What is the ability to identify understand interpret create communicate and compute using printed and written materials associated with varying contexts *?

Literacy is… “the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” The United Nations Educational, Scientific and Cultural Organization (UNESCO)

Promoting Student Success: Targeting Students’ Literacy Needs in the Science and Math Content Areas Presented by: Karen Eder, Science Teacher Lisa MacArtney, Science Teacher Barb Mazzolini, Reading Specialist Amy Stoops, Reading Specialist

Learning Objectives: At the end of the session, participants will be able to understand the purpose of Downers Grove South’s Literacy Liaison Model. understand how the Literacy Liaison Model benefits students. understand how Professional Learning Communities paired with Literacy Liaisons utilize data to drive curricular changes. gain practical examples of resources and strategies to use in the science and math content areas.

Science and Math Reading Coach Student Success

Downers Grove South High School Literacy Liaison Model

DGS Background Subgroups failed to make AYP in Reading Needs Literacy Resources for Content Teachers Literacy Instruction for ALL Students Literacy Instructional Training for Content Area Teachers Resources 4 Reading Specialists Limited literacy instruction experience

DGS Literacy Liaison Model Objectives RAISE AWARENESS IMPROVE INSTRUCTION INCREASE COLLABORATION PROVIDE LITERACY TRAINING CREATE CONTENT AREA LITERACY RESOURCES ENCOURAGE COLLABORATIVE REFLECTION

Content Area Liaison Teacher (any level of experience) Flexible and willing to try new strategies Qualifications 1 year commitment to the program weekly meetings literacy lunches Requirements Meet the identified needs of the students Best practice share Transition to departmental resource Responsibilities

Content Area Liaison Recruitment Departmental Presentations Department Chair Recommendations Volunteer Basis Generate Buy-In State Standards Educate (Tovani) Rigor Article Time Management Literacy = Making Content Accessible for Students

Literacy Coach Reading Specialist Qualifications Flexible Trustworthy Qualities Meet the identified needs of the students. Coach the teacher to meet the needs of the students. Responsibilities

The Role of the Literacy Coach During Weekly Meeting: During Class Time: Identifying objectives for a unit Analyzing textbook structure Co-creating lessons & units Locating resources Co-creating activities/handouts that will help students access material Identifying students’ current strengths and weaknesses Co-creating interventions Sharing research-based strategies Co-creating assessments Refining assessments Co-evaluating student work Data analysis  Guest teach Demonstration lessons Model teaching Working with small groups in the classroom Observation of students in classroom Observation of teacher in classroom Testing of students in classroom

DGS Liaison & Literacy Coach Pairing 2009- 2010 School Year Literacy Coach assigned to 5-7 Content Area Liaisons 23 Content Area Liaisons Department Representation: Science, Social Studies, World Languages, Applied Arts and Technology, PE/ Drivers Education/ Health

DGS Liaison & Literacy Coach Pairing 2010- 2011 School Year Literacy Coach assigned to 7-10 Content Area Liaisons 26 First Year Content Area Liaisons 18 Second Year Content Area Liaisons Department Representation: Science, Social Studies, World Languages, Applied Arts and Technology, PE/ Drivers Education/ Health, Math, English, Special Education

Literacy Program Pitfalls Not a substitute “Co”!!! Not there to grade papers Not an administrator!!! All is kept private Trust building Everyone at a different pace

Lead by Literacy Coaches Shared Leadership: “Literacy Lunches” Lead by Literacy Coaches Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 by Cris Tovani Literacy Instruction Shared Leadership: Literacy Coaches and Content Area Liaisons Literacy Instruction and Best Practice Share Examples: Lit Circles, Connect Two Lead by Content Area Literacy Liaisons Example: Making Inferences, Drawing Conclusions, Lymphoma by Peyton.wmv Best Practice Share

Pairing a Science Content Professional Learning Community and a Reading Specialist A success story…

Science Literacy PLC Identified District 99 need for increased literacy reading skills PLC Assignments SMART Goal Development Stated, Measurable, Attainable, Results-oriented, and Timebound Baseline Exam Designed by reading specialist & science department members Designed to assess reading fluency and comprehension

Pre-Test Data Analysis Identified Student Needs Narrowed Focus Making Inferences Questioning Drawing Conclusions Fluency Ratings Led to adjustment of SMART GOAL

Science Literacy PLC in Action: Supporting Student Learning Coaching Literacy Instruction Lesson Development Modeling PLC Meetings Classroom Visits Collaboration Continued Lesson Development & Implementation Best Practice Share Evaluation Improvement

Science Literacy PLCs & Literacy Liaisons in Action: Supporting Student Learning Lit Circles Vocabulary Exercises Pick Two Direct Instruction Lessons Making Inferences Cartoons Labs Text Drawing Conclusions Think Aloud Timed Reading Passages

LIT CIRCLES FOR SCIENCE Roles Awesome Artist Science Word Nerd Super Summarizer Examples Expert Captain Connector Discussion Director Model Gradual release

VOCABULARY Picture Notes Concept Mapping Frayer Model Authentic Discussions Word Walls Vocabulary Rating Scales Connect Two

MAKING INFERENCES & DRAWING CONCLUSIONS Using Cartoons

MAKING INFERENCES & DRAWING CONCLUSIONS Science Cartoons at http://www.sciencecartoonsplus.com/index.php

MAKING INFERENCES & DRAWING CONCLUSIONS Lab Modifications Conclusions Hypothetical Situations

USING THE SCIENCE TEXTBOOK Textbook Walk “Think Aloud” External Text Sources Setting the Purpose PQRST P2ARCS

QUESTIONING STRATEGIES QAR Formulate genuine questions as you read. Explain problem solving process. Summarize problems Categorize questions Model questions after examples.

Math Literacy Coaching First year Working with two math teachers On one vertical PLC 1st teacher focusing on Vocabulary 2nd teacher focusing on Active Learning and Story Problems

Math Teachers Word Walls Vocabulary Cards Connect Two Active Learning Word Walls Vocabulary Cards Connect Two ABC Brainstorming 3-Column Chart Probable Passage Ultimate Challenge Station Review Speed Dating Station Review Math Cube Story Problem Grids Math Notes

Math Resources Literacy Strategies for Improving Mathematics Instruction by Joan M. Kenney But I’m Not A Reading Teacher: Strategies for Literacy Instruction in the Content Areas by Amy Benjamin Writing Strategies for Mathematics by Trisha Brummer and Sarah Kartchner Clark http:\\tinyurl.com/beyondcalcs

Science Literacy PLC in Action: Supporting Student Learning Coaching Literacy Instruction Lesson Development Modeling PLC Meetings Classroom Visits Collaboration Continued Lesson Development & Implementation Best Practice Share Evaluation Improvement

How will we know when students have learned what we expect them to learn? Overall Improvement 74.28% of test takers showed gains in their overall score Increase in Mastery 11.5% growth in the number of students demonstrating mastery of the assessment

Inference & Drawing Conclusion Questions 21.67% growth on all targeted questions Literacy Rates PRE TEST 121 students did not complete the exam (20.47%) Avg. number of questions unanswered = 9 POST TEST 36 students did not complete the exam (6.09%) Avg. number of questions unanswered = 2

To Take Away Common Language Adaptable Strategies Making Content Accessible Additional Support Karen Eder Lisa MacArtney Barb Mazzolini Amy Stoops

Content Teacher Reading Coach Student Success

Wenger, Etienne. (1998). “Cultivating Communities of Practice: Learning as a Social System.” Eaker, R., DuFour, R., & DuFour, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloominton, IN: National Educational Service

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Explain the process of charging by induction using the diagrams below

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True or False 1. The different in the number of protons and electrons determines an object's electric charge. 2. Negatively charged objects have more … electrons than protons. 3. Positively charged objects have greater electrons than protons. 4. When there is an equal number of positive and negative charges in an object , it has no net charge. 5. Unlike charges repel and like charges attract. 6. It is important to remember that during any charging process, ideally, the number of charge lost is greater to number of charge gained.