Literacy Initiative
      

Content Literacy Learning Community (CLLC) Grant 

Medomak Valley High School is privileged to be part of a three-year grant awarded by the Maine Department of Education to the University of Maine’s Regional Teachers Development Center, subsequently delivered to seven sites, MVHS being one of the partner schools.  This grant’s purpose is to assist school districts in improving their literacy programs to increase achievement in reading and writing and create a model for ongoing, school-directed professional development.  Consultants from the Center for Resource Management assisted us with a literacy audit and guided the MVHS literacy team in the creation of a literacy action plan to address our needs.  Ongoing professional development opportunities for both the literacy team and the MVHS  teaching staff continue as we address the challenges of meeting the literacy demands for all students.

Literacy Plan
Click Here - MVHS Three-Year Literacy Action Plan
Literacy Strategies
Medomak Valley High School's Professional Development includes the use of reading/learning strategies guided by the acronym of PAR.  Before reading/learning strategies include those that set a Purpose, Preview, and/or Plan for the reading/learning.  During reading/learning strategies include those that Analyze, Ask questions and Align reading to the reader.  After reading/learning strategies include those that invite Reflection, Review or Response.

P = Purpose, Preview, Plan

A = Analyze, Ask questions, Align to self

R = Reflect, Review, Respond

(Public Consulting Group, 2006)

Table of Contents Chart
A table of the specific reading and learning strategies studied by the Medomak Valley High School staff occurs below.  Each strategy title is linked to a brief description designed to help the staff more efficiently select and/or match strategies to lesson development in their planning process.  The table itself is arranged alphabetically.  The strategies are grouped according to how they best fit into the categories of before reading/learning, during reading/learning or after reading/learning.  Many of the strategies may apply to all three of the categories. 

Analytic
Graphic
Organizer		 Annotation/
Coding		 Anticipation/
Reaction Guide		 Bloom's Thinking Prompts and Higher Order Questioning
 Chapter Preview
Concept Map
 Discussion Web
 Exit Slips Frayer Model
 I Have... Who Has?
Interactive Word Wall Lexiles List-Group-Label Predictive Questioning Problematic Situation
Proposition/
Support
Outline		 Question  Answer Relationship
(QAR)		 Question
Around
Protocol		 Quickwrite RAFT
Save the Last Word for Me Say Something Strategy:  A Reading Strategy Sum It Up!
 Think Aloud Think-Pair-Share
Triple Entry Journal Two Column Note Taking Word Analysis Strategy  Word Sort
  


Strategies for Before Reading / Learning

Anticipation/Reaction Guide
This is a questioning strategy that assesses prior knowledge and assumptions at the pre-reading stages and evaluates the acquisition of concepts and use of supporting evidence after reading.
(Herber, 1978; Deffelmeyer & Baum, 1992).

Before Reading/Learning                                                        After Reading/Learning
Agree Disagree Statement Evidence Agree Disagree
           
           
(Public Consulting Group, Inc., 2006)                                                                                           

Chapter Preview
This guided tour of the chapter about to be read asks students to answer brief questions and make predictions related to chapter headings, vocabulary, text structure, and graphics.
(Public Consulting Group, Inc., 2006)


Lexiles
A lexile is a measure which identifies a person’s instructional reading level.  An instructional reading level is defined as 75% expected comprehension of text.  Lexile scores are based on a formula calculated using multi-syllabic words and sentence length.  Lexile scores can be used to identify materials suited to the student’s reading level.  The lexile scale ranges from beginning reader material to advanced reading material.  Lexile.com is an excellent resource for finding books at various lexile levels and for analyzing the lexile levels of texts.  Click here for a direct link - www.lexile.com
(Public Consulting Group, Inc., 2006)                              
 To Chart

List-Group-Label
In this vocabulary-introduction strategy, students collaboratively work with a given list of words to group them in a meaningful way.  After grouping by affinity (natural relationships), they label the categories.  This strategy helps students better understand the connections between terms and to identify the broad concepts. 
(Center for Resource Management, Inc.  Prepared for MVHS, March 10, 2006).


Predictive Questioning
After students have read enough of the passage that they can make predictions about the rest of the text, the teacher asks them to stop and make predictions. 
(Public Consulting Group, Inc., 2006)                                                                                                                                      To Chart

Problematic Situation
This strategy involves setting up a compelling problem or scenario that establishes a purpose for reading and stimulates inquiry.

Example:  Social Studies
Assignment:  Read Chapter 7 Ratifying the Constitution.
As a newspaper reporter in the late 1780’s you have been asked to write an editorial determining if the process that has been established  for ratifying  the constitution is fair.  The publisher also wants you to discuss whether or not the  constitution should be ratified.  Based on your knowledge of that time period, what arguments would you include in your editorial? 
(Center for Resource Management, Inc.  Prepared for MVHS, March 10, 2006).
                                                                    To Chart

Proposition/Support Outline
This strategy helps students separate factual and opinionated materials in a reading selection. Students learn to isolate information that reflects opinion, bias, personal viewpoints, and hypotheses from factual statements.  It is set up in the following format:

        Topic:
        Proposition:
        Support:

                1.  Facts
                2.  Statistics
                3.  Examples
                4.  Expert Authority
                5.  Logic and Reasoning
(Beacon Learning Center, 1997 - http:www.justreadnow.com/about.htm)                                                                                To Chart

Quickwrite
A versatile strategy used to develop writing fluency, the quickwrite builds the habit of reflection into a learning experience and informally assesses student thinking.  The strategy asks learners to respond in 2 - 10 minutes to an open-ended question or prompt posed by the teacher before, during or after reading.
(Public Consulting Group, Inc., 2006)


Triple Entry Vocabulary Journal
A strategy for learning new vocabulary,  this  three-column note taking format uses columns for definitions, example of use, and a diagram, memory aid, or picture related to the word. 
(Public Consulting Group, Inc., 2006)


Word Analysis Strategy
The word analysis strategy is a way of analyzing the structure of unknown words to derive their meaning.  Students deconstruct words into prefixes, roots, and suffixes and make connections between these and other words sharing similar parts.  Readers often combine this strategy with the contextual analysis of the sentence or passage in which the words are found in a text.  Use before or during reading. 
(Public Consulting Group, Inc., 2006) 
                                                                                                                                    To Chart

Strategies for During Reading / Learning


Analytic Graphic Organizer
Using visual formats like charts, diagrams and graphs, students explore the characteristics, relationships, or effects of a complex topic.  This supports students in organizing their thoughts and constructing meaning from text.  Examples include cause-effect diagrams, comparison-contrast charts, and process-flow diagrams. 
(Public Consulting Group, Inc., 2006)


Annotation / Coding
This strategy helps students to engage and interact with text and monitor comprehension as they read.  Possible codings to use may include:
+    New information
*     I know this information
?    I don’t understand
P    Problem
S    Solution
C    Connection
/     I agree
X    I disagree
(Center for Resource Management, Inc.  Prepared for MVHS, March 10, 2006).        
                                                            To Chart

Bloom’s Thinking Prompts and Higher Order Questioning
Questions related to the  thinking skills in Bloom’s Taxonomy are purposely constructed to ensure students are stimulated to respond at all levels of the cognitive domain, especially the higher levels.  Students may be asked to respond through quick rewrite, learning logs, tests, creative writings, RAFT activities, or other writing / speaking activities. 

Lower Order Thinking Skills:  Knowledge, Comprehension and Application

1.  Knowledge

What is...? 
How is...? 
Where is...? 
When did...happen? 
How did...happen? 
How would you explain...? 
Why did...? 
How would you describe...?  
Can you recall...? 
How would you show...? 
Can you select...? 
Who or What were the main...? 
Can you list three...?

2.  Comprehension

How would you classify the types of...? 
How would you compare ...?  contrast...? 
How  would you rephrase the meaning...? 
What facts or ideas show...? 
What facts or ideas show...? 
What is the main idea of...? 
Which statements support...? 
Can you explain what is meant...? 
What can you say about...? 
Which is the best answer...? 
How would you summarize...?

3.  Application  

How would you use...? 
What examples can you find to...? 
How would you solve...using what you’ve learned? 
How would you organize...to show...? 
What approach would you use to...? 
How would you apply what you learned to develop...? 
What other way would you plan to...? 
What would result if...? 
Can you make use of the facts to...? 
What elements would you choose to change...? 
What facts would you select to show...? 
What questions would you ask in an interview with...? 
To Chart

Higher Order Thinking Skills:  Analysis, Synthesis and Evaluation

4.  Analysis

What are the parts or features of...?   
How is...related to...?  
Why do you think...? 
How is...related to...?  
Why do you think...? 
What is the theme...?  
What motive is there for...? 
What conclusions can you draw...? 
How would you classify...? 
What ideas justify...? 
Can you identify the different parts of...? 
What evidence can you find for...? 
What is the relationship between...? 
Can you make a distinction between...? 
What is the function of...?

5.  Synthesis

What changes would you make to solve...? 
How would you improve...?
Can you invent...? 
Elaborate on the reason for... 
What alternative can you propose...? 
How would you adapt...to create a different...? 
How could you change the plan to...? 
What could be done to minimize/maximize...? 
What way would you design...? 
What could be combined to improve/change...? 
How would you test or formulate a theory for...? 
Can you construct a model that would change...? 
Can you think of an original way for the...? 
Can you predict the outcome if...?

6.  Evaluation

Do you agree with the actions...?  The outcomes...? 
What is your opinion of...? 
How would you prove...?  Disprove...? 
Can you assess the value or importance of...? 
What would you recommend...? 
How would you rate or evaluate the...? 
What choice would you have made...? 
How would you prioritize...? 
What details would you use to support the view...? 
Why was it better that....?
(Public Consulting Group, Inc., 2006)                                                                                                                                      To Chart

Exit Slips
These are short prompts given to students for a focused writing that will give the teacher feedback about the students’ learning at the end of the class prior to leaving.   Prompts might include:  What new learning did you experience?  What made learning easy or hard for you today?  What questions were you left with at the end of class?  How did what we learned today connect to the work we did yesterday?  How will you / I know when you have mastered this concept?  What new questions do you have?  What predictions do you have for the reading / learning you will do after this? List three to five important things to remember about this reading / writing / learning strategy.
Allen, Janet.  Tools for Teaching Content Literacy.  Portland, Maine:  Stenhouse Publishers, 2004.


Frayer Model
This is an adaptation of the concept map.  The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word.  It is important to include both examples and non examples, so students are able to identify what the concept word is and what the concept word is not.  First, the teacher will assign the concept word being studied, and then talk about the steps involved in completing the chart.
Definition -  Characteristics  - Examples  - Non Examples
(Public Consulting Group, Inc., 2006.   
                                                                                                                                  To Chart

Interactive Word Wall
A word wall is a systematically organized  collection of displayed words.  Both students and teachers can suggest additions to Word Walls.  Students are asked to interact with words on the Word Wall on an ongoing basis.  In this way, the words become an integral part of students' reading, writing and speaking vocabulary.
(Public Consulting Group, Inc., 2006)                                                                                                                                      To Chart


“I Have...Who Has?”
This is a whole class Word Loop strategy that reinforces concepts and / or ideas currently studied in the class.  A number of statements, more than the number of students in the class, are printed out onto cards or strips of paper.  The cards or strips are dealt randomy to students.    Some students may end up witih more than one card or strip.  One student is chosen to read his/her card out loud starting with  “Who has?”  The student who has the word or phrase corresponding to the question responds with “I have...” and then reads his her “Who has?” and so on.  If the students have answered all questions correctly, then the strategy should continue in a full loop and end up with the student who started by answering, “I have...”

The format of the cards should be:

I have foreshadow.

Who has “a long speech delivered by a character who is alone on stage?”
www.climatechoices.org.uk/docs/word-loop.pdf 
                                                                                                                     To Chart

Say Something:  A Reading Strategy
This is a simple reading strategy where students collaborate with a partner to read a selection and respond in various ways to what they read.
 
Break the class into pairs, or small groups.
Divide what is to be read into sections with assigned stops.
Students read the  assigned sections within their groups deciding whether to read silently or out loud to each other.
When the reading is completed, students take turns saying something to the group related to the reading.   Topic possibilities are listed below, but students should be allowed to choose what they want to say.  The list could be displayed to evoke ideas.

    Summarize the section read.
    Ask a question to clarify meaning of a word or idea.
    Identify an important question that is answered by the passage.
    Ask a reflective question prompted by the content.
    Relate the content to a personal situation or real-life example.
    React to the ideas in some way that reflects analysis or evaluation of the reading.
    Agree or disagree with the content or the author’s point of view.
    Discuss the style or logical development of the writer.
    Draw inferences from the reading.
    Compare or contrast this passage with other readings or ideas.
    Identify effective use of a writing skill. 
    Share a reading skill that was useful during the reading.
    Predict what will follow in the next section to be read.

When everyone has spoken and follow-up questions have been addressed, the group begins reading to the next assigned stop and the process begins again. 
(Adapted by Jeanette Gordon, Illinois Resource Center, http://www.thecenterlibrary.org/cwis/cwisdocs/pdfs/say-something.pdf)
                                                                                                                                                                                 To Chart

Think-Aloud

A modeling strategy designed to help students learn how to monitor comprehension, engage actively with text, and direct their thinking as they work through the process of understanding a text.
(Public Consulting Group, Inc., 2006)

Think-Pair-Share
A cooperative discussion strategy whose name is derived from the three stages of student action, with emphasis on what students are to be doing at each of those stages.  (Frank Lyman, 1981)
(Public Consulting Group, Inc., 2006)


Two-Column Note Taking
A two-column note taking strategy can be used with text, lectures, or when viewing media presentations.  It helps students organize their thinking about specific content. It is sometimes called a double-entry journal when used with fictional text or when the focus is on a student's personal response to the text instead of on "taking notes."
(Public Consulting Group, Inc., 2006)
To Chart

Strategies for After Reading / Learning

Concept Maps
Concept maps offer a method to represent information visually. There are a number of ways to create such maps and there may not be any one right way!  It is easier for the brain to make meaning when information is presented in visual formats.  Concept maps offer one method to  handle complex information.  A diagram of the water cycle is a concept map.
(Public Consulting Group, Inc., 2006)
To Chart

Discussion Webs
A discussion web is a strategy that helps students visualize the key elements of an issue and quickly identifies opposing points of view on the matter. This organizational tool guides discussions by allowing students to identify ideas of contention, to weigh opposing viewpoints, to critically evaluate the arguments, and to draw conclusions.
(Beacon Learning Center@http:www.justreadnow.com/about.htm)

Question Answer Relationships (QAR)
This strategy is a way to help students realize that the answers they seek are related to the types of questions that are asked.  It encourages students to be strategic about their search for answers based on an awareness of what different types of questions look for.  Even more important is understanding where the answer will come from.  Answers come from four places:  Right There!  - in the text.  Think and Search:  in the text but must be found across several sentences  and requires a grasp of ideas.  Author and You:  not in the text but will still need information the author has given you.  On my own:  not in the text and does not require that the text be read in order to answer.
Jones, C, Raymond@Reading Quest.org  http://www.reading quest.org/strat/qar.html


Question Around Protocol
This whole group protocol can be used after reading for generating and answering thoughtful, open ended questions that require complete, text-based answers and higher levels of thinking.  Students ask and answer questions in a process that ensures participation by all students.
Center for Resource Management, PCG, 2007.
To Chart



.

RAFT

This strategy uses writing-to-learn activities to enhance understanding of informational text.  Instead of writing a traditional essay explaining a concept that students have learned, students are asked to demonstrate their understanding in a creative, differentiated format that allows students to reflect in unusual ways about concepts they have studied Using the raft forces students to process information rather than merely state factual answers to questions.  The RAFT helps bring together students' understanding of main ideas, organization, point of view and elaboration.  Students response to the RAFT  because it is a creative, authentic way of communicating what was learned and addresses various learning styles.

Role of the writer:  Who are you?
Audience:  To whom is this written?
Format:   What form will the writing take?
Topic:   Related to the content concept that was studied.
Center for Resource Management, PCG, 2006
To Chart

Save the Last Word for Me or Final Word Protocol
This protocol can be used with any reading.  Its purpose is to clarify and deepen thinking about what has been read.  Create groups of four.  Assign one student to be the timekeeper.  The process is designed to build on the students' thinking not to enter into a dialogue.  Timing is important; each round should last approximately seven minutes.  Each participant silently identifies what s/he considers to be the most significant idea addressed in the article.  When the group is ready, a volunteer member identifies the point the article that s/he found to be most significant and reads it out loud to the group.  That person says nothing about WHY s/he chose it.  The other three people then have 1 minute to respond to that idea.  The first participant THEN has 3 minutes to state why s/he chose that point and to respond to his/her peers based on what s/he heard.  The same pattern continues until all four members of the group have had a chance to have the Last Word.  Debrief the experience with the larger group.  Was this a useful way to explore the ideas in the text and to explore your own thinking?  Why?  Why not?
National School Reform Facility 1/2003
To Chart

Sum It Up
While reading a selection, (chapter, article, handout, primary source, etc.)  list on a “Sum It Up” sheet the main idea words only.  Write a summary of the selection using as many of the main idea words as possible.  At the bottom of the sheet, write a sentence using as many of the main idea words as possible, with one word in each blank.  Imagine you have only $2.00 and that each word you use is worth ten cents.  Try to Sum It Up for $2.00 in 20 words.  Share the sentences with the class. Record them for the class to see.
www.readingquest.org/pdf/sumitup


Word Sort
Word sort is a classification strategy that may be used before and after reading.  The teacher provides lists of words that students cluster together in meaningful ways to evolve main ideas or determine conceptual relationships (closed sort).  The students may also sort the words by characteristics and meanings and then label the categories themselves (open sort.) 
(Gillet and Kita, 1979).
Center for Resource Management, PCG, 2006
To Chart

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