Literacy Literacy Across The Across The CurriculumCurriculum::

Setting and Implementing Setting and Implementing GoalsGoals

for Grades Six through for Grades Six through TwelveTwelve

It’s Everybody’s JobIt’s Everybody’s Job

Debbie HallDebbie HallSchool Improvement ConsultantSchool Improvement Consultant

SREB/SREB/HSTWHSTWSeptember 26, 2005September 26, 2005

SouthernRegionalEducationBoard

HSTW Review/UpdateHSTW Review/Update

Stan McCallarStan McCallar

Education Program SpecialistEducation Program Specialist

Technology/Career EducationTechnology/Career Education

smccalla@doe.k12.ga.ussmccalla@doe.k12.ga.us

Good Good

MorningMorning

Getting To Know YouGetting To Know You

Take two of the dots from the center of theTake two of the dots from the center of thetable. table. Administrators take red. Administrators take red. Teachers take green. Teachers take green. Support staff take blue.Support staff take blue. All others take yellow. All others take yellow.

Place one dot on the wall chart by the title Place one dot on the wall chart by the title thatthat

best describes you and another on your namebest describes you and another on your name badge. badge.

Focusing on School-Wide Focusing on School-Wide Literacy ImprovementLiteracy Improvement

Really Worthwhile Lessons On Scholarshipor

Reading, Writing, Listening, Observing, Speaking

Essential Question Essential Question

What can we do to seriously What can we do to seriously improve literacy in schools?improve literacy in schools?

Avoid the “Quick Fix”Avoid the “Quick Fix”

There is no miraculous published There is no miraculous published program or set of tests that will, on program or set of tests that will, on their own, suddenly make our children their own, suddenly make our children literate. Instead, schools must make literate. Instead, schools must make literacy the bedrock of the curriculum.literacy the bedrock of the curriculum. Booth and Rowsell, THE LITERACY PRINCIPALBooth and Rowsell, THE LITERACY PRINCIPAL

SREB’s/Georgia’sSREB’s/Georgia’sFive Literacy GoalsFive Literacy Goals

1.1. Read the equivalent of 25 books per Read the equivalent of 25 books per year across the curriculum.year across the curriculum.

2.2. Write weekly in all classes.Write weekly in all classes.3.3. Use reading and writing strategies to Use reading and writing strategies to

enhance learning in all classes.enhance learning in all classes.4.4. Write research papers in all classes.Write research papers in all classes.5.5. Complete a rigorous language arts Complete a rigorous language arts

curriculum taught like college-curriculum taught like college-preparatory/honors English.preparatory/honors English.

How We AchievedHow We AchievedThe Five Literacy GoalsThe Five Literacy Goals

Stacey BennettStacey Bennett

Rutland High SchoolRutland High School

Macon, GeorgiaMacon, Georgia

Suggestions for Developing a Suggestions for Developing a Three-Year Literacy PlanThree-Year Literacy Plan

Analyze your Analyze your HSTWHSTW and state test data and state test data Where are the achievement gaps?Where are the achievement gaps? What are students doing well? What are students doing well? What are the specific reading/writing What are the specific reading/writing

deficiencies?deficiencies? Survey students and staffSurvey students and staff Have literacy committee draft or revise a planHave literacy committee draft or revise a plan Determine practical implementation list for Determine practical implementation list for

each goaleach goal

Read the equivalent of 25 Read the equivalent of 25 booksbooks

per year across the curriculum.per year across the curriculum. Determine how much school-related Determine how much school-related

reading students are doing now.reading students are doing now. Survey teachers to determine what/how Survey teachers to determine what/how

much reading they require.much reading they require. Have teachers in every class assign Have teachers in every class assign

appropriate course-content reading.appropriate course-content reading. Give students choices in their reading.Give students choices in their reading. Have students demonstrate understanding Have students demonstrate understanding

through written reports, oral presentations through written reports, oral presentations and performance tasks.and performance tasks.

Read 25 Books A YearRead 25 Books A Year

Reading expectations Reading expectations in every classin every class

Reading logs in Reading logs in language arts classeslanguage arts classes

Teachers’ reading logs Teachers’ reading logs on displayon display

Oral reading modeled Oral reading modeled dailydaily

Ample classroom Ample classroom reading materialsreading materials

Structured book Structured book conferences weeklyconferences weekly

Parental awareness of Parental awareness of program and goalsprogram and goals

Community-wide book Community-wide book clubclub

Summer reading Summer reading requirementsrequirements

Awards for meeting Awards for meeting goalsgoals

Write weekly in all classes.Write weekly in all classes.

JournalsJournals LettersLetters EditorialsEditorials EssaysEssays Open-response Open-response

questionsquestions Lab ReportsLab Reports Short stories Short stories MemoirsMemoirs SpeechesSpeeches ProposalsProposals

Writer’s NotebooksWriter’s Notebooks Learning logsLearning logs Exit and admit slipsExit and admit slips Mathematics logsMathematics logs ParagraphsParagraphs Research assignmentsResearch assignments PoemsPoems Inquiry LogsInquiry Logs ArticlesArticles

Three Types of Writing Three Types of Writing for Every Classroomfor Every Classroom

Writing-to-learnWriting-to-learn

Writing-to-demonstrate-learningWriting-to-demonstrate-learning

Authentic writingAuthentic writing

Writing To LearnWriting To Learn

Journals Journals Learning Logs Learning Logs

Exit/Admit SlipsExit/Admit Slips

Writer’s Notebook Inquiry LogsWriter’s Notebook Inquiry Logs

Mathematics LogsMathematics Logs

Writing To Demonstrate LearningWriting To Demonstrate Learning

ParagraphsParagraphs EssaysEssays

Open-response Open-response Lab ReportsLab Reports

QuestionsQuestions

Research AssignmentsResearch Assignments

Authentic WritingAuthentic Writing

ArticlesArticles EditorialsEditorials

Speeches Letters ProposalsSpeeches Letters Proposals

Memoirs PoemsMemoirs Poems

Short StoriesShort Stories

Use reading and writing Use reading and writing strategies to enhance learning strategies to enhance learning

in all classes.in all classes. Red DotsRed Dots Blue DotsBlue Dots Yellow DotsYellow Dots English TeachersEnglish Teachers Math TeachersMath Teachers Science TeachersScience Teachers Social Science Social Science

TeachersTeachers

Design a lesson orDesign a lesson or

activity for youractivity for your

discipline or area that discipline or area that

uses a strategy weuses a strategy we

have discussed today.have discussed today.

Share with the group.Share with the group.

Literacy StrategiesLiteracy Strategies

Preparation Assistance Preparation Assistance Reflection Reflection

KWLKWL Mnemonic Device Mnemonic Device

Strategic Strategic Two-Column Two-ColumnOverviewOverview Notes Notes

Post-graphicPost-graphic OrganizerOrganizer

Data on Data on

Display Display

Write research papers in all Write research papers in all classes.classes.

Formal Research PapersFormal Research Papers

Choose and limit a topicChoose and limit a topicMake a working bibliographyMake a working bibliography

Conduct researchConduct researchOutline and plan the paperOutline and plan the paper

Draft the paperDraft the paperRevise and edit the paperRevise and edit the paper

Submit the final paper for assessmentSubmit the final paper for assessment

““Researched” PiecesResearched” Pieces

Foreign language travel brochureForeign language travel brochure Commentary on controversial topic in Commentary on controversial topic in

science or social studiesscience or social studies PowerPoint on how math or English is used PowerPoint on how math or English is used

in a specific career or technical areain a specific career or technical area How-to manuals for career or technical How-to manuals for career or technical

areasareas Personal fitness plan for health and Personal fitness plan for health and

physical educationphysical education

Complete a rigorous language Complete a rigorous language arts curriculum taught like arts curriculum taught like college-preparatory/honors college-preparatory/honors

English.English. Work toward Work toward

mastery.mastery. Evaluate with rubrics.Evaluate with rubrics. Require frequent Require frequent

revisions.revisions. Balance three types Balance three types

of writing.of writing. Read widely in and Read widely in and

out of class.out of class.

Use a variety of Use a variety of resources and resources and assessments.assessments.

Avoid “tracking.”Avoid “tracking.” Apply learning Apply learning

through writing through writing and speaking.and speaking.

Provide for oral Provide for oral communication.communication.

I love it when a plan comes I love it when a plan comes together!together!

Using Appendices 4-6 in Using Appendices 4-6 in Literacy Literacy Across the Across the

Curriculum Curriculum and your handoutsand your handouts

Develop/revise your literacy planDevelop/revise your literacy plan Prioritize actionsPrioritize actions Assign responsibilitiesAssign responsibilities Indicate sources of supportIndicate sources of support Describe communication strategiesDescribe communication strategies Determine assessment measuresDetermine assessment measures

What I Want To KnowWhat I Want To Know

Look back at your KWL chart.Look back at your KWL chart.

Do you have any questions we have Do you have any questions we have not answered?not answered?

One Last StrategyOne Last Strategy

Alphabet ReviewAlphabet Review

Go down the alphabet and list a literacy Go down the alphabet and list a literacy

strategy that begins with each letter. Use strategy that begins with each letter. Use

strategies we have talked about today and strategies we have talked about today and

any others you have used. This review is any others you have used. This review is

your exit slip.your exit slip.

ResourcesResources Benjamin, Amy, Benjamin, Amy, Writing in the Content Writing in the Content

AreasAreas. Larchmont, New York: Eye on . Larchmont, New York: Eye on

Education, 1999.Education, 1999.

Booth, David, and Jennifer Rowsell, Booth, David, and Jennifer Rowsell, TheThe

Literacy PrincipalLiteracy Principal. Markham, Ontario: . Markham, Ontario:

Pembroke Publishers, 2002.Pembroke Publishers, 2002.

Contact InformationContact Information

Debbie HallDebbie Hall

High Schools That WorkHigh Schools That Work

debbie.hall@sreb.orgdebbie.hall@sreb.org