Who Me? Write a Grant? Sure You Can!

For Elementary, middle & high LibrariansSession 2 – 9:10 – 10:10Session 3 – 10:20 - 11:20Session 4 – 11:20 – 12:30

PRESENTER – Pam Rumage

ObjectivesKnow: • Literacy is every educator’s obligation.• Every librarian has the potential to impact literacy through instruction, resources and support.• Shelby County Schools has developed a Comprehensive Literacy Improvement Plan (CLIP) to

accelerate literacy learning.Understand:• Learned strategies can be integrated across content areas to increase student literacy.• Development and implementation of high-quality programs encourage student reading and

enhance literacy instruction across all grades and subjects.• Digital resources are additional tools that can be used to impact student literacy.Do:• Analyze literacy assessments to determine the instructional needs of their students• Design activities or lessons that support Common Core Standards in literacy• Obtain grants to provide high quality resources to increase literacy• Provide multiple opportunities to engage in authentic literacy activities

Norms•Be present and engaged

•Be respectful of differences in perspective while challenging each other productively and respectively

•Monitor “air time”

•Make the most of the time we have

•Stay focused on students

What is the Goal of Content Area Literacy Instruction?

• To teach the ideas, concepts, and principles of a specific subject in a manner that learners receive instruction in reading strategies that meet the unique requirements of the individual subject area

ACT, The Forgotten Middle, 2008

5

Chance of Later Success

Science Mathematics

UnpreparedIn

Reading1% 15%

PreparedIn

Reading32% 67%

Literacy and content area learning depend on each other

What happens if students leave MS and enter HS unprepared for reading?

Building knowledge through content-rich non-fiction and informational texts [Reading Standards #1-10 in ELA and Reading Standards for History/SS, Science, and Technology]

Reading, writing, and speaking grounded in evidence from the text [Reading Standard #1, Speaking and Listening Standard #1, and Writing Standards #1, #2, #9]

Regular practice with complex texts and their academic vocabulary [Reading Standards #10 and #4]

Progress toward CCR Shifts in Literacy/ELA hold Promise for Content Area Learning

7

CCR Standards designed to Support Content Area Learning

8

CCR Standards designed to Support Content Area Learning

What do we mean when we say, “Our students can’t read”? What do we do?

“When faced with students’ resistance to reading or difficulty in comprehending course materials, teachers respond in a variety of ways. Feeling pressed to cover the curriculum , unprepared to assist students with reading, and eager to make sure students understand the content of a particular discipline, many find themselves teaching around reading. “They make adjustments that may seem sensible but that they know are compromises. ‘I’m doing backflips in the classroom to get the content across without expecting them to read the textbook,’ … I’ve stopped assigning reading; the text is almost supplementary for my … curriculum’”

(Schoenbach, et al, 1999: 4)

Literacy in the Content Areas• Models and reinforces metacognitive strategies, e.g., self-correction, questioning, visualization,

annotation, connections/PK, summarization, graphic organizers

• Acknowledges each content area has its own literacy norms, text structures, and challenges (e.g., genres, vocabulary, concepts, and topics)

• Includes explicit instruction (including modeling) and practice in the literacies and content of each discipline

• Appreciates vocabulary is strongly related to general reading achievement; includes both direct, explicit instruction and indirect, learning from context (e.g., listening, other reading instruction, reading) to support vocabulary and comprehension

• Focuses explicit vocabulary instruction on words that fall between two tiers--words that students already know and those that are so rare as to be of little utility—and are used across content areas (academic vocabulary)

• Leverages writing as a means to learn and develop—how students make sense of, synthesize, summarize, and evaluate their learning (not just to assess content learning)

• Uses discussion and writing prompts to reflect on current understandings, questions, and learning processes help improve content-area learning

Incl

udes

exp

licit

liter

acy

(and

ELD

) lea

rnin

g ob

jecti

ves

It’s not about how students are arranged; it’s about the work in which they are engaged.

Is instruction…?-Purposeful-Rigorous -Differentiated to meet student needs-Consistent with evidence-based practice-Aligned to TEM standards

Beyond Appearances

The Gradual Release of Responsibility (to introduce or reinforce a new skill)

Teacher Responsibility

Student Responsibility

I do it.

We do it.

They do it (together).

You do it (independent of the teacher).

Guided

Collaborative

Independent

13

Access Points to Build a Bridge Between Reader and Text (Frey & Fisher, 2013)

1. Establishing a purpose for reading a complex text, and modeling how an expert reader makes meaning

2. Providing scaffolded and close reading instruction to guide students through complex texts

3. Creating opportunities for collaborative conversations w/ peers to refine understanding

4. Moving them forward through independent reading of increasingly complex texts

5. Using formative assessment so teacher and reader know what is know and still needs to be

Reading and Writing in Science• Compare and contrast• Form hypotheses and draw conclusions• Understand the “big picture”• Determine the relative importance of information• Write about findings in learning logs• Write and discuss conclusions from lab reports

Reading and Writing in Social Studies• Sequence and make connections between historical

events• Understand text structures and text features• Evaluate sources• Recognize issues and trends in context• Engage in reflective inquiry through reading and

writing• Write about cause-and-effect relationships• Distinguish between and write about fact and opinion

Reading and Writing in Mathematics• Understand and describe processes• Translate abstract concepts into symbols• Distinguish patterns• In math journals, examine ideas and reflect on

solutions• Write paragraphs to compare key concepts

Reading and Writing in Language Arts• Articulate thinking orally and in writing for various

artists• Employ context clues• Interpret texts from different literary genres• Understand mechanical standards and rhetorical

techniques• Develop fluency with the use of the writing process

to generate different modes of writing• Connect reading and writing to persuade, learn,

inform, and evoke emotions

Literacy “Look-Fors”-Content Area Literacy

• Clearly identified/observed literacy and language objectives for each content area lesson

• Research-based literacy strategies and practices implemented in lessons

• Students read content-specific text and respond, with evidence, to text-based questions.

• Students respond to text in ways that are meaningful, analytical, and authentic to the content area

Who Me? Write a Grant? Sure You Can!Pamela Rumage

White Station Middle School416-2063

rumagepr@scsk12.org

Where to Start

• SCS Grant Office• Monthly Grant News• Internet• Newsletters• Local Libraries• National Grant Centers

How To Write a Grant

• Read Directions and Information Carefully• Only Answer the Questions Ask• Keep it Simple• Plan Ahead• Ask for What You Need• Keep It Plain

What Not To Do

• Don’t Add Unwanted Details• Only Ask for What You Need• Don’t Give Even Numbers to Your Grant Totals• Proof Read Everything• Have a Good Budget• Get Someone to Cold Read Your Grant

Remember

• Rework Good Grants• Reuse Winning Grants• Always Plan Ahead• When You Receive A Grant- BE ORGANIZED!• Meet All Deadlines• Include ESL and DEC Staff

Final Ideas

• Form A School Grant Team• Don’t Wait To The Last Minute• Always Proof Your Grant• Keep a Wish and Needs List Going• Think Outside the Box