content top

Adolescent Literacy in the Era of the Common Core

Adolescent Literacy in the Era of the Common Core
“Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom.

Exceptionally clear and accessible, the book addresses a full range of topics in this vitally important field, including disciplinary literacy; vocabulary instruction; classroom discussion; motivation and engagement related to digital literacy; the use of multiple texts; and writing to learn.

This book presents ‘usable knowledge’ of the highest order and of immediate value to school leaders and teachers. It will be required reading for all educators concerned with promoting and furthering adolescent literacy today.” (From the publisher’s website)

Click here for more details from the Harvard Education Press website.

Disciplinary Literacy (Ch. 2 & 3)

Chapter 2 – Emily Philips Galloway, Joshua Fahey Lawrence, and Elizabeth Birr Moje

Research in Disciplinary Literacy: Challenges and Instructional Opportunities in Teaching Disciplinary Texts

Chapter 3 – Lisa Messina

Disciplinary Literacy in Practice: The Disciplinary Literacy Network as a Vehicle for Strengthening Instruction Across Content Areas Key Resources

Disciplinary Literacy Speech/PowerPoint from Elizabeth Moje – In this key note presentation at the at the National Reading Initiative Conference, Elizabeth Birr Moje makes the case for a disciplinary literacy that, rather than hewing to generic literacy strategies, focuses on the literacy skills required of practitioners in a content.

Disciplinary Literacy in Practice.pdf – These are copies of the resources that Lisa Messsina and her team used as described in chapter 3. Try them out yourself!

The Carnegie Content Area Literacy Survey – These surveys were designed to allow school and district leaders to take the pulse of their school literacy community and to design a strategic response to the calls for increased attention to literacy in the content areas.

Reading in the disciplines – The challenges of adolescent literacy – This report authored by Carol Lee and Anika Spratley lays out many of the important challenge that students face when reading secondary texts for content learning.

Vocabulary (Ch. 4 & 5)

Chapter 4 – Joshua Fahey Lawrence, Bridget Maher, and Catherine E. Snow

Research in Vocabulary: Word Power for Content-Area Learning

Chapter 5 – Christina L. Dobbs

Vocabulary in Practice: Creating Word-Curious Classrooms Key Resources

The Longman Dictionary of Contemporary English is a great tool for finding user friendly definitions.

The Word Generation Program is freely available to any school, teacher or program that is interested in support student vocabulary developement across the content areas.

Word Nik is an extremely rich online dictionary that provides examples of the use of each target word, as well as related words, synonyms, antonyms, etc.

Word sift and Visuwords both provide a visually interesting way to explore related words and word families. Book Resources

Discussion (Ch. 6 & 7)

Chapter 6 – Catherine J. Michener and Evelyn Ford-Connors

Research in Discussion: Effective Support for Literacy, Content, and Academic Achievement

Chapter 7 – Abigail Erdmann and Margaret Metzger

Discussion in Practice:Sharing Our Learning Curve Key Resources

The Word Generation Website includes a nice review of some of the recent research related to improving student discussion with accountable talk and debate.

Project Zero’s Visible Thinking Routinesis a repository of deep structures that can guide student observation, thinking, writing, and discussion.

Sullivan County Board of Cooperative Educational Services, Shift 4: Text-Based Answers has compiled numerous resources to support CCSS work, including text-based discussions and text-dependent questions and answers.

Zwiers & Crawford. (2009). How to start academic conversations. This is a fantastic short article that demonstrates how some simple teacher moves can support student discussion.

While the School Reform Initiative’s protocols are mostly designed for use among adults in PLCs and CFGs, many of the protocols (especially text-based) are easily adapted for use in student discussions (our favorites include: text rendering, 4As, 3 levels of text, the block party, the chalk talk, the continuum dialogue, and more!) Book Resources

Chapter Link Page Note
6 http://www.serpinstitute.org/2013/ 98 40

Digital Literacy (Ch. 8 & 9)

Multiple Texts (Ch. 10 & 11)

Chapter 10 – Cynthia Shanahan

Research in Multiple Texts and Text Support

Chapter 11 – Joanna Lieberman and Janet Looney

Multiple Texts in Practice: Fostering Accessibility, Engagement, and Comprehension Key Resources

Cynthia Shanahan’s classic article “Using multiple texts to teach content”

The National Writing Project and Laura Robb present: “Multiple Texts: Multiple Opportunities for Teaching and Learning”

The Sullivan County Board of Cooperative Educational Services [SCBOCES] compiles resources related to the CCSS Staircase of Complexity and using multiple texts.

Shanahan, Fisher, & Frey’s review of the challenges of teaching “Challenging Text”

AUSSIE and NYCDOE’s easy-to-understand “Beginner’s Guide to Text Complexity”

Janie Riddle Goodman’s primer: “Text Sets: Providing Possibilities for Adolescent Readers”

Websites We Use For Finding Texts

Book Resources

Writing-to-Learn (Ch. 12 & 13)

Chapter 12 – Vicki A. Jacobs

Research in Writing: The Rightful Place of Writing-to-Learn in Content Teaching

Chapter 13 – Carol Booth Olson and Catherine D’Aoust

Writing in Practice: Strategies for Use Across the Disciplines Key Resources

The National Writing Project provides research and professional development resources related to writing across all grade levels.

The New York Times provides lessons and prompts for addressing writing standards in the Common Core.

The National Council of Teachers of English shares “Beliefs About the Teaching of Writing”

Adlit.org remains one of our favorite websites for finding short,research-based articles related to writing and other literacy domains.

For a one-stop overview of writing across the curriculum, check out this excellent online resource: Bazerman et al. (2005) . Reference Guide to Writing Across the Curriculum Book Resources

CCSS & Professional Learning (Ch. 1, 14 & 15)

Chapter 1 – Jacy Ippolito and Joshua Fahey Lawrence

Bridging Content and Literacy Knowledge and Instruction: A Framework for Supporting Secondary Teachers and Students

Chapter 14 – Jacy Ippolito

Professional Learning as the Key to Linking Content and Literacy Instruction

Chapter 15 – Jacy Ippolito and Colleen Zaller

Meeting the Challenge of the Common Core State Standards Key Resources

Below are some of the websites we refer to most often when thinking about connecting our professional development and teaching to the Common Core State Standards:

Website Link
America Achieves http://commoncore.americaachieves.org
Engage NY http://www.engageny.org/
EduCore http://educore.ascd.org
Sullivan County BOCES http://scboces.org/Page/659s
Web 2.0 Tools to Support the Common Core http://lib20.pbworks.com/w/page/51305443/workshop-commoncore
Edutopia: Understanding Common Core http://www.edutopia.org/common-core-state-standards-resources
LearnZillion http://learnzillion.com
Literacy Design Collaborative http://www.literacydesigncollaborative.org
Mathematics Design Collaborative http://www.mygroupgenius.org/mathematics
Student Achievement Partners http://www.achievethecore.org
The Teaching Channel (videos of teachers) http://www.teachingchannel.org
TNCore (Tennessee’s website) http://tncore.org
Book Resources The Continuum of Protocols suggests a possible sequence for introducing discussion-based protocols to educators.
Chapter Link Page Note
1 http://www.ets.org/Media/Education_Topics 2 5
1 http://ic.serpmedia.org/key_collective.html 11 13
14 http://www.schoolreforminitiative.org/ 227
14 http://www.nsrfharmony.org/ 227
14 http://www.literacycoachingonline.org/tools.html 227
14 http://www.spellingcity.com/ 216 6
14 http://dynamo.dictionary.com/ 216 6
14 http://www.adlit.org/strategies/22369/ 216 7
14 http://carnegie.org/fileadmin/Media/Publications 217 9
14 http://www.wcer.wisc.edu/archive/cors 220 13
14 http://www.reading.org/downloads/resources 225 22
14 http://www.literacycoachingonline.org/ 225 23
14 http://www.researchforaction.org/publication-listing/?id=24 225 24
14 http://www.schoolreforminitiative.org/ 228 31
14 http://cals.serpmedia.org/ 229 33
15 http://scboces.org/Page/684 239
15 https://www.teachingchannel.org/videos 239
15 http://standards.dpi.wi.gov 239
15 http://emichwp.org/wp 239
15 http://www.nwp.org/ 239
15 http://scboces.org/Page/688 240
15 http://www.adlit.org/strategy_library/ 240
15 http://wg.serpmedia.org/ 240
15 http://www.colorincolorado.org/ 240
15 http://www.wida.us/ 240
15 http://www.readingeducator.com/strategies 240
15 http://scboces.org/Page/686 241
15 http://www.pz.gse.harvard.edu/visible_thinking.php 241
15 http://www.schoolreforminitiative.org/ 241
15 http://www.teachingliterature.org/teachingliterature 241
15 https://www.teachingchannel.org/videos 241
15 https://www.teachingchannel.org 241
15 https://www.teachingchannel.org/videos 241
15 http://www.newliteracies.uconn.edu/ 242
15 http://www.digitalliteracy.gov/content/educator 242
15 http://www.schrockguide.net 242
15 http://youmediachicago.org/ 242
15 http://techinliteracy.files.wordpress.com/ 242
15 http://scboces.org/Page/685 244
15 http://www.learningpt.org/pdfs/literacy/shanahan.pdf 244
15 http://www.nwp.org/cs/public 244
15 http://www.reading.org/Libraries 244
15 http://www.ascd.org/Publications/newsletters 244
15 http://www.achievethecore.org 244
15 http://www.nwp.org/cs/public/print/doc 245
15 http://learning.blogs.nytimes.com/category 245
15 http://www.ncte.org/positions/statements 245
15 http://wac.colostate.edu/books/bazerman_wac/ 245
15 http://www.ohioliteracyalliance.org/fluency 247
15 http://www.adlit.org/article/c122/ 247
15 http://www.timrasinski.com/?page=presentations 247
15 http://www.reading.org/ 247
15 http://www.adlit.org/article/c128/ 247
15 http://www.cori.umd.edu/research-publications 247
15 http://www.readingonline.org/articles 247
15 http://www.cal.org/topics/ell/preK12.html 247
15 http://www.cal.org/create/ 247
15 http://ies.ed.gov/ncee/wwc/ 248
15 http://centeroninstruction.org/ 248
15 http://manoa.hawaii.edu/coe/crede/?p=79 248
15 http://www.wida.us/ 248
15 http://www.ldonline.org/ 248
15 http://www.adlit.org/ 248
15 http://www.nagc.org/ 248
15 http://www.nagc.org/CommonCoreStateStandards.aspx 248
15 http://www.gifted.uconn.edu/nrcgt/ 248
15 http://www.engageny.org/sites 236 2
15 http://newmexicocommoncore.org/pages/ 237 4
15 http://www.centeroninstruction.org/files 240 12
15 http://www.shanahanonliteracy.com 243 17
15 http://www.shanahanonliteracy.com 243 17
15 http://www.ascd.org/publications 243 17
15 http://www.reading.org/Libraries 243 18

Assess – old

CALS screenshot

CALS produces dynamic reports of cross-content literacy activity at your school

There is no silver bullet for instructional improvement – no one answer or single solution. We understand this, having all worked in schools ourselves. Therefore we always begin our work by developing a needs assessment and specific professional development plan based on each collaborating school’s strengths and needs.

The Carnegie Content-area Literacy Survey is one of the tools we use to help school leaders craft a plan for deep professional learning. This tool helps researchers and school leaders better understand how math, science, social studies and English teachers approach the challenges of disciplinary literacy. Once teachers (and students, if a school wishes) have completed the survey, school leaders will have access to an anonymous, dynamically updated web-report. Looking at these data is the first step in designing a professional development plan for your school (see example here).

If you would like one of our affiliated research staff to help you and your team get started with this tool, just complete the following form. We will be in touch within 24 hours to arrange a 30 minute call to walk you through the registration process. You can also register for the survey yourself here.

This 8 minute video walks you through the registration process:

You can also request a phone call from our staff to walk you through the process:

Evaluate

Evaluate


We have a strong agenda of internal evaluation and invite you to explore these results.

All of our coaches have also been researchers as you can see in the profiles listed in the who we are section. However, some of our members have published research relating directly to our consulting work. Here are two examples:

Ippolito, J., Charner-Laird, M., & Dobbs, C. (2014). Bridge builders: Teacher leaders forge connections and bring coherence to literacy initiative. JSD: Journal of Staff Development,35(3), 22-26.

Charner-Laird, M., Ippolito, J., & Dobbs, C. L. (2014). Teacher-led professional learning. Harvard Education Letter, 30(5), 8, 6-7.

We conduct anonymous course evaluations after every summer institute and responsive coaching inquiry cycle. The big picture from our last round of institute surveys was impressive: every participant reported either being satisfied (13.6%) or very satisfied (86.4%) with the institute. You can read all of the results from this report here.
Below are just a few testimonials about our 2013 Summer Institutes:

• All content was both relevant and of high priority for participants.

• Great Instructors

• It gave me strategies that I could seamlessly incorporate into my curriculum.

• It had great flow.

• It kept my attention and the teachers put extra effort to make sure math material was covered.

• The instructors had very clear agendas and goals set forth from the start.

• The first day dealt with theory and throughout the week we put it into action.

• Comfortable peer interactions.

• Great instruction.

• I thought the instructors were incredible and taught lessons about literacy while incorporating the strategies that we could use as teachers in our content areas.

• The instruction was easy to follow. The content is useful. It motivated me to become a better teacher!

• Many of the activities and protocols we used in this class can be utilized in my classrooms. The flow was very good.

• I was very satisfied because I learned so many things that I can use in my classroom this fall.

• Pace for the breadth and depth were excellent. With 25 years of experience I found material/group of colleagues informative.

• The professors were very knowledgeable. They were flexible and gave a lot of feedback and strategies.

• The course was very comfortable and had a lot of open sharing of ideas and gave a plethora of strategies to incorporate.

Collaborate


We offer four core services testing:

collaborate4Our institutes draw on research-based best practices in professional learning and adolescent literacy. A 3- to 5-day intensive institute with teams of teachers results in learning breakthroughs that can be built upon during the year with responsive coaching (with our support or via your own PLC structures). We tailor our teacher institutes to meet the needs of each school based on individual needs assessment results; see an example curriculum of a five day institute here.
responsive coachingOur coaches have extensive experience working in classrooms and leading site-based professional development with teams of content-area teachers. Our site-based coaching work looks quite different depending on each school’s needs; however, common elements always include the identification of school-based teacher leaders within content areas who help support teacher professional learning between AdLit PD coaching sessions with teams.
We host cross-district webinars every other month on topics ranging from academic language to perspective- taking in history. Check out our calendar of events for more information.
Over the past half dozen years we have created a massive library of resources and materials that we love to share with our partner schools. Every teacher who works with us can access our complete library of materials including PowerPoint slides, facilitator’s guides, and handouts to lead learning back in their schools.

content top