Monday, January 16, 2012

Recommended Practices for Adolescent ELA Programs

The Fifteen Elements of Effective Adolescent Literacy Programs (Reading Next, 2006) & 11 Elements for Effective Writing Programs (Writing Next, 2007)

These recommendations are taken from two reports: Reading Next and Writing Next.  I have attached a few recommended practices associated with each of the elements.  This list is incomplete.

I.               Instructional Improvements

Recommended Practice(s)
1.    Direct, explicit comprehension instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one’s own understanding, and a host of other practices

ArtsLiteracy Handbook (Performance based methods) Videos:

Apps for Literacy Support (Greg O’Connor)
2.    Effective instructional principles embedded in content, including language arts teachers using content-area texts and content-area teachers providing instruction and practice in reading and writing skills specific to their subject area video

4.    Text-based collaborative learning, which involves students interacting with one another around a variety of texts
5.    Strategic tutoring, which provides students with intense individualized reading, writing, and content instruction as needed
Assistive Technologies:
  • Accessibility with mobiles
    • VLingo (Android - free, BlackBerry - cheap)
    • Dragon (iOS - free) on handhelds or tablets.
6.    Diverse texts, which are texts at a variety of difficulty levels and on a variety of topics
7.    Intensive writing, including instruction connected to the kinds of writing tasks students will have to perform well in high school and beyond

Technologies that can help to facilitate collaborative writing on-line:

Lewis & Wray’s (1995) Writing Frames

Web 2.0 Composing:

7a. Writing Strategies, which involves teaching students strategies for planning, revising, and editing their compositions
7b. Summarization, which involves explicitly and systematically teaching students how to summarize texts
7c. Collaborative Writing, which uses instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions
7d. Specific Product Goals, which assigns students specific, reachable goals for the writing they
7e. Word Processing, which uses computers and word processors as instructional supports for writing assignments
7f. Sentence Combining, which involves teaching students to construct more complex,
sophisticated sentences
7g. Prewriting, which engages students in activities designed to help them generate or organize
ideas for their composition
7h. Inquiry Activities, which engages students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task
7i. Process Writing Approach, which interweaves a number of writing instructional activities in
a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing
7j. Study of Models, which provides students with opportunities to read, analyze, and emulate models of good writing
7k. Writing for Content Learning, which uses writing as a tool for learning content material
8.    A technology component, which includes technology as a tool for and a topic of literacy instruction
9.    Ongoing formative assessment of students, which is informal, often daily assessment of how students are progressing under current instructional practices

II Infrastructure Improvements

10. Extended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classes
11. Professional development that is both long term and ongoing
12. Ongoing summative assessment of students and programs, which is more formal and provides data that are reported for accountability and research purposes
13. Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction
14. Leadership, which can come from principals and teachers who have a solid understanding of how to teach reading and writing to the full array of students present in schools
15. A comprehensive and coordinated literacy program, which is interdisciplinary and interdepartmental and may even coordinate with out-of-school organizations and the local community

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