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Welcome

The resources on this protopage are a collection of websites that have been either created or identified as useful in supporting adolescent literacy. They are websites that will identify student’s literacy strengths, support literacy growth, and provide learning strategies that allow students to have greater access to content area knowledge.

Lift Up Through Literacy

Lift Up Through Literacy:

Adolescents Learning, Achieving, Becoming

 

·         Learning to read and write

·         Impacting content areas with strategies

·         Finding literacy strengths

·         Taking control of literacy learning

 

RLTC History with Literacy Development of Adolescents

Purpose

          Establish a statewide literacy initiative that will improve high school achievement, high school graduation rates, and college readiness rates for middle and high school students.

Goals

            Adolescent striving readers and writers have the right to

·         Know their literacy strengths

·         Have appropriate level of materials to read

·         Practice their literacy skills daily

·         Instruction geared to their strengths and scaffolded to independence

·         Know multiple ways to access content materials

·         Develop literacy skills demanded by the work place

·         Instruction from expert and trained teachers

 

Description of Work

1. Create web-based programs to provide literacy support for adolescents:

Access to Content Courses:  Reading and Writing Strategies within content area courses that increase the access all students have to learning the content and skills in science, mathematics, social studies and English literature.

Literacy Assessment System:  Assessments for determining the students’ strengths in the acquisition and progress in reading, writing, speaking, listening, viewing and representing.

 

Literacy Interventions: 

·         Workshops (one or two weeks) providing specific skill development, direct instruction (to, with, and by), engaged learners, and guided practice to acquisition of the skill. 

·         PowerPoint presentations, pod casts, and video presentations for explaining specific skills.

2. Preparation of proposal for potential striving reader federal funding

 

Progress on Work

RLTC Retreat – July …

Two day retreat in Charlevoix many of the RLTC directors and other literacy leaders from their region met (approximately 20 people) and began the planning for an adolescent literacy program.  A framework was established, plans were created for how the work would be accomplished and work dates were established (August 28, September 4, October 10, and November 8).

 

Striving Reader Proposal Planning on August 28, 2007

Patti Loper, Bill Devers and Elaine Weber met to review requirements for programs qualifying for previous striving reader funding.  The proposed program from the July retreat was reviewed to assure that what was developed would meet the requirements of the federal striving reader funded programs.

 

Assessment System / Workshop Planning and Development September 4, 2007

RLTC directors and literacy leaders (28 participants) met to learn Web 2.0 programs that would be used to upload the assessments and workshops on the web. Work was divided among the participants to be accomplished by the October meeting:  Reading fluency, comprehension, critical reading, writing fluency, writing development, protocols for looking at student work and the framework for the workshops.  The striving reader proposal group also established a division of work among the members.

 

Access to the Content Courses

The Michigan-created program MiCLASS/HiCLASS is being uploaded on the web and now called Take FLIGHT in the Content Areas (Functional Literacy Instruction Generating Higher-Level Thinking) by a local group of educators from Macomb county:  Lynn Mair, Rose Harrision, Rita Hughes, Grace Velchansky, Carrie Wozniak, and Elaine Weber.  The work on this project will presented to the larger group at the November 8th meeting to be reviewed and expanded.

 

Timeline for the Project

Lift Up Through Literacy will be completed by Spring of 2008 and ready for pilots during the 2008/09 school year.

Proposal for federal funding will be ready by late fall 2007 or early in 2008. 

 

Timeline Modification

At the RLTC meeting held October 9th directors were told that the Reading First money could not be used for the above described initiative.

 

October 10th meeting was cancelled.

Work continued on both the project by Macomb consultants and teachers.

 

November 8th meeting was rescheduled and representatives from Charlevoix Center, Wayne RESA and Macomb meet to continue work on the statewide project. 

 

The December 12th meeting is also going as scheduled. 

 

January 29th we met in Ingham, and we are meeting again on February 27th.

 

Work on the project can be viewed at http://www.protopage.com/assessmentsystem

 and http://www.protopage.com/miclasshiclass

 

Photos

General Resources

Bookmarks

Connected Protopages and Websites

Reading List for Students

Websites

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Literacy Resources

The websites to your right connect you to additional protopages and websites  which support the Lift up through Literacy Website.

 

The Websites that are listed below provide additional information and material to support adolescent literacy.

Poll to determine how this will be used

Training Material

Bookmarks

Training Tools

Student Profiles

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Training Materials

The training materials on your right require you to create an account with slideshare.

 

www.slideshare.net

 

Simply click on the link and create an account.

Once you have created an account you can download the material to your computer.

 

Untitled tab 1

Critical Reading

Bookmarks

Profundity

Kaleidoscope Key Links

Critical Reading Questions

Critical Reading Strategy

Bookmarks

The Work of Jeff Wilhelm

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Critical Reading

Critical reading

 

What does it say, how does it say it, what does it mean, what's the connection to me?

 

Profundity:  Steps to a deeper understanding of text.

Kaleidoscope Background

Available at no cost, Kaleidoscope is a comprehensive site for busy educators striving to integrate the North Carolina Computer Skills and Information Skills curricula into the Standard Course of Study. This Web portal takes North Carolina teachers and students on a week-by-week journey through a typical school year, linking students to rich online learning resources, while modeling "best practice" for the integration of Internet content in the classroom.

 

 

This site has a multitude of activities for 5th - 8th grade teachers. The bookmark to the right, links you to the many of the wonderful links on this site.

 

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Want to increase your reading comprehension and thinking about books?

 

Join an on-line book club!

 

Visit here:

 

On-line Book Club

Socratic Circles

For a full definition of Socratic Circles, go to the link below:

http://www.stenhouse.com/pdfs/0394ch01.pdf

 

 

Below is a link to a demonstration of Socratic Circles done with the MacombISD Secondary Literacy Network:

 

http://visitmyclass.com/blogs/macombsln/archive/category/5578.aspx

 

Take a look at the short video demonstrating what socratic circles are all about.

 

Reading Comprehension

Bookmarks

Theory, Research, and Support

Books from Learning Express

Podcasts

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Reading Comprehension

Reading Comprehension

 

This section will help you identify your strengths in the area of Reading Comprehension. Follow the links to the left for more information.

 

 

Google Lit Trips

This site allows you to travel the routes of the characters in the novels you read.

http://www.googlelittrips.org/

Oral Reading Record

The Link below takes you to grade level reading passages:

http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/reading

 

http://www.ogtprep.com/highschool_ogt.htm#read

 

http://the_english_dept.tripod.com/exos.html

 

Click on the Grade Level below for Online Practice Reading Comprehension Tests from Pearson's Testing Site. You will be leaving the Protopage and going to Pearson's website.

 

Grade
1

Grade
2

Grade
3

Grade
4

Grade
5

Grade
6

Grade
7

Grade
8

 

Diagnostic Reading Comprehension Test

Access to free grade-level diagnostic reading assessments for Grades 4, 6, 7, 8, 9, and High School can be found at Learning Express Library.

 

MEL, Michigan eLibrary, available through Michigan.gov, offers many free resources for educators to help in their instruction and assessment.  Once you access the site www.mel.org, locate the Featured Resources section located in the top right-hand corner. 

 

·        Choose the tab “Tests and Tutorials.”

 

·        Log in or register as a new user, if this is your first visit to the site.  

 

·        To find information on assessment resources, locate the appropriate link. 

 

·        For this module, scroll to Middle School Skills Improvement and choose 6th/7th/ or 8th Grade Reading Diagnostic Tests. 

 

·        Decide if you’re evaluating student’s narrative or expository reading skills and open the appropriate link to preview the text.

 

·        In order to evaluate individual student’s progress, each student will need to create a username and password. 

 

·        Once he/she has completed an assessment, it will be necessary to report these results to the teacher.  This can be done by having the student print his/her results page after completing an assessment. 

 

·        Results are stored online and can be opened/printed at any time by accessing individual accounts. 

 

 

 

Screening Test

 

Red Flag Reading Screening is an informal means by which you can evaluate student's level of reading accuracy from grade level materials. The link below provide you with the steps to complete a Red Flag Screeing.

 

http://ldadvocates.com/administering_the_red_flag_reading-screening.htm

 

Reading Strategies

This site provides information on a variety of reading strategies to be used before, during and after reading. Explanations and students examples are provided.

 

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/reading%20strategies%20index.htm

 

Think Alouds

This site provides information on Think Alouds:

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/thinkaloud.htm

 

The link below is a student demonstrating a Think Aloud:

http://voicethread.com/share/32955/

 

 

Grammar Module

This is a great site that offers a variety of lessons to help prepare student's for the ACT test.

 

http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf

Reading Fluency

Bookmarks

Bookmarks

Podcasts

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Reading Fluency

Reading Fluency

 

"Fluency is more than reading fast: it is reading at an appropriately fast rate with good expression and phrasing that reflects solid understanding of the passage. Since fluency is multidimensional, methods of assessment must capture its multidimensional nature. This booklet provides a broad definition of reading fluency, one that shows its connection to word decoding and comprehension, and presents some simple but effective methods for assessing student reading progress both in fluency and general achievement."


- Timothy V. Rasinski, Ph.D.

Procedures

Figure 1
Procedures for Measuring Accuracy and Rate in CBM/ORF

  1. Find a passage(s) of approximately 250 words written at the student’s grade placement. Submit the passage to a text readability formula to estimate its grade appropriateness.
  2. Ask the student to read the passage for one minute and record the reading. Emphasize that the text should be read aloud in a normal way, and not faster than normal.
  3. Mark any uncorrected errors made by the student. Errors include mispronunciations, substitutions, reversals, omissions, or words pronounced by the examiner after a wait of 2-3 seconds without an attempt or response from the student. Mark the point in the text the student has come to after one minute of reading.
  4. Repeat steps 1 and 2 with two different passages (optional). If you choose to repeat the process, use the median or middle score for analysis.
  5. Determine accuracy by dividing the number of words read correctly per minute (WCPM) by the total number of words read (WCPM + any uncorrected errors). This number will be a percentage. Compare the student’s performance against the target norms in Table 1.
  6. Determine the rate by calculating the total number of WCPM and comparing the student’s performance against the target norms in Table 2.

Oral Reading Fluency Target Rate Norms

Table 2
Oral Reading Fluency (ORF) Target Rate Norms
Grade

Fall
(WCPM)

Winter
(WCPM)
Spring
(WCPM)
1
2
3
4

30-60
50-90
70-110
10-30
50-80
70-100
80-120
30-60
70-100
80-110
100-140
5
6
7
8
80-120
100-140
110-150
120-160
100-140
110-150
120-160
130-170

110-15-
120-160
130-170
140-180

Source: Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htm. Data are also adapted from “Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck and G. Tindal, 1992, Teaching Exceptional Children, 24, pp. 41-44.

Oral Reading Fluency Scalel Rubric

Figure 3
Oral Reading Fluency Scale
  1. Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from the text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation. Reads at an appropriate rate.

    1. Reads primarily in three- and four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. Reader attempts to read expressively and some of the story is read with expression. Generally reads at an appropriate rate.
  1. Reads primarily in two-word phrase groups with some three- and four-word groupings. Some
    word-by-word reading may be present. Word
    groupings may seem awkward and unrelated to
    the larger context of the sentence or passage. A small portion of the text is read with expressive interpretation. Reads significant sections of the
    text excessively slowly or fast.
  1. Reads primarily word-by-word. Occasional two- or three-word phrases may occur – but these are infrequent and/or they do not preserve meaningful syntax. Lacks expressive interpretation. Reads text excessively slowly.

    A score of 1 should also be given to a student who reads with excessive speed, ignoring punctuation and other phrase boundaries, and reads with little or no expression.
Source: Adapted from Listening to Children Read Aloud: Oral Fluency, by G. S. Pinnell, J. J. Pikulski, K. K. Wixson, J. R. Campbell, P. B. Gough, & A. S. Beatty, 1995, Washington, DC: U.S. Department of Education, National Center for Education Statistics. Available at http://nces.ed.gov/pubs95/web/95762.asp

Multidimensional Fluency Scale

Figure 4
Multidimensional Fluency Scale

Use the following scales to rate reader fluency on he dimensions of expression and volume, phrasing, smoothness, and pace. Scores range from 4 to 16. Generally, scores below 8 indicate that fluency may be a concern. Scores of 8 or above indicate that the student is making good progress in fluency.

 

Dimension
1
2
3
4
A. Expression and Volume
Reads with little expression or enthusiasm in voice. Reads words as if simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice. Some expression. Begins to use voice to make text sound like natural language in some areas of the text, but not others. Focus remains largely on saying the words. Still reads in a quiet voice. Sounds like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text. Reads with good expression and enthusiasm throughout the text. Sounds like natural language. The reader is able to vary expression and volume to match his/her interpretation of the passage.
B. Phrasing
Monotonic with little sense of phrase boundaries, frequent word-by-word reading. Frequent two- and three-word phrases giving the impression of choppy reading; improper stress and intonation that fail to mark ends of sentences and clauses. Mixture of run-ons, mid-sentence pauses for breath, and possibly some choppiness; reasonable stress/intonation. Generally well phrased, mostly in clause and sentence units, with adequate attention to expression.

C. Smoothness

 

Frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts. Several “rough spots” in text where extended pauses, hesitations, etc., are more frequent and disruptive. Occasional breaks in smoothness caused by difficulties with specific words and/or structures. Generally smooth reading with some breaks, but word and structure difficulties are resolved quickly, usually through self-correction.
D. Pace (during
sections of minimal disruption)

Slow and laborious.

 

Moderately slow.

 

Uneven mixture of fast and slow reading.

 

Consistently conversational.

 

Source: Adapted from “Training Teachers to Attend to Their Students’ Oral Reading Fluency,” by J. Zutell and T. V. Rasinski, 1991, Theory Into Practice, 30, pp. 211-217.

Writing Fluency

Bookmarks

Bookmarks panel

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Writing Fluency

Writing Fluency

 

The ability to use language easily and accurately.

Volume and Stamina

Volume - the number of words, sentences, paragraphs, and/or pages written

 

Stamina - self-regulated

 

"Amount of Writing" Chart

Directions for Using the Writing Chart

Frequency

Frequency - how often writing occurs

  Blogs
  Educational Blogging Activities
  ISTE Article - Scaffolding for Struggling Students

Automaticity

Automaticity - Immediate, automatic response to a writing prompt

 

An automatic response to a writing prompt is easy if you express an opinion, especially if it is an opinion about someting that relates to you!

Read the article from WIRED magazine, What Websites Do to Turn on Teens, then write to this prompt:

"Sometimes adults think they know the preferences of teenagers. Choose one idea from this report you agree or disagree with and tell why. Write as much as you like, including reasons, experiences, and facts you might have at your fingertips."

You can check the quality of your ideas by using the "Expository Writing Rubric" in the Bookmarks Panel on this page.

 

Here's a great example of an opinion essay: Advantages of Laptops


Engagement

Engagement - interest, ownership, and self confidence when writng

Visible Thinking Routines

 

Artful Thinking

 

Want to see how it's done?

Ten Times Two Prewriting Thinking Routine 

with student samples

 

Add to someone else's story!

One Million Monkeys Typing

 

Favorite Poem Project


ReadWriteThink - Poem about the Future


View samples of Digital Stories

To try it, download Photostory 3 or use Moviemaker or imovie on your computer.  See more Digital Storytelling links at elenawee.pbwiki.com (password = maples   and uncheck the box for notification if you don't want to receive emails!)



Word Study

Bookmarks

Word Study Assessment and Activites

Word Study Resources

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Word Study

Word Study

 

Word Study is designed to teach pronunciation, definition, and usage of

vocabulary, as well as spelling.

Assessment: Level 1


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Assessment: Level 2


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Assessment: Level 3


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Assessment: Level 4


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Writing Development

Bookmarks

Idea Organizers Gretchen Bernabei and other Good Stuff

Writing Rubrics

Bookmarks

Writing Assessment for 8th grade

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Writing Development

Writing Development

 

Using the Writing Process to create published works in different genres.

Grade 8 Assessment Step by Step

Bookmarks

Tutorials

Plain sticky notes

Reading and Writing Assessment

The assessments presented under this tab are organized in the order they are to be administered. At the very least, students' reading level and writing level should be determined. If a student is reading and/or writing below grade level, additional assessments are available to identify his/her literacy strengths and needs to insure he/she continues to develop skills in reading and/or writing.

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Reading Comprehension Assessments

Step 1

Administer the following 8th Grade Reading Comprehension Assessment

http://images.learnatest.com/SearchPDFs/8th_Grade_Reading_Comprehension.pdf

 

Step 2

If the student does not successfully pass the 8th Grade Reading Comprehension Assessment, with a score of 80% use the following grade-level screening assessment to determine where to begin to determine the grade level at which the student reads successfully.

http://ldadvocates.com/administering_the_red_flag_reading-screening.htm

 

Attached below are the teacher handouts and instruction with grade by grade passages (teacher and student) Grades 1 to 8:

http://visitmyclass.com/communities/files/2465/139930/Grades%201-8%20Passages.doc

 

Step 3

Select the grade level passage determined by the above reading screening

http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/reading

Writing Assessments

 Step 1

Administer the MEAP 8th Grade 2007 Writing from Knowledge and Experience Prompt. 

http://www.michigan.gov/documents/mde/F07_Gr8_ELA_Scoring_Guide_Item_1_WKE_228854_7.pdf

 

Step 2

Assess the writing with the holistic rubric to determine the rubric score of 1 to 6.

http://www.michigan.gov/documents/mde/F07_Gr8_ELA_Scoring_Guide_Item_1_WKE_228854_7.pdf

 

If the writing scored a 3 or less, use the analytic rubric to score each of the four traits:

Content and Ideas

Organization'

Style and Voice

Conventions

http://www.slideshare.net/eweber/meap-6-pt-writing-rubric-by-trait/

 

Step 3

To determine the writing strategies the student has used, analyze the writing with the Profiles Writing Attributes of Writing displayed by grade level.

http://www.misd.net/Languageart/ProfilesWritingsec3.pdf

 

Step 4

If the writing scored a 1 or 2 and displays limited writing, use the Protocol for Looking at Student Work to determine what the student can do with writing and what would be the next best instruction.

http://visitmyclass.com/communities/files/2465/139955/Protocol%20for%20Looking%20at%20Student%20Work.doc

 

 

Reading Fluency

Step 1:

Attached below are the directions to assess reading fluency.

http://visitmyclass.com/communities/files/2465/140065/Reading%20Fluency.doc

 

Step 2:

The link below contains passages to assess oral reading fluency.

http://www.floridatechnet.org/2006%20marketplace/Engaging%20the%20Reluctant%20Reader/Fluency%20Handouts.pdf

 

Step 3:  The link below contains passages to assess vocabulary.  http://visitmyclass.com/communities/files/2465/140602/Vocabulary%20assessment.doc

 

ELL

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Bookmarks

Interventions

Bookmarks

Bookmarks

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Possible Interventions include:

 

Workshops, powerpoints, games, school improvement plans, podcasts, video, etc.

Podcasts - Supporting Stuggling Adolescent Readers

Supporting Struggling Adolescent Readers (IRA Podcast)http://www.reading.org/downloads/podcasts/CA-Ambe.mp3

Introduction to high school anchor assessments

Bookmarks

Bookmarks

Grade 9

Bookmarks

The Odyssey

Short Stories

Romeo and Juliet

To Kill a Mockingbird

Grade 10

Grade 11

Grade 12

Resource Development

Bookmarks

Bookmarks

Plain sticky notes

Developing Resources for CTE

Please contact : Lisa Thorley, New Haven High School lthorley@nhav.misd.net

Protocols in General

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Protocols Learning from Text

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Protocols Learning from Text

Protocols for Looking at Student Work

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Looking at Student Work

Protocols for Classroom Visits

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Protocols for Classroom Visits

Reading Apprenticeship

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Creating Literacy-Rich Schools for Adolescents

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Alabama Reading Initiative

California Literacy Plan

NCTE

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