Literacy First Whitepaper

How to Build a Culture of Literacy that Accelerates Student Achievement

By Dr. Marcella L. Bullmaster-Day, Ed.D

Building a Culture of Literacy

Contributing Editors Lisa Harper Andrew Ordover Diane Rymer Lee Anne Housley Rachel King

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How to Build a Culture of Literacy that Accelerates Student Achievement Table of Contents Introduction................................................................................................................. 2 Why We Need to Focus on Literacy Now............................................................. 3 Literacy First: Creating a Culture for Literacy..................................................... 6 Creating a Culture for Literacy Learning.............................................................. 8 What the Research Says........................................................................................... 8 How Literacy First Enacts the Research.................................................................10

Building a Language Rich Environment.............................................................12 What the Research Says.........................................................................................12 How Literacy First Enacts the Research.................................................................13

Promoting Thinking Skills......................................................................................14 What the Research Says.........................................................................................14 How Literacy First Enacts the Research.................................................................16

Developing Effective Instruction..........................................................................17 What the Research Says.........................................................................................17 How Literacy First Enacts the Research.................................................................19

Developing Proficient Readers.............................................................................21 What the Research Says.........................................................................................21 How Literacy First Enacts the Research.................................................................25

Literacy First Performance Results.....................................................................27

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How to Build a Culture of Literacy

Modern societies reward individuals not for what they know, but for what they can do with what they know.

(OECD, 2013, p.2)

Introduction Literacy is a student’s lifeline to opportunity, and fundamental to literacy is reading skill. Developing proficient, fluent readers requires proven instructional strategies for assessing students’ current performance, honing their decoding skills to the point of automaticity, and teaching them to acquire and apply meaning from text—all within a language-rich environment that promotes higher-order thinking.

Creating this environment and developing literacy in all subject areas is the responsibility of the entire school, including teachers from all grade levels and disciplines. The Literacy First Framework for Teaching, Learning, and Leading incorporates these critical elements in a coherent, research-based, three-year framework designed to build the capacity and collective efficacy of school leaders and teachers to use literacy as the driving force for raising student achievement. This white paper sets forth the robust research base upon which the Framework was developed, explains how Literacy First enacts the research, and presents results data from Literacy First implementation in U.S. schools.

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How to Build a Culture of Literacy

Why We Need to Focus on Literacy Instruction Now Never before in human history has literacy—the ability to read, think, write, and speak in the various linguistic registers of the academic disciplines—been such a basic necessity on such a massive scale.

Swift and sweeping worldwide change has stimulated new patterns of consumption; radically altered infrastructures that move information, people, and goods; and generated greater rewards for nonroutine work, as many formerly lucrative occupations have been automated or outsourced.

Culture for Literacy Learning Language Rich Environment Promotion of Thinking Skills Developing Effective Instruction

A Global Economy that Requires More Innovation: Productive citizens today need to frame and solve novel problems through well-honed abilities to communicate, collaborate, design, and invent. Therefore, preparing our 1

students to thrive requires helping them attain high-level skill in accessing and analyzing information, along with the critical qualities of leadership, initiative, entrepreneurialism,

Development of Proficient Readers Skilled in Decoding and Automaticity • Mechanics of Print • Phonological Awareness • Phonics, Advanced Decoding,

and Spelling

Constructing and Applying Meaning • Purpose for Reading • Vocabulary, Syntax, and Semantics • Comprehension Skills • Strategic Reading Tools • Strategies for Complex Text

curiosity, and imagination.

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The Impact of High Literacy Stakes for U.S. Students: The demands of the 21st century university and workforce are raising the literacy stakes for young people across the country. In response to these rigorous demands, most U.S. states have a focused their school systems on college- and career-readiness. Many have adopted the Common Core State Standards, which “ask students to demonstrate deep conceptual understanding through the application of content

Reading Fluently

knowledge and skills to new situations…[including] reasoning, justification, synthesis, analysis, and

In order to initiate and sustain complex instructional change, a school or district must develop a culture of literacy that

problem solving” (Common Core State Standards Initiative, and, p.2). States that have chosen not to 3

requires collaboration on all aspects of instruction and learning, while following an efficient system for accountability.

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adopt the Common Core State Standards have implemented their own set of rigorous standards designed to prepare students for college and the workplace. After high school graduation, K-12 students, regardless of where they come from and where their career paths lead, will be expected to read more complex texts, do more with different types of texts, and handle larger amounts of reading.

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While reading scores have trended slightly upward since 1992, the level of literacy skill demanded by participation in society and the labor market today has risen sharply, and the opportunity gap continues to widen between those with adequate levels of literacy and those without. Reading scores 5

of U.S. fourth and eighth graders on the National Assessment of Educational Progress (NAEP) continue to reveal that a majority of students lack solid reading skills.

In 2013, nearly two-thirds of fourth and eighth graders (65% and 64%, respectively) did not attain the Proficient level, which means that these fourth graders were unable to consistently draw conclusions or make evaluations, and these eighth graders could not summarize main ideas and themes; make and support inferences; connect parts of a text; analyze text features; and substantiate judgments.

Further, 32% of fourth graders and 22% of eighth graders performed below even the Basic level, which means that these fourth graders could not locate relevant information; make simple inferences; identify details to support a given conclusion; or interpret word meanings. The eighth graders at this level were unable to locate information; identify statements of main idea, theme, or author’s purpose; make simple inferences; interpret word meanings; or state and support judgments. And 6

when disaggregated by demographic groups, the data for fourth- and eighth-grade reading scores demonstrate that pernicious achievement gaps persist (see Tables 1 and 2 below)

Percentage of Students at or above Proficient in Fourth-Grade NAEP Reading,1992, 2011, 2013 Race/Ethnicity Gender

100

Percent at or above Proficient

90 80 70 60

51

50

49

46 44

40

37

35

31

30 20

17

12

18

38

32

25

25 18

32

20

8

10 0 ‘92 ‘11 ‘13

‘92 ‘11 ‘13

White

Black

‘92 ‘11 ‘13 Hispanic

‘92 ‘11 ‘13 Asian/Pacific Islander

‘92 ‘11 ‘13 Male

‘92 ‘11 ‘13 Female

Table 1: 4th Grade Reading Source: http://nationsreportcard.gov/reading_math_2013/#/student-groups

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How to Build a Culture of Literacy

Percentage of Students at or Above Proficient in Eighth-Grade NAEP Reading,1992, 2011, 2013

Race/Ethnicity

100

Gender

Percent at or above Proficient

90 80 70 60

52

50

43

40

47

46

38

37

35

31

42

35

29

30 17

20

15 9

10

19

23

22

13

0 ‘92 ‘11 ‘13

‘92 ‘11 ‘13

White Black

‘92 ‘11 ‘13 Hispanic

‘92 ‘11 ‘13 Asian/Pacific Islander

‘92 ‘11 ‘13 Male

‘92 ‘11 ‘13 Female

Table 2: 8th Grade Reading Source: http://nationsreportcard.gov/reading_math_2013/#/student-groups

Further, low reading scores correlate with high dropout rates. In 2010, while researchers estimated the overall U.S. high school graduation rate to be 79.6%, 20% of White students, 38% of African American students, and 32% of Latino students failed to graduate from high school on time. These are proportions that, while they have improved over the past decade, 7

are unacceptably high in an economy has fewer low-skill jobs available and requires a higher level of literacy and problem solving in the workforce.

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How to Build a Culture of Literacy

Literacy First: Creating A Culture For Literacy Learning The creation of a culture of literacy learning in a district or even a building requires a clear sense of mission on the part of the superintendent. McREL’s research on the impact of the superintendency makes clear that the following four tenets contribute significantly to the cultivation of school culture: •

Non-negotiable achievement goals

•

Non-negotiable instructional model

•

Monitoring of achievement and instructional goals

•

Use of resources to support achievement and instructional goals

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The Literacy First Framework, when implemented with consistent school leadership support and with fidelity, builds teacher and leader capacity across the entire school, accelerates student achievement, and closes the achievement gap among all student groups. Based on a strong site relationship among administrators, teachers, students, and an experienced Literacy First consultant, the Literacy First Framework: (1) Builds a systemic culture of literacy across the school, touching every subject area and specialization.

(2) Refines every teacher’s instructional skills to promote critical thinking and improved comprehension with an effective, research-based instructional model used in all classrooms.

(3) Ensures effective, research-based reading instruction is occurring in all classrooms.

Principals, instructional coaches, school reading specialists, and teachers across the entire school refine their ability to monitor and support the critical instructional elements necessary for outstanding student achievement, ensuring that the common, school-wide instructional model is implemented with fidelity. A school-wide culture of literacy is built through a systematic and explicit three-year professional development and coaching process in which teachers learn how to instruct students in the use of literacy strategies, tools, and protocols for decoding and for building vocabulary, reading comprehension, and metacognitive processes. Teachers learn to frame their instruction within a highly-effective instructional model based on the gradual-release method, and instruction is consistently driven by the thoughtful use of formative assessment data.

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How to Build a Culture of Literacy

Literacy First professional development and job-embedded coaching focuses on: • Building a school culture that promotes and supports literacy in all content areas and classrooms • Building the collective efficacy of the school around literacy • Implementing a system of data-driven instruction that creates opportunities for differentiation • Implementing a research-based instructional model used in all classrooms that creates Academic Learning Time • Implementing research-based reading instruction built upon the Five Pillars from the National Reading Panel What follows is a summary of how the Literacy First design rests upon an empirical research base.

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How to Build a Culture of Literacy

Creating a Culture for Literacy Learning: What the Research Says Literacy growth is best supported in a school environment in which adults and students engage ardently and collaboratively in reading, writing, and high-level discourse. A culture for literacy learning makes time, space, and materials available in a way that prioritizes meaningful interaction with text and transforms traditionally individual literacy experiences into a social enterprise of apprenticeship and shared practices.

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Positive, skilled improvement of teaching through leadership and coaching are vital to creating a culture for literacy learning, and to implementing new instructional programs.

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Teaching: Teachers’ beliefs, expectations, and personal characteristics, together with school-context variables, influence instructional practices, classroom climates, and student outcomes. Teachers with high 12

expectations of their students’ learning provide students with more feedback, probe student thinking with higher-order questions, and manage student behavior in more positive ways than do teachers with lower expectations.

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Teacher self-efficacy is a belief in personal agency, the expectation that teaching can influence student learning, and a sense of personal teaching competence. Participation in professional development contexts that allow teachers to learn from each other can enhance self-efficacy. In fact, regular 14

professional collaboration among teachers does more to boost student achievement than individual teachers’ experience or ability.

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Self-efficacious teachers are enthusiastic about teaching. They exhibit high levels of planning, organization, and commitment to the profession and believe that their teaching contributes to the social good. They believe that they can and should control what occurs in their classrooms and are committed to investing their personal resources as a sign of caring for their students; they make conscious efforts to avoid burn-out through striking a balance between routine and variety, work and play; and they develop successful coping mechanisms to shut out the negative conditions of teaching. These teachers 16

purposefully cultivate a “growth mindset” in their students. Students with a growth mindset are eager for new challenges and enthusiastic, rather than fearful, about learning from mistakes. They understand that success is a result of effort, more than of raw ability alone, while students with a “fixed mindset” worry about the judgments of others, fear failure, and resist risks, thwarting their own learning.

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How to Build a Culture of Literacy

Leadership: Building capacity for a school-wide culture for literacy learning is not the work of teachers alone. The effort depends upon the support of the principal, librarian, school reading specialists, coaches, teaching assistants, and parents. Successful school leaders are persistent and attentive to keeping all parts of a complex system moving toward improvement in a coherent, focused way. They build capacity by coordinating curriculum, instruction, assessment, accountability, and professional development efforts toward the goal of student literacy and achievement.

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A principal sets and monitors expectations for faculty and students and is the mediating influence on what happens in the school community.

Practices like creating a positive, productive school climate are social and team-oriented and rely on interpersonal skills, cultural sensitivity, and emotional intelligence, while overseeing curriculum, instruction, and assessment requires more cognitive and task-oriented practices.

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Coaching: Building capacity is more effective than designing controls , and quality coaching is a 20

capacity-building vehicle. Research shows that placing greater emphasis on professional learning produces higher student achievement than a narrow focus on accountability outcomes, because a collaborative peer culture of teachers becomes the source of innovation and energy toward improving student learning. Developing peer cultures that strengthen student achievement and linking those peer cultures to school and district systems is the work of coaches. Coaching in 21

schools takes a variety of forms, including instructional coaching; cognitive coaching; peer coaching; and transformative coaching. Program implementation: Building a school and district culture to 22

support implementation of new instructional programs in which teachers and leaders work with external program designers relies on collaboration, clear lines of communication, ongoing direct personal contact between school staff and program designers, and continuous professional l earning of both teachers and leaders. Successful program implementation is specific in terms of 23

materials, information, professional development, guidance, instructions, monitoring, evaluation, and feedback. Program developers and school staff learn to work together in a dynamic 24

process of mutual adaptation to produce predicted results, making iterative adjustments as needed according to the particular school context. Further, any whole-school change is more effectively implemented when the design is consistent with other school efforts and with state and district policy.

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Successful program implementation requires high levels of commitment on the part of teachers; consistent, ongoing training; and conscious commitment to building sustainable leadership through knowledge-sharing communities and planning for smooth transition to their successors. Limits on competing time demands from other projects and positive relationships with adequate emotional support between adults and students are also necessary.

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How to Build a Culture of Literacy

Creating a Culture for Literacy Learning: How Literacy First Enacts the Research Building strong site relationships among administrators, teachers, students, and an experienced Literacy First consultant is key to the success of the Literacy First Framework. Over the three-year program, Literacy First provides teachers with professional development and job-embedded coaching, establishes building-level leadership teams, and monitors for implementation fidelity all along the way.

Content area district personnel, administrators, and teachers meet regularly to discuss issues regarding implementation.

Professional Development and Coaching: Literacy First includes frequent, needs-based, practical professional development to strengthen teachers’ knowledge and skills for meeting the needs of a diverse student population. During the three-year process, a Literacy First consultant works closely with teachers to model best practices and provide job-embedded training on those practices.

Literacy First’s professional development and job-embedded coaching focuses on the following key areas: • Academic Learning Time • Anatomy of a Lesson • Acquisition of Academic Vocabulary • Phonological Awareness • Phonics • Comprehension Skills • Strategic Reading Tools • Fluency • Strategies for Complex Text • Metacognition and Textual Evidence Literacy First includes a teacher’s manual, resources books, and supplemental curricular materials, since both people and materials are necessary to facilitate the successful implementation of the Literacy First Framework.

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How to Build a Culture of Literacy

Leadership Support: Critical to the Literacy First Framework’s success, the leadership plan focuses on both product and processes in the cognitive and affective domains. Principals and school leaders are provided with rubrics for scheduling, observations, effective use of instructional time, meetings, and coordination of resources. In addition, tools for modeling behavior, providing encouragement and support, and collaboration are discussed and modeled.

Essential members of leadership teams are the building principal and a Literacy Instructional Coach. Throughout the three-year program, each school is supported by a visiting Literacy Consultant who works with the leadership team to guide teachers in effective implementation and the development of plans for sustainability after the three-year implementation process.

Instruction: The Literacy First Framework builds teacher capacity and confidence as well as strong, supportive instructional leadership. Critical success factors are set in place with easy to follow, step-by-step procedures that are aligned to the Common Core State Standards for English Language Arts and Literacy, as well as other state and national standards. Throughout the three-year program, the critical attributes of effective lesson planning, instruction, and classroom management are implemented by teachers to communicate instructional material to students and to motivate and engage them as partners in the learning process. The result: a significant increase in student engagement and academic success.

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How to Build a Culture of Literacy

Building a Language Rich Environment: What the Research Says Academic language is the language of college- and career-readiness. It incorporates general and domain-specific vocabulary, syntax, structures, and reasoning processes that enable learners to comprehend complex texts, and discuss and write about higher order concepts and relationships with precision and specificity.

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Academic English is a second language for all U.S. students, native English speakers, and English learners alike, and fluency in any new language is built through repeated use and practice in authentic contexts. An environment that facilitates the acquisition of academic English is characterized by a rich array of high-quality texts and print resources and numerous scaffolded opportunities to speak, hear, read, and write in the registers of the academic disciplines.

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As students discuss their own views and consider alternative interpretations of the texts they read, cognitive engagement is strengthened. The quality, 29

not the quantity, of teacher talk and the quality of student-teacher/student-student verbal interactions in the classroom have been shown to have positive effects on students’ acquisition of academic language.

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How to Build a Culture of Literacy

Building a Language Rich Environment: How Literacy First Enacts the Research The Literacy First Framework provides many language opportunities for students each day.

Teachers using the Literacy First instructional model specifically plan multiple opportunities for students to hear, speak, read, and write daily.

During the whole-group portion of the reading block, teachers model academic language and expect students to use the language during group work and partner discussions.

During the small skill-focused small-group portion of the reading block, students are given explicit instruction on the academic language related to their specific set of skills.

Teachers are able to monitor students’ use of vocabulary during the small-group work, correcting misconceptions and encouraging word consciousness.

The Literacy First Framework promotes the daily use of Walls that Teach for vocabulary, critical processes like summarizing, and student exemplars. The process of building these walls is explicitly modeled to teachers in every professional development day so that they experience the integration of creating these instructional walls as part of every lesson.

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How to Build a Culture of Literacy

Promoting Thinking Skills: What the Research Says The Common Core Anchor Standards for Reading call for students to make logical inferences, determine central ideas or themes, summarize key supporting details and ideas, analyze word choice and text structure, evaluate arguments, and compare themes across texts. To meet these 31

standards, and similar standards in non-Common Core states, students must develop high-level self-regulation and critical-thinking skills.

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Self-Regulation: The more ownership students take of their own learning, the more selfregulated they become and the greater the extent of their understanding and mastery of desired outcomes. Self-regulation is the cyclical metacognitive process of analyzing learning tasks, setting goals, strategically planning and monitoring progress toward the goals, and knowing when and how to ask for help along the way.

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Self-regulated learners are intrinsically motivated, possess a sense of self-efficacy, and believe that errors afford learning opportunities. They are aware of their own strengths and limitations and attribute outcomes to factors over which they have control, such as effort. These students assemble a repertoire of problem-solving strategies and apply them appropriately to challenging new tasks. They restructure physical and social contexts to align with learning goals, habitually evaluating their progress in order to further adapt their methods. In addition to being more successful academically, self-regulated learners are more likely to view their futures optimistically.

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Self-regulating processes, however, do not “come naturally� to most students. They must be intentionally, explicitly taught through a skillful combination of teacher-directed and student-directed activities, including direct instruction, clear explanations, modeling, well-defined learning goals, shared understandings of evaluation criteria, and ample opportunities for student choice with continued guidance and feedback.

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Instruction that promotes self-regulated learning engages students in meaningful, complex tasks that extend over long periods of time and allow students to choose among processes and products, evaluate their work, and collaborate with peers as the instructor purposefully helps them monitor their learning progress.

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How to Build a Culture of Literacy

Critical Thinking: Students who master metacognitive self-regulation strategies are more likely to employ higher-level reasoning (comparing, classifying, sequencing, predicting), judgment, decision making, and problem solving. While these thinking processes are common at a superficial level in everyday life, they become critical thinking when applied to new, complex situations within specific content-area contexts.

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Critical thinking is enhanced through repeated, systematic instruction, practice, and feedback.

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One proven strategy that allows students to experiment with critical thinking is structured group work. When students work in effectively structured pairs or groups they exert more effort to achieve, use higher-level reasoning strategies more frequently, retain information more accurately, receive peer validation, and build confidence. When they must work to explain and argue ideas rather than passively receive transmitted information, students’ understanding of concepts and ideas increases and their interpersonal communication skills improve.

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Since students differ in their learning pace and readiness, teachers must plan for grouping students in ways that will best accommodate individual student capabilities and learning needs.

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How to Build a Culture of Literacy

Promoting Thinking Skills: How Literacy First Enacts the Research The Literacy First instructional model ensures that critical thinking is part of every lesson. The adoption of the instructional model across the school, and across grade levels, ensures that this kind of critical thinking continues beyond the reading block and the primary classroom.

During the 140-minute reading block at the elementary level, both during the whole-group and skill-group activities, teachers model the metacognitive thinking processes they use during read-alouds. This modeling process provides students with a scaffolded demonstration of the critical-thinking process before they are expected to use those higher levels of thinking and reasoning processes independently.

During the Identify Student Success (ISS) portion of each lesson, students are expected to justify their answers and replies, explaining why or how they came to a certain conclusion. Students are provided multiple opportunities for partner and group discussions in which they verbally explain their thinking and logic.

Literacy First in grades 6-12 follows a similar process for critical thinking, with all content area teachers modeling their comprehension process through think-alouds, use of graphic organizers, and tasks designed to have students thinking and working at the higher levels of Blooms Taxonomy.

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How to Build a Culture of Literacy

Designing Effective Instruction: What the Research Says Effective instructional design begins with “the end in mind” through clearly articulated learning outcomes and identification of what will count as evidence that those outcomes have been achieved. Based on this desired evidence, appropriate learning activities must be 41

planned and sequenced, with explicit checks for understanding built in all along the way.

Successful instruction progresses from priming to processing to retaining for transfer.

Priming: Priming involves activating students’ existing skills and understandings so that these are ready to be modified and expanded. Effective priming strategies include 42

pretesting, brainstorming, advance organizers, anticipation guides, text previews, problem scenarios, eliciting student stories and experiences, as well as pre-reading work on new vocabulary.

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Processing: Students process new material by engaging in various forms of practice, repetition, and problem solving. The teacher gradually releases responsibility for mastery and performance through a cycle of direct instruction, modeling (“I do”), guided practice with immediate feedback (“we do,” “two do”), and independent practice (“you do”) with assessment.

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How to Build a Culture of Literacy

Academic Learning Time (ALT) is critical to processing. ALT is comprised of three components, which must all be in place for learning to occur: (1) Students must know and understand the objective; (2) Students must actively manipulate the content of the lesson; and (3) Students must experience a 75-95% success rate during the manipulation.

Active manipulation can include both physical manipulation (sorting words according to patterns, making words with letters, finding text features in a book, filling out graphic organizers, etc.) and cognitive manipulation (discussing with a partner, summarizing, retelling, reading, clarifying, predicting, etc.). Processing strategies include note taking, summarizing, seeking similarities and differences, working with nonlinguistic representations, questioning, reflecting, and working in cooperative groups. Regular monitoring of student understanding, by both teacher and students, is particularly critical and must include timely, focused, substantive feedback so that students and teachers can continue to readjust their learning strategies.

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Transfer: The goal of priming and processing is retention for transfer—the ability to select and apply the right skills or information at the right time to novel situations. Retention for transfer is strengthened by frequent self-testing; spacing study and practice over time and locations; and mixing or “interleaving” different types of problems or tasks. Novelty, repetition, challenge, emotional arousal, visual stimuli, and physical activity also enhance retention for transfer.

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How to Build a Culture of Literacy

Designing Effective Instruction: How Literacy First Enacts the Research The Literacy First instructional design, Anatomy of a Lesson (AOL), follows the priming, processing, retaining cycle through the following elements:

• A clearly articulated learning objective

• ARK: Activate, Assess, and Augment Relevant Knowledge (20% of lesson)

• TIP: Teacher Input (20% of lesson)

• SAP: Student Active Participation (45% of lesson)

• ISS: Identify Student Success (15% of lesson)

• Teacher monitors and adjusts instruction (100% of lesson)

Instructional Model for Systematic, Explicit Instruction 1.) Student UNDERSTANDS the Lesson Objective

Academic Learning Time (ALT)

Anatomy of a Lesson (AOL)

Assess, Activate, & Augment Relevant Knowledge (ARK) 20%

2.) Student ACTIVELY MANIPULATES the Lesson Content

Teacher Input (TIP) 20%

3.) Student Experiences 75-95% Success Rate

Student Active Participation (SAP)

Identify Student Success (ISS) 15%

Teacher MONITORS AND ADJUSTS the lesson to ensure ALL students succeed

Lesson Progression

• State the objective • ARK focusing on the Lesson Objective

• Explicit Instruction/ Teacher Modeling with Student Participation • Student Guided Practice • Student Independent

• Student Identifies information learned and reflects on why or how to use the skill

The Literacy First instructional design is based upon Fisher and Frey’s Gradual Release of Responsibility progression. Task completion and learning is shifted from teacher to student over time as instruction moves from teacher-centered to student-centered. This model requires time and explicit planning, and scaffolds instruction through four levels:

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• Modeled: I do (ME)

• Guided: We do (WE)

• Partner: Two Do (TWO)

• Independent: You Do (YOU)

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How to Build a Culture of Literacy

Bell Work

Anatomy of a Lesson

Activate, Assess and Augment Relevant Knowledge (20%)

Anticipatory Lesson Objective

Teacher Input (20%)

Vocabulary Explicit Instruction & Teacher Modeling

ME

Guided Practice

WE

Student Activate Participation (45%)

TWO

Collaborative

YOU

Independent

Identify Student Success/ Evidence of Learning

Assesment/Closure

(15%)

Literacy First addresses priming through the Anatomy of a Lesson

One distinction between other

component: Assessing, Activating, and Augmenting Relevant

gradual release models and the

Knowledge. In conjunction with the lesson objective, teachers are

Literacy First instructional design

explicitly taught strategies to create an emotional hook, get student brains to start working in the patterns of the lesson, and understand what they are learning and why it is important. This lesson component also includes the vocabulary critical to the lesson and is an important first step in checking for understanding.

is the incorporation of partner collaboration (Two Do). By inserting partner collaboration into the structure of each lesson, students are not only experiencing

To address transfer, Literacy First teaches strategies that identify

an effective means to building

student success and cause all students to be metacognitive about

knowledge, but also gaining

their learning. This includes proving their answer, explaining the

practice in communicating

process used to find an answer, applying the new learning to a different context, and providing evidence of learning.

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and collaborating.

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How to Build a Culture of Literacy

Developing Proficient Readers: What the Research Says Most young children develop oral language naturally and quickly, even without much direct instruction. Yet many students do not learn to read efficiently by third grade. This is because, while speech develops naturally, reading and writing must be explicitly taught and learned through conscious, applied effort. Effective reading instruction trains the brain to build 47

connections between phonological and oral language systems so that students are able to read and write at the level at which they already speak and listen. Reading ability rests on 48

the integration of a complex set of skills, including abilities to:

• Hear, replicate, and manipulate phonemes—the separate sounds in words;

• Associate sounds with letters (phonics);

• Automatically and fluently read words;

• Build vocabulary; and

• Understand what they read (reading comprehension).

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The research from the National Reading Panel identified five pillars needed to teach children how to read. These five pillars are: (1) Phonemic Awareness

(2) Alphabetic Principle

(3) Fluency

(4) Vocabulary

(5) Comprehension

Phonemic Awareness: In the English language, 44 separate sounds, called phonemes, can be combined and ordered in infinite ways to produce syllables, words, phrases, sentences, and syntax to ultimately convey ideas and meaning. Learning to speak does not require 50

conscious awareness of the individual sound segments in words, but learning to read relies on phonemic awareness—the ability to notice, reproduce, and manipulate these individual sounds so that they can then be represented by letters.

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How to Build a Culture of Literacy

In spoken interactions, our focus is on whole words and meanings, so we combine phonemes fast enough for working memory to process whole words and word sequences. We don’t consciously notice the individual overlapping and co-articulated sounds that combine to produce words. We say “pet the gray cat,” chunking the sounds together into successions of words, rather than recognizing strings of separate sounds: /P/-/e/-/t/-/th/-/e/-/g/-/r/-/ay/-/c/-/a/-/t/. On the other hand, when we read, we see a sequence of letters and spaces that our brains translate into sounds, syllables, and words, linking encoded language with oral language. The words we read are “heard” in our minds and connected to the meanings we have stored in memory.

Fluent reading skill rests on phonemic awareness. Children who do not master these skills by first grade are at risk of having difficulty learning to read, and older students and adults who are poor readers typically continue to demonstrate limited phonemic awareness. Poor reading performance most often results from difficulty with phonological coding—the ability to link individual phonemes with their alphabetic spellings—not from visual deficits or problems with meaning or language structures. Some children are able to hear, identify, reproduce, and manipulate phonemes early and with relatively minimal training, while many others require additional intensive and explicit instruction in learning to recognize, manipulate, and then spell sounds.

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Phonological difficulties are rooted in neurology, not in intelligence. Biological factors such as childhood ear infections interact with experiences so that the ease with which a child develops phonemic awareness depends upon a combination of genetic and environmental factors.

For example, vocabulary size also plays a role in phonemic awareness. The larger a child’s vocabulary in the early school years, the more likely the child is to have developed more refined within-word discrimination ability—the ability to hear the different sounds in words and to compare words to each other based on sounds within the words.

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While early intervention for reading difficulties in grades K-2 is optimal, abundant research shows that concentrated, systematic intervention designed to foster phonemic awareness in older struggling readers is effective at any age and can significantly reduce the occurrence of reading disability diagnoses and help the majority of struggling readers close the oral language-written language gap and be ready to maintain grade-level performance, thereby lessening the number of assignments of students to special education.

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How to Build a Culture of Literacy

Alphabetic Principle: Alphabetic principal is comprised of a combination of phonics, decoding, and an the ability to spell. Phonics is the system in the English language by which 26 letters (graphemes), alone and in combinations, represent 44 basic phonemes, combining in infinite ways to encode words and meanings.

While the English language system does not use one-to-one letter-sound correspondence, there is enough correspondence to make the teaching of phonics essential to creating proficient readers.

Explicit instruction in phonics helps students understand that print represents the sounds of the language and establishes the phonological processing system that connects written words to their pronunciations so that the written words are “heard” in the mind. The end goal of this systematic, explicit phonics instruction 54

is that students are able to decode with such automaticity that their cognitive energies can be focused on making meaning of the words and phrases rather than on decoding them.

Fluency: When students develop phonemic awareness and phonics together (phonology) to the point of automaticity, along with a large bank of sight words, they achieve fluency – the ability to read connected text with the accuracy, speed, and prosody (appropriate rhythm, intonation, and phrasing).

Words that have been encountered and decoded successfully a number of times become “chunked” and recognizable by sight as whole words, their spellings and meanings fully bonded to their pronunciations in the reader’s memory bank (lexicon). Sight-word learning is an alphabetic, phonological process based upon repeated experiences. Learning sight words depends upon sensitivity to orthography (common spellings of phonemes) and to the morphology of English (the system of prefixes and suffixes that change the meanings of root words according to common patterns).

55

In addition to chunking letters together into sight words, efficient, automatic readers chunk words together into phrases to increase reading speed. Instructional practices that include quality feedback and guidance through oral readings of text help students achieve fluency. Students who haven’t achieved 56

fluency may develop idiosyncratic compensatory strategies such as slowing reading rate, pausing, looking back, reading aloud, re-reading, sounding out, rhyming, analogizing to known sight words, contextual guessing, and jumping over words. For most inefficient readers, these 57

strategies divert attention and effort to the wordrecognition process and away from building vocabulary and comprehension.

23

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How to Build a Culture of Literacy

In the upper elementary grades, vocabulary, language, and concepts become increasingly complex and texts become less predictable. Nonfluent readers fall, and often remain, behind. Rather than reading more as they progress through the grades, these students often read less, which further hinders their opportunity to become more efficient readers.

58

Fluency is necessary but not sufficient for reading comprehension because decoding printed words at the word level and making meaning of them at the language level require different neurological processes. It is possible for some inefficient readers to derive meaning from text through laborious compensatory processes, and for some fluent readers to read connected text smoothly without attending to the meaning or being able to recall afterwards what the text was about—a process known as “word calling.”

59

Vocabulary: Vocabulary links the word-level processes of phonics and fluency and the meaning-making process of comprehension. Language shapes thinking, so the complexity and range of receptive and expressive vocabulary students have acquired affects the degree to which their critical thinking can evolve.

60

Factors like socioeconomic status and prior experience affect the size of students’ vocabulary

lexicons. By third grade, the expectation is that students have learned to read and now must “read to learn,” encountering increasingly complex texts and thousands of new words each year, including many academic and literary terms that are outside their ordinary everyday oral language interactions.

61

Students and adults learn most of their new words incidentally through multiple exposures to increasingly complex texts and oral language environments. Efficient readers gain and use new words more quickly because when they encounter a new word, they recognize it phonetically and link it to the language lexicons already stored in memory. While only about 400 new vocabulary words are explicitly taught in school throughout an academic year, students who have learned to read efficiently by third grade will annually add 2,000 to 3,500 distinct new words to their vocabularies.

62

Comprehension: Fluency, vocabulary, and content-domain background knowledge together form the foundation of reading comprehension—the ability to understand, analyze, evaluate, compare, make inferences and predictions, and draw conclusions from texts.

63

When students read fluently and have

command of the necessary vocabulary, their attention (working memory) is freed to focus on making meaning and retaining information rather than on the process of lifting words from the page.

64

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How to Build a Culture of Literacy

Comprehension instruction must include ample reading, vocabulary and decoding development, as well as rich experiences with fiction and nonfiction. Comprehension is dependent on adequate vocabulary, background knowledge, and explicit comprehension strategy instruction.

Specific comprehension skills include retelling, summarizing, determining main idea, detecting sequence, predicting, inferring, clarifying, questioning, drawing conclusions, and visualizing. Strategies to teach comprehension include scanning to preview text; creating concept maps or other graphic organizers; thinking aloud; re-reading confusing parts; questioning during reading; monitoring accuracy and understanding, using and applying prior knowledge; applying personal experience; visualizing; using basic story structure; and using organized note-taking strategies such as the three-column note-taking strategy that includes quotes, notes, and comments. When students have frequent, regular opportunities to write 65

about what they read, the teacher can gain insight into their comprehension levels.

66

Developing Proficient Readers: How Literacy First Enacts the Research Literacy First addresses the National Reading Panel’s five reading pillars—phonemic awareness, alphabetic principle (phonics and word study), fluency, vocabulary, and comprehension—through a daily 140-minute reading block, which includes listening comprehension through read-alouds; vocabulary/word study activities; oral language and reading fluency activities; interaction with walls that teach (word walls); explicit skill instruction; practice in metacognitive processes; and 20 minutes for MIRP One hour of the daily reading block is devoted to whole-class instruction to provide further practice and application of mastered skills. During whole-group instruction, students are actively engaged in listening comprehension through read-alouds, vocabulary and word study activities, oral language experiences, fluency practice, and interaction with walls that teach (word walls). It is important to note that this portion of the reading block is not a time for the teacher to lecture to seated students; rather, the students are actively involved through both cognitive and physical manipulation of the content and have multiple experiences to collaborate with peers in partner and small groups.

Another hour of the daily reading block is allocated to small, flexible-skill group activities that focus on systematic, explicit instruction in phonological awareness, phonics, vocabulary, fluency, or comprehension.

Small-group instruction is based on assessment data, tailored to each individual student’s Zone of Proximal Development (ZPD). While the teacher is working with students in a small group, the other students practice and apply mastered skills in literacy work stations, which are also tailored based on assessment data.

25

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How to Build a Culture of Literacy

During Monitored Independent Reading Practice (MIRP) time students read independently from books, which are at their appropriate independent level, and then spend two minutes discussing their reading with a partner. Reading from books at the independent reading level allows students an opportunity to practice decoding skills and fluency while building vocabulary and comprehension. The two-minute partner discussion provides one more oral language experience and causes students to be metacognitive.

Formative assessments included in Literacy First curricular resources measure both accuracy and speed along with phrasing, intonation, and smoothness. Strategies for whole group, small group, and literacy center practice are modeled that can be easily transferred for immediate use in the classroom.

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26

How to Build a Culture of Literacy

Literacy First Performance Results The results that follow demonstrate how the Literacy First Framework effectively creates a culture of learning by increasing student engagement and raising literacy levels of students in a variety of environments.

Literacy First Schools in Oklahoma Outperformed the State Control Group In one of the largest independent statewide reading studies ever conducted, Literacy First schools significantly outperformed the state’s control group in both teacher performance and student outcomes.

Literacy First Schools API Scores Exceed the State Average. The Academic Performance Index (API) is an Oklahoma State Department of Education testing series that measures the percentage of students performing at proficient levels in reading and math. Literacy First elementary schools performed higher than the state in both 2009 (by 57 points) and 2010 (by 119 points).

Oklahoma Elementary API Scores

1200

Oklahoma State Average

1150

Literacy First

1100

1050

57 points 1000

{

119 points 1056

{

1145

1026

999 950

900

27

2009

2010

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How to Build a Culture of Literacy

Teachers Demonstrate Significant Growth. Teachers demonstrated statistically significant growth in the depth of their understanding of the reading instruction process.

They also demonstrated more knowledge about the five essential elements of reading instruction and the strategies associated with those elements.

Teacher Knowledge: Structural Analysis of Concept Maps Before and After Literacy First

0

5

10

15

20

25

12.99 Total Number of Concepts

20.29 2.33

Breadth of Knowledge

2.44 8.44

Depth of Knowledge

11.79 2.50

Hierarchiacal Structure Score

Degree Concepts Interconnected

Extent Concepts Interconnected

Š2014 Catapult Learning. All rights reserved.

4.51

1.81

Before Literacy First 2.60

After Literacy First

.01 .10

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How to Build a Culture of Literacy

Literacy First Leads to Increased Student Engagement in the Bronx In 2012-2013, New Venture Learning Academy in New York City called on Catapult Learning’s Literacy First Framework to help them strengthen their classroom practices and create a common instructional language among their school leaders and teachers.

Within months of the initial Literacy First training, New Venture Academy noticed marked improvement in student suspension rates, which principal Dom Cipollone said is “an indicator that kids are interested in what’s going on in the classroom. When they’re not, they are going to leave, act out, whatever, and that’s not happening the way it has in the past.”

Suspensions Drop Across All Student

Dramatic Decrease in Special Ed Student

Groups. In 2011-2012, there were a total

Suspension Rate. Suspensions reported for

of 86 student suspensions at New Venture

Special Education students dropped from

Academy. After one year of Literacy First,

42 in 2011 to 14 in 2013, a 67% decrease

overall school suspensions decreased from

compared to the 23% decrease experienced

86 to 48, a 44% decrease.

by the general student base.

All Students Suspensions New Venture Academy PS 219 BronxNY

Number of Suspensions Reported

90

60

50 44% Drop in Suspension

50

48

40

44 General

30

34 Sp

eci

20

20

Ed

42

30

40

al E

d

67% Drop in Suspension

14

10 0

29

60

86

80 70

New Venture Academy Suspension Report 2011-2013, by IEP

10 2011-2012

2012-13

2011-2012

2012-13

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How to Build a Culture of Literacy

English Language Learners in Liberal, Kansas, Close the Achievement Gap In Just Three Years In 2009, Liberal High School in Liberal, Kansas, belonged to the lowest performing district in the state. As part of a district-wide effort to improve student outcomes, Liberal High School implemented the Literacy First Content Area Framework to strengthen instruction across all subject areas.

By the end of the third year, student test scores on the eleventh-grade Kansas Reading Assessment (KRA) were closing in on the state average, and the achievement gap between student groups began to shrink—especially for ELL students. In 2009, 14% of ELL students were performing on standard, but by 2012, over 50% of students were meeting the Kansas reading standards. Liberal High School is now ranked as the 7th best high school in the state of Kansas, according to U.S. News and World Report.

Percentage of ELL Students Performing At or Above Standard Increased 40.4 Percentage Points in three Years. After three years of Literacy First, the percentage of students scoring at the “Meets Standard” level or above on the Kansas Reading Assessment increased by at least 10 points for all student groups. As the achievement gap between the different groups continued to close, ELLs improved the most, with the percentage of students achieving at or

Percentage Of Students Performing At Or Above Standard

above standard increasing by 40 points.

11th Grade Kansas Reading Assessment Performance by Student Groups

90% 80%

2008-2009

70%

73% 65%

60% 54%

50%

52%

65%

61%

53%

40% 30% 20% 10%

14%

0.0 English Language Learners

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2011-2012

Hispanic Students

Economically Disadvantaged

All Students

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How to Build a Culture of Literacy

Seven Years of Sustained Literacy Achievement Across All Grade Levels in Arkansas City, Kansas In 2003, Arkansas City Public Schools were not meeting their literacy goals—almost half of their high school learners were scoring below standard, and scores among elementary students were inconsistent from school to school. In need of a dramatic transformation, Arkansas City Public Schools turned to Literacy First because of its proven track record in comprehensive, research-based literacy reform. Literacy First successfully established a consistent reading framework across the entire school district, from Pre-K to 12th grade.

After one year of implementation,

100% Elementary students scored at or

High School student performance

above standard by the 7th year of service.

increased by 62%. When Arkansas City High

When C-4 Elementary School began Literacy

School began Literacy First, only 55% of students

First, 70% of their learners were meeting the state

were scoring at “Meets Standard” or above on the

standards in reading; however, 10% of learners were

KRA. After the first year, that number increased

in “academic warning.” With Literacy First, C-4 ES

to 89%. In the seven years since ACHS adopted

accomplished their goal in 2011 when 100% of their

Literacy First, more than 80% of students have

learners met the state standards in reading.

100% 90% 80% 70% 60%

{

62% Increase over the first year

50% 40% 30% 20% 10% 0% 02–03 03–04 04–05 05–06 06–07 07–08 08–09 09–10 10–11

Literacy First

31

5th Grade Kansas Reading Assessment Results: C-4 Elementary School

11th Grade Kansas Reading Assessment Results: Arkansas City High School

% of students scoring at “meets standard” through exemplary

% of students scoring at “meets standard” through exemplary

continued to “Meet or Exceed” the state standards.

100%

100% of students by 2010

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 03–04 04–05 05–06 06–07 07–08 08–09 09–10 10–11 11–12

Literacy First

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How to Build a Culture of Literacy

Endnotes: 1. Darling-Hammond, L. & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.

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