high school literacy don deshler. language skills strategies subject matter building blocks for...
TRANSCRIPT
High School Literacy
Don Deshler
LANGUAGE
SKILLS
STRATEGIES
SUBJECT MATTER
Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
A Continuum of Literacy Instruction (RTI -- Tiered Instruction )
HIGHER ORDER
Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)
Content Literacy “Synergy”
Improved Literacy
CONTENT CLASSES
Level 1. Enhanced Content Instruction
CONTENT CLASSES
Level 2. Embedded Strategy
InstructionLevel 3. Intensive
Strategy Instruction
• strategy classes
• strategic tutoring
Level 4. Intensive Basic Skill Instruction
KU-CRL CLC- Lenz, Ehren, &Deshler, 2005
Level 5. Therapeutic Intervention
Foundational language competencies
Proficient readers are “good at” or have…Proficient readers are “good at” or have…
• Background knowledge
• Text/knowledge structure
• Vocabulary
• Learning strategies
• Fluency
• Sight word vocabularies
• Word recognition
Level 1
Level 3, 4, 5
Level 1, 2, 3
The Performance Gap
12
11
10
9
8
7
6
5
4
3Years in School
Grade Level • Expectations
• Demands• Skills
The Performance Gap
Years in School
Infrastructure Supports
ExistingSupport
Infrastructure Supports
•Flexible Scheduling
•Time for Teacher Learning and Planning
•Behavioral Supports
•Smaller Learning Communities
Grade Level • Expectations
• Demands• Skills
The Performance Gap
/
Grade Level • Expectations
• Demands• Skills
System Learning Supports
Infrastructure Supports
Current Supports
• Progress Monitoring
• Collaborative Problem-Solving
• Instructional Coaching
• Professional Learning
System Learning Supports
Years in School
The Performance Gap
/
Grade Level • Expectations
• Demands• Skills
Instructional Core
System Learning Supports
Infrastructure Supports
Current Supports
Years in School
Instructional Core
• Standards-Informed Curriculum Planning
• Connected Courses & Coherent Learning
• Continuum of Literacy Instruction
• Motivation Strategies
• Engaging Instructional Materials & Activities
• Student-Informed Teaching
System change System change mustmust be closely be closely tied to the individual within the tied to the individual within the
systemsystemShared…• Vision…that allows individual contributions• Knowledge…that leads to individual learning• Leadership…that seeks the voice of individuals• Responsibility…that shapes individual
planning and action• Evaluation…that guides self assessment• Accountability…that motivates individual
action
Critical Values for System ChangeShared…
+
+
Instructional Core
Standards-Informed Curriculum
Planning
Connected Courses & Coherent Learning
Continuum of Literacy
Instruction
Motivation Strategies
Engaging Instructional Materials & Activities
Student-Informed Teaching
System Learning Supports
Progress Monitoring
Collaborative Problem Solving
Instructional Coaching
Professional Learning
ImprovedOutcomes=
=College
Readiness
and Postsecondary Success
Infrastructure Supports
Flexible Scheduling
Time for Teacher
Learning and Planning
Extended Learning
Time
Behavioral Supports
Smaller Learning
Communities
+
Vision Knowledg
e
Leadership
Accountabili
ty
Evaluatio
n
Responsibility
…that respects the individual in the system
+
Lessons learned by KU-CRL about improving secondary school outcomes…
1. Initiatives should be driven by high expectations that prepare students for college and post-secondary success
2. The literacy needs of adolescents vary greatly -- these differences must be accounted for in a continuum of instruction that meets the needs of all students
3. Change initiatives should be undertaken in light of individual school resources, values, and skill sets
Lessons learned by KU-CRL about improving secondary school outcomes… (continued)
4. The secondary school culture must explicitly reinforce literacy with sufficient authentic and explicit practice embedded across all subject areas
5. There is a interactive synergistic relationship based on principles of learning that cuts across a continuum of literacy instruction (i.e., CLC)
6. Critical instructional and infrastructural elements must be leveraged at the school and district level
