13 Chapters
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Part III: Integration of Knowledge and Ideas

Elaine K. McEwan-Adkins Solution Tree Press ePub

PART III:

Integration of Knowledge and Ideas

There may one day be modes and methods of information delivery that are as efficient and powerful as text, but for now there is no contest. To grow, our students must read lots, and more specifically they must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought.

ADAMS (2009)

Part III presents a set of literacy strategies designed to help your students meet the standards found in the section of the Common Core College and Career Anchor Standards for Reading titled Integration of Knowledge and Ideas. As Marilyn Adams points out in the epigraph, when students don’t read lots of complex texts, they end up with word and world knowledge deficits that in turn lead to a downward spiral of comprehension difficulties and a diminishing motivation to read. This is a vicious cycle that must be broken and sooner rather than later.

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Chapter 1 Understand the Literacy Look-Fors

Elaine K. McEwan-Adkins Solution Tree Press ePub

[The educator must] be a scholar, an intellectual, and a knowledge worker oriented toward the interpretation, communication, and construction of such knowledge in the interests of student learning.

—Shulman (1999, p. xiii)

1. Understand the literacy look-fors.

2. Understand the classroom walkthroughs.

3. Assess your instructional leadership capacity.

4. Orient your faculty to the look-fors and walkthroughs.

5. Collect and analyze look-for frequency data.

6. Develop, implement, and assess embedded professional development.

7. Use team walkthroughs to build school capacity.

The first step to a successful implementation of the look-fors and walk-throughs is to gain a solid understanding of the literacy look-fors. This chapter assumes that you are in a leadership capacity in an elementary school and that you are eager to become more knowledgeable about literacy instruction. Those who intend to use the literacy look-fors observation protocol to build capacity in their schools, such as administrators, literacy coaches, and instructional supervisors, will want to master the definitions and critical attributes of the look-fors so they can immediately recognize them during classroom walkthroughs. The ease with which you acquire the knowledge in this chapter will depend on your background knowledge, the time you have available to study and learn, and the degree to which you are able to process this information with administrative colleagues and learn from highly effective staff members. If you have no prior experience with elementary literacy instruction, little available time, and few knowledgeable colleagues, the process will take longer. However, nothing is impossible if you are motivated. Your first task is to acquire an understanding of the literacy look-fors.

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Chapter 6 Develop, Implement, and Assess Embedded Professional Development

Elaine K. McEwan-Adkins Solution Tree Press ePub

Changes in schools may be initiated from without, but the most important and lasting change will come from within.

—Barth (1990, p. 159)

1. Understand the literacy look-fors.

2. Understand the classroom walkthroughs.

3. Assess your instructional leadership capacity.

4. Orient your faculty to the look-fors and walkthroughs.

5. Collect and analyze look-for frequency data.

6. Develop, implement, and assess embedded professional development.

7. Use team walkthroughs to build school capacity.

If you have been diligently climbing the seven steps to a power-packed implementation of the literacy look-fors and walkthroughs, you have just finished collecting, aggregating, and analyzing the data from your first round of walkthroughs. Put the final data analysis in a safe place. You will want to compare your frequency counts from this baseline data collection with the frequency counts you obtain after your staff has engaged in the embedded professional development described in this chapter.

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Chapter 3 Assess Your Instructional Leadership Capacity

Elaine K. McEwan-Adkins Solution Tree Press ePub

Don’t become mired in high-level thinking that is too broad. Follow through. Get things done. Don’t let the details bore you. Follow through. Expand people’s capabilities. Know thyself.

—Bossidy & Charan (2002, pp. 36, 57)

1. Understand the literacy look-fors.

2. Understand the classroom walkthroughs.

3. Assess your instructional leadership capacity.

4. Orient your faculty to the look-fors and walkthroughs.

5. Collect and analyze look-for frequency data.

6. Develop, implement, and assess embedded professional development.

7. Use team walkthroughs to build school capacity.

Your assignment for this chapter is to put yourself and your instructional leadership capacity under a microscope to determine whether you are ready to implement the look-fors and walkthroughs in your school. Specific to the issue of literacy attainment for all students is your personal instructional leadership capacity: the ability of a principal to provide leadership directly related to the intersection and interaction of literacy standards, curriculum, instruction, and assessment that results in literacy achievement at or above grade level for all students.

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Part I: Overview of Key Ideas and Details

Elaine K. McEwan-Adkins Solution Tree Press ePub

PART I:

Overview of Key Ideas and Details

The Common Core State Standards demand, they do not request, that the building of knowledge through reading text plays a fundamental role in [all] disciplines.

COLEMAN (2011)

Part I presents a set of literacy strategies designed to help your students meet the standards found in the first section of the Common Core College and Career Anchor Standards for Reading titled Key Ideas and Details. It is one of four broad categories set forth in the CCR Anchor Standards for Reading to describe the critical skills of reading comprehension that independent and highly proficient readers use during the reading of complex informational literary and informational texts. This first section of the CCR Anchor Standards for Reading contains more strategies than the remaining three categories combined. The reason for this seeming imbalance is that each of the CCR Anchor Standards in Key Ideas and Details contains several foundational reading skills. This necessitates teasing out each of these more discrete skills before we reassemble and apply them in later more complex standards and strategies.

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