Elementary Book Study: Evidence-Based Reading Instruction
Reader Response: A Secondary Book Study: Adolescent Literacy
Resources Used by CDE as they reviewed and revised the reading and writing standards
workplace skills.pdf
reading next.pdf
beech.pdf
adolescent lit.pdf
21st century.pdf
writing next.pdf
Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our fast changing world. These essentials skills are:
• Critical thinking and reasoning (for example, but not limited to: problem solving, analysis, logic, cause/effect)
• Information literacy (for example, but not limited to: knowledge acquisition, source discernment, systems management)
• Collaboration (for example, but not limited to: synergy, team resourcing, social skills, leadership)
• Self-direction (for example, but not limited to: adaptability, initiative, personal responsibility, work ethics, self-advocacy)
• Invention (for example, but not limited to: creativity, innovation, integration of ideas)
IRA 2009 Policy Recommendation
|
Quote/Section/Page #
(if appropriate)
|
Your Comment / Question / Connection |
| pg #3, first full paragraph |
"...teacher quality gaps contribute enormously to the achievement gap..." This is a powerful comment and supports many conversations we have been having. |
| pg #3 last full paragraph |
"...further support...increase achievement...books, computers" when reading classes were brought to the high school level there was very little financial support unless a packaged program was purchased. Delivery of instruction is key to elevating achievement. Not only literacy coaches but instructional coaches with on-going supervision/mentoring are needed. |
| pg #4 communication...21st century |
"internet requires different reading...skills" When we look at 21st century learners this is HUGE to take into consideration. This generation is likely to do the majority of their reading right off the screen. |
| p.5. "provide flexible funding to support professional development that will enable teachers, administrators, and teacher educators to meet the literacy instructional needs of their continually changing students[ . . . ]ultimately it will be teachers who lift the literacy achievement of our nation’s most at-risk students without neglecting high-performing readers and writers." |
I think these words I have bolded speak to how efforts so far have been misdirected. We need to create teacher experts and always look at who the students really are. It all comes down to the teacher. |
|
p. 5 "New accountability systems should be encouraged—systems in which data collection utilizes the four federally recognized purposes of assessment: (1) screening, (2) diagnosis, (3) progress monitoring, and (4) transparent outcomes. "
|
Lets remember that each assessment has its own appropriate purpose and audience! |
| p. 5 "Improvement in teaching reading is a life-long enterprise that requires mentoring, observation, follow-up evaluation, and problem-solving with peers. The nation needs a comprehensive literacy care plan that supports professional development sufficiently to ensure all students are provided continuous high-quality reading instruction..." |
This conclusion supports our role in the school and the district. With professional development, teachers can be encouraged to achieve the best in reading instruction, which will lead to achievement in our students. |
NCTE 21st Century Literacies Brief
Comments (5)
Jannetta Knight said
at 9:47 am on Dec 4, 2008
Page 2-2nd paragraph. "All children are entitled to be taught by high-quality teachers who are prepared to provide effective reading and writing instruction in schools with administrators who are prepared to support students' reading and writing development ."
We often forget the importance of training our teachers. We have teachers teaching programs(or even reading classes) that have never been trained. In addtion, we have tutors that are working with our most needy students without appropriate training.
Jan Schneider said
at 9:49 am on Dec 4, 2008
Page 4, on Teacher Education:
I think that there should be a direct experience in the classroom when we are teaching our college students about teaching reading. There is a disconnect when the content is "covered" on the college campus but no immediate experience occurs. Additionally, when we offer professional development for our teachers, I think that journalling as we implement the new methods would be helpful in aiding teachers to process their own learning. If we could tie that into the credit option it might help bridge the content to the experience.
Rosanna said
at 10:58 am on Dec 5, 2008
Page 3, 2nd full paragraph: "For teachers to provide effective reading and writing instruction. . .. " Even in a Read First school that receives excellent national training, I find that many trainings are "sit and get" and they don't help me or the teachers provide effective instruction to the kids.
Christina Rochelle said
at 3:06 pm on Dec 12, 2008
Page 2 "The Centrality of the Classroom Teacher"
"For decades, research has pointed clearly to the centrality of the classroom teachers’ impact on students’ literacy growth and achievement. Children who fail to learn to read well in first grade tend to fall behind and stay behind their peers throughout their schooling experiences...
The ability to process and use language (oral and written) effectively is foundational for maintaining
our democracy and for engaging in the technological world of the future. Those who cannot process and use language are effectively denied their civil rights, are unable to fully participate in society, and are denied economic opportunities that affect their socioeconomic mobility."
This work we do everyday is critical to our student's ability to participate appropriately in society. We must continue to pursue success for our students and teachers, keeping our eyes on the goal of eliminating the achievement gap for 21st century learners.
Sara Pittenger said
at 11:39 am on Dec 19, 2008
This was a pretty powerful article that reinforces a lot of what we do. The first quote that struck me was "Research reports continue to show..." in the 2nd paragraph on page 2 which discussed that teachers who teach reading WELL significantly impact reading and writing scores. Our job then is to provide the development needed.
I agree with Jan that we need to help teachers implement the trainings so they are not just sit and get trainings, but they take the trainings we provide and then implement them in the classroom. That is the beauty of us being in every school - we provide training, model the strategy, and then get to observe it in action - providing feedback.
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