Purpose :

To create a failsafe system of literacy so that all students have equal access to a standards based curriculum

Result:

Joyful, independent readers, writers, and content learners!

The Challenge is for…

– teachers to move from compliance to commitment and

– students to move from compliance to engagement.

Align daily work with reading & thinking expectations of assessment.

Non-fiction reading =non-fiction on assessment

Levels of questions=levels of questions on assessment

Literacy islistening, viewing, thinking, expressing through multiple symbol systems, speaking,

reading, and writing.

Schools that improve literacy…

Research-based intervention is consistently implemented, monitored, and evaluated.

All teachers consistently teach, model, practice literacy strategies before, during, and after reading.

Literacy is

everyone’s job all day long!

Literacy Development Tasks

Primary Grades

Phonics

Phonemic awareness

(vocabulary, fluency and comprehension also)

Grades 3 and up

Vocabulary

Fluency

Comprehension

Literacy

Classroom Community

Student Text

Academic safety

Psychological safety

Knowledge, content, vocabulary background

Structure,

Vocabulary

Motivation: choice, clear goals

Strategies, motivation

Relevancy, respect

Literacy enriched Culture Rigor, accessibility

Commitment to Literacy is……

integrated language arts & content print & literacy rich classrooms arts, and technology used as tools accessing, deepening

& communicating reading to and with students daily students reading independently with accountability daily writing about reading daily teaching, modeling, practicing strategies aligning learning tools with belief of literacy

Science Venn Diagram & Compare and Contrast Paragraph

Word Wall in Science

Root words, prefixes, suffixes

Intervention: Scope Magazine & Reader’s Handbook

Mathematics Journal

Accountable Independent Reading

Choice in independent reading

Accountability for Independent Reading

Finding Time for Independent Reading

Read to in Global Studies

Main idea, supporting details

Using Literature to Scaffold to Authentic Work

Courtyard Café:Created by Art StudentsRiverview High School

Literacy Rich: Lake Brantley High School

English Language Learners’ Writing: LBHS

JHMS Media Center Marketing Books

SLHS Media Center Marketing Books

Motivating Independent Reading: Lyman High School

Literacy Coach:Professional development, materials, resources, data

study

Literacy Leadership Modeling

Daily Literacy Non-negotiables

Use processes of literacy: reading, writing, speaking, listening, viewing, thinking, expressing through multiple symbol systems

Read to and with students Read by themselves with accountability Teach, model, practice strategies of expert

readers and writers Literacy rich, print rich environment

Periodic non-negotiables

Word study Strategic test preparation

Strategies of Expert Readers

Predicting: What is it about? What will happen next?

Visualizing: picturing the story

Connecting:self, text, world

Questioning: asking/answering

Clarifying: answering own questions with context clues, pictures, rereading, etc.

Evaluating: before, during, after reading

Strategies of Expert Readers

Using graphic organizers Monitoring comprehension Recognizing text structure Summarizing

Question Answer RelationshipsQAR

– Helps students know where to find the answers.

– Helps students comprehend what they are reading.

– Gives students a purpose for reading.

– Helps students monitor comprehension.

– Encourages higher level thinking.

– Helps students to know that all questions are not answered by looking in the text.

4 Levels of Questions

Right there! Answer is found in one place in the text. Who? What? When? Where? How? List.

Think & search! Answer if found in more than one place in the text. Summarize. Compare. Contrast, What caused? Retell. Explain. Find 2 examples. For what reason?

Author & you!Answer is not in the text, but you must read the text and apply what you read.

On My Own!Questions are answered with information you have read from the text and/or from other places. You must think to answer it.

Steps to Implement QAR

1. Become an expert & consistent questioner.

2. Teach students the 4 levels of questions.

3. Create expert question recognizers and answerers.

4. Students ask 4 levels of questions.

Resources

Moxley, D. & Taylor, R. T. (2006). Literacy Coaching: A Handbook for School Leaders. Thousand Oaks, CA: Corwin Press; Reston, VA: NASSP.

Taylor, R. & Gunter, G. (2005). K-12 Literacy Leadership Fieldbook. Thousand Oaks, CA: Corwin Press.

Taylor, R. & Collins, V.D. (2003) Literacy Leadership for Grades 5-12. Alexandria, VA: ASCD.

Williams, R. D. & Taylor, R. T. (2003). Leading With Character to Improve Student Achievement. Chapel Hill, NC: Character Development Publishers. 919.967.2110