texas literacy initiative implementation in the fantastic 4th year!

texas literacy initiative implementation in the fantastic 4th year!

TEXAS LITERACY INITIATIVE
IMPLEMENTATION IN THE FANTASTIC 4TH
YEAR!
Focus: Grades 6 - 12
2015 - 2016
Presented by TLI Teacher Specialists
Purpose of the
Texas Literacy Initiative Grant
The purpose of the Texas Literacy Initiative (TLI) grant is to improve school
readiness and success in the areas of language and literacy for disadvantaged
students in targeted school districts, including their associated Early
Childhood Education ECE providers, who will use the model of Literacy Lines
to implement the Texas State Literacy Plan (TSLP).
El propósito de la ( TLI ) subvención Iniciativa de Alfabetización de Texas
es mejorar la preparación escolar y el éxito en las áreas de lenguaje y
alfabetización para los estudiantes desfavorecidos en los distritos
escolares específicos , incluidos los proveedores de ECE Educación
Infantil asociadas, que utilizarán el modelo de líneas de Alfabetización
para implementar el plan de Alfabetización del Estado de Texas ( TSLP )
.
© 2013 Texas Education Agency / The University of Texas System
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Texas Literacy Initiative Grant Goals
1. Increase the oral language and preliteracy skills of participating preschool
children.
2. Improve the performance of participating K-2 students on early reading
assessments.
3. Increase the percentage of participating students who meet or exceed
proficiency on the state English language arts assessments in grades 3
through 12.
4. Increase the use of data and data analysis to inform all decision making in
participating districts, campuses, classrooms, and early learning settings.
5. Increase the implementation of effective literacy instruction through
Literacy Lines.
© 2013 Texas Education Agency / The University of Texas System
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Texas Literacy Initiative Grant Goals
1.
2.
3.
4.
5.
Aumentar la lengua y pre-alfabetismo destrezas orales de los niños en
edad preescolar que participan.
Mejorar el rendimiento de K - 2 estudiantes participantes en las
evaluaciones de lectura temprana.
Aumentar el porcentaje de estudiantes que participan , que cumplen o
exceden la competencia en las evaluaciones estatales de artes del
lenguaje Inglés en los grados 3 al 12.
Aumentar el uso de análisis de datos y los datos para informar a toda la
toma de decisiones en participar distritos , las escuelas , las aulas , y
ambientes de aprendizaje temprano.
Incrementar la aplicación de la alfabetización efectiva a través de las
líneas de alfabetización.
© 2013 Texas Education Agency / The University of Texas System
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THE FANTASTIC 4th
STRETCHing our fantastic implementation of TLI
Routines & Strategies.
Making data trends the THING that guides our RTI
direction.
Supporting our student’s academic success to make
the INVISIBLE implementation, visible, with effective
teaching interventions, will be our TLI Teacher
Specialist’s coaching and co-teaching.
Continuing to light the TORCH for Literacy as we
begin the……
FANTASTIC 4th year of TLI implementation for our
BISD SUPERKIDS!
Estiramiento nuestra fantástica aplicación del TLI
rutinas y estrategias.
Hacer tendencias de datos Lo que guía nuestra
dirección RTI.
Apoyando el éxito académico de nuestros
estudiantes para hacer la aplicación INVISIBLE,
visible, con intervenciones efectivas de
enseñanza, será nuestro entrenamiento y de TLI
Maestro Especialista co-enseñanza.
Continuando a encender la antorcha de
Alfabetización al comenzar el ......
FANTÁSTICO cuarto año de ejecución TLI para
nuestra BISD SUPERKIDS!
© 2013 Texas Education Agency / The University of Texas System
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What are the benefits of implementing the TLI
routines and strategies in our daily lessons?
¿Cuáles son los beneficios de la
implementación de las rutinas TLI y
estrategias en neustras lecciones diarias?
© 2013 Texas Education Agency / The University of Texas System
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TLI Comprehension Modules (K-12)
The TLI has offered trainings on these comprehension modules. These modules provide
teachers with research-based knowledge & teaching practices to offer direct, explicit,
systematic instruction of comprehension across the grade levels.
El TLI ha ofrecido cursos de formación sobre estos módulos de comprensión. Estos
módulos proporcionan maestros con conocimiento y enseñanza de prácticas basadas en
la investigación para ofrecer explícita instrucción directa, sistemática y de comprensión
en todos los niveles de grado.
© 2013 Texas Education Agency / The University of Texas System
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Comprehension Purpose Questions
(CPQs)
Thoughtful “questions appear to be effective for
improving learning from reading because they:
• give students a purpose for reading;
• focus students’ attention on what they are to learn;
• help students to think actively as they read;
• encourage students to monitor their comprehension;
and
• help students to review content and relate what they
have learned to what they already know” (CIERA, 2003).
Copyright 2012 Texas Education Agency and the University of Texas System
The Power of Think-Turn-Talk
Engagement
Focus
Think-time
Talk-time
Safe environment
Application
Accountability
Assessment
© 2013 Texas Education Agency / The University of Texas System
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Word of the Week Routine
© 2013 Texas Education Agency / The University of Texas System
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Cognitive Strategies
Making Connections
Hacer Conexiones
Asking & Answering
Questions
Preguntar y Respnder a
las preguntas
Creating Mental Images
Creación de imágenes
mentales
© 2013 Texas Education Agency / The University of Texas System
Making Inferences &
Predictions
Hacer Inferencias y
Predicciones
Determining Importance
& Summarizing
Determinar la
importancia y Resumir
Monitoring & Clarifying
Monitoreo y Aclaración
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3 Types of Making Connections
Activate Background Knowledge and
Make Connections
Activar conocimintos previos y hacer
conexiones
Text-to-Self
Paired Selections
Emparejados
Selecciones
Text-to-Text
Making Inferences
and Predictions
Hacer Inferencias y
Predicciones
Text-to-World
© 2013 Texas Education Agency / The University of Texas System
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Pedigree Charts, Chapter 14, p. 342
What are the genotypes of both parents on the left in the
second row? How do you know?
Figure 14-3
Figure 14-3
Text
My Answers to the CPQ
At the top of the chart is a
grandfather.
Grandfather has the
heterozygous trait.
Square represents a male;
circle a female. Shaded
shape indicates the trait.
Horizontal line =
marriage. Vertical line =
children.
Both parents have the
heterozygous genotype
for the white forelock.
direct
direct
inference
• At the top of the chart is a
grandfather …
• The grandfather must be
heterozygous for the trait.
• Square represents male; circle female.
• Shaded…expresses the trait; not
shaded does not express trait.
• Horizontal line reps marriage.
• Vertical line reps children.
• Circle (mom) and square (dad) are
shaded.
• The grandfather of the male has the
trait.
• They are linked to two circles
(children).
• Only one circle is shaded.
© 2013 Texas Education Agency / The University of Texas System
Dad must be heterozygous, because only
one of his parents has the trait and he has
the trait. We don’t’ know about mom’s
parents, but since only one of their kids
has the trait, mom has to be heterozygous.
If she was homozygous, then both kids
would have the trait.
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Annotating the Text
CPQ: What is
Lincoln saying in
this speech?
Text
Excerpt
Why should We Teach
Creating Mental Images:
• Increase motivation and
engagement
• Improve literal comprehension
• Improve integration of new
information with background
knowledge
• Aid in making inferences,
identifying main ideas, and
determining importance
• Help students to uncover text
structures
• Makes texts memorable and
increases retention
Audiobooks may be used
to:
• Introduce a text
• Share an unfamiliar
dialect.
• Follow character
action.
• Create interest and
motivation.
• Clarify critical portions
of the text.
(Kelley, & Clausen-Grace, 2013, Zwiers, 2010, Wilhelm, 2004)
© 2013 Texas Education Agency / The University of Texas System
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Why Should We Teach
Determining Importance & Summarizing?
It helps readers to…
• Understand author’s
purpose.
• Remember text.
• Identify theme.
• Make connections.
• Monitor understanding.
(CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002;
Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson,
2003)
It helps readers to…
• Improve overall
comprehension.
• Manage excessive amounts of
information.
• Focus attention.
• Extract relevant information.
• Build relationships among
concepts contained in text.
(CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002;
Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003)
)
Determining Importance Toolbox
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• We can…..
• Engage
• Empower
• Influence
• Educate
• Energize
• ALL of our students in
Literacy!
© 2013 Texas Education Agency / The University of Texas System
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