Issue 49: May 25, 2009 Connections Newsletter
“Be the Text”
Carol Brewer
May 25, 2009
Does your state have listening, viewing, and speaking included in the standards? A great way to implement this is to "Be the Text". This fits nicely into a culminating assessment for a completed novel or any type of text. Many times students read text without a true understanding of what has been read. "Being the Text" allows students to strengthen summarizing, paraphrasing as well as comprehension. Being a part of the text gives students a natural connection to their real life and the world around them. It also gives the students the Reading - Writing connections that are so very powerful for higher level thinking!
Steps in the Process:
1. Read the text (Many teachers find terrific results by using
nonfiction as well as fiction.).
2. Rewrite the text with speaking parts and action. Summarizing and paraphrasing can be
strengthened during this step.
3. Practice parts for fluency and confidence (Think of the fluency goals this can satisfy!).
4. Present to your class, as well as others.
Refer to the Learning-Focused Literacy Collection for more ideas.
Lincoln County High School: A Learning-Focused Success Story
Debbie Willingham
May 25, 2009
Lincoln County High School was born as the result of a consolidation effort, when the state of West Virginia merged four small (about 250 students each) high schools into one. While each community had some misgivings about the merger, because of their individual heritages of close community spirit and friendly rivalry, the county-wide high school opened its doors in the 2006-2007 school year with a new blending of teachers and students.
The first year concentrated on meshing four distinct areas of the county into a new community with common goals. The second year, it was time to focus on academics, and the principal, Dana Snyder, went to work to increase rigor and set high expectations. The district, under the order of the state department, had been instructed to select and implement a model for achievement that could be easily, quickly, and completely implemented. The new superintendent, David Roach, knew that Learning-Focused fit their needs. He and assistant superintendent, Jeff Huffman, moved quickly to support the high school in putting training and implementation in place, both there and at a struggling elementary school. The faculty at Lincoln High rose to the challenge and gave up summer and school days to participate in a variety of trainings offered by Learning-Focused.
Being consistent and pervasive was the theme, and after just one year of implementation, test scores increased by double digits in some areas. The state (WesTest) test scores in English increased 15 points, and math scores increased nine points. In addition, the end-of-course Biology test scores showed over 80% of students scoring proficient. Now, in their second year of implementation, Mr. Snyder reflects on the progress the school has made.
Debbie: Besides increased test scores, how has Learning-Focused made a difference for teachers and students?
Dana: What I like best about Learning-Focused is that it is not a canned program; it is a teaching philosophy. It is research based, and the research, as well as now our own experience, shows results. How can you not make decisions based on those facts? Students know the expectations; there are no "gotchas." They know they're expected to know the answer to the essential question in depth. They know they will be expected to stay actively involved in their learning through the strategies the teachers use, and they know what the expectations are. Teachers recognize that the planning they do and strategies they use are just what good teaching is all about, and I'm happy to say that many of them were able to say, "Oh yeah, I kind of already do that," about a number of things.
Debbie: How has Learning-Focused meshed with your other primary initiatives?
Dana: Our primary initiative in place going in was High Schools That Work (HSTW). We were happy to see that there is an easy correlation between the two models. Both focus on standards-based design of lessons, high levels of thinking using literacy and numeracy strategies (like graphic organizers and data tables), student-centered tasks and extended thinking assignments, and both formative and summative assessment (often using rubrics). According to our February HSTW audit, Lincoln County High is in the top 25% of all West Virginia high schools in HSTW areas, and we are number one in overall growth. In the spring 2008 audit HSTW credited Learning-Focused with the vast improvement in the use of strong, rigorous instructional strategies.
Debbie: Where do you see Lincoln County High School another two years down the road?
Dana: I plan to have 100% implementation of the Learning-Focused model in the next two years, with our being totally consistent and pervasive. We should and can be a 90/90 school.
During the past year and a half, it has been extremely gratifying to visit classes, conference with teachers and administrators, and see the growth and successively easier implementation of strategies. Lincoln County is truly a success story in having become a community with common goals and methods of attaining them, and we look forward to following their continued success.
What Are Context Clues?
Jennifer Partrick
May 25, 2009
Often, teachers teach their students to use context by looking for words around the unknown word. However, there are other strategies that teachers can share with their students in order to help them discover the meaning of unknown words.
A Clear Definition or Synonym
The writer gives an explanation of the words or uses a known word to support meaning of the unknown word.
Example:
Geriatric is a term that refers to old or elderly people. New and innovative residences are being constructed to support the increasing number of geriatric clients.
Concrete Examples
Writers provide examples that make the meaning of the unknown word clear. The example may be found before the unknown word or after it.
Example:
Geriatric individuals, old people, often move to warmer climates to retire.
Old people, geriatric individuals, often move to warmer climates to retire.
Contrast Clues:
Writers make the meaning of the unknown word clear by providing the opposite meaning of the word.
Example:
Most geriatric people, unlike the younger generation, enjoy a quieter and less hectic life style.
Words or Phrases that Modify the Unknown Word
Authors sometimes use modifiers, like adverbs, adjectives, or relative clauses, which contain clues to help make the meaning of the unknown word clear.
Example:
In certain towns in Florida, I encountered large numbers of geriatric people walking slowly, some bent over from arthritis, enjoying the warm sunshine.
Repetitions of a Word
Another strategy that writers use is to repeat the word in familiar and new situations. Doing this allows the reader to construct meaning based on what they already know.
Example:
I was surprised at the number of geriatric individuals I noticed as I walked to work. Geriatrics using walkers, motorized chairs, or canes enjoyed the warm sunshine as they sipped their morning coffee.
Unstated or Implied Meanings:
Often, readers can determine the unknown word meaning by looking at the situation in which the word appears or by drawing on prior knowledge.
Example:
I was surprised to see the number of geriatric residents when I took my morning run. They sat in the warm sunshine and played checkers, chatted with each other, and fed the birds. No doubt they too thought that a warmer climate would be more enjoyable as they looked for a quieter life after retirement.
Helping our students become familiar with the different types of context clues will support them as they read and interact with text.
Reference:
Robb, Laura. (2003). Teaching Reading in Social Studies, Science, and Math. New York, NY: Scholastic Inc.
See the Learning-Focused Literacy Collection for more information.
