replanting
•Wildlife trees maintainedReview vocabulary
•Pesticides•Buffer zones
•Habitat Informational text literacy
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Examine Content and Structure
• Outline the law- immediate replanting of trees• Clarify understanding- where is a
buffer zone located?•Identify new elements-placement of culverts in road construction
•Identify supporting detail-define
special wildlife tree speciesInformational text
literacy
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Develop an Interpretation
• Review similar laws from other states– Compare and contrast new law to old
law• Write a summary1.Identify implications/cause and effect2.Utilize appropriate grammar,
spelling & structure3.Include analysis using mathematical,
social studies and science knowledge and skills
Informational text literacy
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Extended Application• Portfolio or paper
• Language Arts• Science
• Social Studies • Newspaper,
school or local
• Communication competitions• FBLA, FFA, Skills
USA
• Service LearningInformational text
literacy
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Accommodating Student
Diversity…•Females
•Racial and ethnic•Special needs
•Limited cultural context and/or related resources
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Many gaps to close in Oregon; no child can be left behind…
…literacy skills create bridges to
success…
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Kathleen Vanderwall
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“Most students arrive at the science teacher’s classroom knowing how to read, but few understand how to use reading for learning science content.”Santa, Havens, and Harrison (1996)
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VocabularyIdentify and use the literal and figurative meanings of words and phrases. (English CIM Standard)
•Beaver•Rodent•Observation•Ecosystem
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Vocabulary (cont.)
Explain how humans and other species can impact an ecosystem(CIM Science Eligible Content)
Understand technical
vocabulary in subject area
reading. (English CIM Standard)
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Vocabulary (cont.)
Explain how humans and other species can impact an ecosystem(CIM Science Eligible Content)
Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud … (English CIM Skill)
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Three Interactive Elements of Reading
Reader
Text Features
Climate
• Teachers help students recognize and change any misconceptions they have about science
• Teachers motivate students to learn and practice reading strategies
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• The importance of vocabulary instruction in science classes
• Teachers determine which science terms students really need to know
• The best ways to develop students’ understanding of science terminology
Three Interactive Elements of Reading
Reader
Text Features
Climate
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Interpretation
Predict probable future outcomes supported by the text. (English 8th Grade Standard) •Water Cycle
•Evaporation•Soil Erosion•Deposition
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Interpretation (cont.)
Identify factors affecting water flow, soil erosion, and deposition.
(Benchmark 3 Science Eligible Content)
Note and analyze instances of
unsupported inferences, deceptive reasoning,
persuasion, and propaganda in text. (English 8th Grade
Standard)
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English Standards:Tool for Science
Teachers• Examples from Writing
•Offer detailed and accurate specifications.
•Anticipate readers’ problems, mistakes, and misunderstandings.
•Synthesize information from multiple sources and identify complexities and discrepancies …
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Concept Definition Mapping
invertebrate
echinoderm
starfish sea cucumbersand dollar
vertebrate lives in the
ocean
spiny skin
radial symmetry
Comparisons/Contrasts
What are some examples?
The Word
What is it like?
What is it? (category)
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Frayer ModelCharacteristics
A change in size, shape, or state of
matter
Ice meltingBreaking a
glassCutting hair
Burning wood
Mixing baking soda & vinegar
New materials are NOT formed.
Same matter presentbefore &
after
change.
Definition (in own words)
Examples (from own life)
Nonexamples
(from own life)
Physical Change
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Ginger Redlinger
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Three Interactive Elements of Reading
Climate
TextFeatures
Text Style
Reader
TextOrganization
TextPresentation
TextStructure
AudienceAppropriateness
TextCoherence
Vocabulary
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TextStructure
TextOrganization
TextPresentation
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Reading and Mathematics
• Mathematics provides a vast amount of Informational Text.
• Mathematics provides many areas for vocabulary-building
• Mathematics Problem Solving activities can promote reading to perform a task
• Mathematics has compelling examples of primary source documents and materials.
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Exhibit 2. Advanced Organizer for a TextChapter on Probability
Comprehension Guide for Probability
Sample Space Events Probability
(all possible outcomes)Counting Principles
Fundamental CountingPrinciple
Combinations (unordered) e.g.,_______________
Permutations e.g.,_______________
P (event)=________
Experimental Simulations
Theoretical
Impossible Certain
Chance(likelihood)
IndependentDependent
Directions:Save this sheet. Fill in the definitions, diagrams, and examples as wework through Chapter 11. This will be a useful study guide.
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“Ten Strategies for Helping Students Beat Tests Through Better
instruction”1.Create a Language–rich
Classroom
2.Build from Tables, Graphs and Charts
3.Adapt What We Know about Reading
Steve Leinwand, American Institutes for Research
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Jane went to the Store
#1 19
#2 37.5
#3 185
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Reading in the Mathematics
ClassroomSmith and Kepner, 1981, (NEA Publications)D. Giving Directions for reading
o Discuss strategies useful in reading word problems
o Identify key sentences on paragraphs in the text
o Eliminate unnecessary reading passageso Set reasonable time limits for reading,
problem solving, and follow-up activitieso Discuss important tables, diagrams, and
charts needed during the lesson.
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Reading in the Mathematics Classroom(cont.)
Smith and Kepner, 1981, (NEA Publications)E. Teaching essential vocabularyo List important terminology (words
and symbols) on the chalkboardo Select representative words and
symbols which will be taught for meaning or pronunciation or both
o Pronounce remaining words and symbols for students
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Advanced OrganizersExhibit 2. Advance Organizer for a TextChapter on Probability
Comprehension Guide for Probability
Sample Space Events Probability
(all possible outcomes)Counting Principles
Fundamental CountingPrinciple
Combinations (unordered) e.g.,_______________
Permutations e.g.,_______________
P (event)=________
Experimental Simulations
Theoretical
Impossible Certain
Chance(likelihood)
IndependentDependent
Directions:Save this sheet. Fill in the definitions, diagrams, and examples as wework through Chapter 11. This will be a useful study guide.
115
Resources;Teaching Reading in Mathematics, 2nd Edition Barton and Heidema, MCREL
35 instructional strategies
Web Resources: Stories, integrated lessons, interactive software & supporting curriculum 17 links on eJournal web site
116
Accommodating Student
Diversity…•Females
•Racial and ethnic•Special needs
•Limited cultural context and/or related resources
117
St. Helens
Multnomah
Linn Benton
Clats
op
Douglas
Lake
Dept. of Education
High Desert
South Coast
Tilla
moo
k Ask Questionsby pressing your microphone ‘ON’
Otherwise be sure it is OFF
118
Please Turn off your
Microphone!!
News Highlights
Office of Educational Improvement and
Innovation
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On-line Advanced Placement Course Support Request for
Proposals• Tuition support for on-line Advanced Placement courses second semester• Anticipated due date: Early February
http://www.ode.state.or.us/cifs/grants/oapp/
Andrea [email protected]
503.378.3600, Ext. 2289
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Ed Tech Competitive Request for Proposals• Qualifying districts may apply• Proposals due February 25th
http://www.ode.state.or.us/cifs/grants/esea/titleiid/
Carla [email protected], Ext. 2283
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e-Learning Distance Education
2004 Summit• Monday, January 26th, 8:00 am to
4:30 pm
www.ode.state.or.us/elearning/2004summit.aspx
• Interested in attending, but not registered?
Carla [email protected], Ext. 2283
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Survey of Enacted Curriculum
• Council of Chief State School Officers• Mathematics Survey Opportunities
– K-12 Study– Middle School Study– Post-Secondary Study
Ginger [email protected]
503.378.3600, Ext. 4419
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Oregon Math Leaders
Conference•Theme: Building Bridges•Number Theory•August 8 to 10, 2004 in McMinnville
www.octm.org
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INTEL International Science Engineering Fair
•May 9 to 15, 2004 in Portland•Opportunities for all Oregon students•http://www.intelisef2004.org/
Susan SugarmanOregon Health Sciences University
(503) 494-5103 [email protected]
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Health Education Standards
• Standards development is under way
• State Board in September, 2004
Jess [email protected], Ext. 4425
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Safe and Healthy Students
Summer Institute•August 9 to 12 in Newport•For health educators,
physical educators, nurses, food personnel, counselors, and others
Jess [email protected], Ext. 4425
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Web Supports for this
Videoconference•Overview Sheet•eJournal – links to all e-mail
addresses and links to web sites•Power Point Slides•Archived Video
http://www.ode.state.or.us/cifs/video/
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Next Videoconference
•March 16th and 17th
• Closing the Achievement Gap: Evidence Based Approaches
• Implementation of House Bill 2744
http://www.ode.state.or.us/events/
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