Oakhaven High School

Schoolwide Literacy Plan

2019-2020
Rationale
Teaching students to become literate citizens is the primary goal of schools. The ability to read and write
prepares students to be successful throughout their educational, professional and personal lives. This
literacy plan provides guidance on developing a systemic and systematic approach to teaching reading,
writing, language, listening and speaking for students at Oakhaven High School. This is a collaborative
and continually improving effort to clarify guidance and processes for literacy in the following areas

• Curriculum, assessment and instruction;

• Intervention, enrichment and supports;

• Incorporation of literacy into ALL content areas;

The purpose of the Oakhaven literacy plan is to:

• Create a school-wide approach to literacy

• Provide leadership for and monitoring of the English Language Arts courses

• Ensure full and effective implementation of curriculum and strategies

• Strengthen intervention, enrichment, and student support services

• Coordinate and target professional development services for literacy

• Develop a balanced and strategic assessment plan for literacy

• Establish a school-wide team focused on improving literacy instruction and student learning

• Build capacity of all staff and Community members to contribute to the literacy development of our
students.

Roles and Responsibilities

In a literacy-driven environment leadership at every level is involved in each of the following:

• Creating a culture for literacy

• Maintaining a focus on literacy

• Supporting attainment of literacy goals

• Collecting and analyzing data

• Seeking and applying current research and knowledge

• Celebrating the successes of every member in the Community

 Literacy Coach
PLC Coach
Reading Specialist
Create compelling
conversations that contribute to
the collaborative culture.
• Communicate literacy goals,
strategies and professional
practices.
• Ensures effective
implementation of the Literacy
and Response to Intervention
(RTI) approaches in the
classrooms.
• Provide recommendations on
improving the Literacy program
based on contextual data and
information.
• Create connections between
people and resources to
support literacy.
• Facilitate the collection,
analysis and communication of
data.
• Ensure effective use of data
to make instructional decisions.
• Model current research-based
instructional strategies with
teachers.
• Conduct observations,
walkthroughs and conferences
to support literacy instruction.
• Facilitate and coach
Professional Learning
Communities (PLC) Team
meetings and activities.
• Monitor and collect data for
evaluating the literacy program.
• Celebrate successes with the
school Community.
School Leaders
(Principal, Vice Principal,
Lead Teachers)
Create compelling
conversations that contribute to
the collaborative culture.
• Communicate literacy goals,
strategies, and professional
practices.
• Ensures effective
implementation of the Literacy
and RTI approaches in the
classrooms.
• Provide recommendations on
improving the Literacy program
based on contextual data and
information.
• Creates a culture of learning
that upholds the vision of every
student performing at or above
expectations.
• Ensures the instructional
team is focused on literacy.
• Ensures that the work adheres
to our literacy goals, design, and
practices.
• Dedicates resources to
support literacy.
• Collects and communicates
data.
• Stays current on research-
based practices.
• Leads and coaches
Professional Learning
Communities (PLC’s) to ensure
teams use data to drive
instruction and make collective
changes in practice.
• Celebrates literacy gains with
students, staff, families and the
Community.
• Engages in school-wide
literacy leadership teams.
Instructional Staff
(Teachers, Librarian,
Assistant Teachers and
Tutors)
Create a classroom culture that
promotes literacy.
• Support literacy in every
subject, every day.
• Employs effective teaching
strategies daily that support our
literacy goals.
• Collaborates with colleagues
to ensure consistency of literacy
instruction for each and every
student.
• Facilitates screening, progress
monitoring, diagnostics, and
outcome assessments as
needed per grade level, and
communicates student literacy
goals, gains, and needs to
families and students.
Secures additional support
services for students to ensure
their success.
• Secures and selects
appropriate literacy materials
for each student.
• Pursues professional
development in research based
practices.
• Participates in and/or Leads
Professional Learning
Communities (PLC’s) that use
data to drive instruction and
make collective changes in
practice.
• Celebrates student successes
in the classroom and school
Community.
Data Review
Oakhaven High School ELA Results
2018-19

 ELA I TVASS growth measure was Level 1

 ELA II TVASS growth measure was Level 3

2017-18

 ELA I TVASS growth measure was Level 4

 ELA II TVASS growth measure was Level 3

Goals for ELA I & II: 2019-20 school year is a Level 4 (minimum)

Goals
The goal of this plan is to significantly raise the level of literacy achievement of all students while
developing/implementing a unified high quality, comprehensive and coherent literacy program for all.
We believe all students need high quality literacy instruction.

Goal 1: Increase student growth in reading, writing and language at all grade levels.

Goal 2: Establish a framework for a comprehensive and aligned literacy program that includes core
curriculum and instruction; prevention, intervention, enrichment and support services; balanced and
meaningful assessments; job-embedded and differentiated professional learning; time; and high quality
resources and materials.

Goal 3: Implement a data system so that all teachers routinely read, analyze and interpret student
literacy data, use that data to inform instruction and assist students in setting and achieving individual
goals.

Goal 4: Align lesson plans with literacy (reading and writing) curriculum including ensuring content area
curriculum teaches literacy every day in every class.

Goal 5: Ensure that strategic instruction in concept development, vocabulary and writing skills are
emphasized in the new literacy approach.

Goal 6: Create student motivation and personal relevance through positive literacy engagement.

Goal 7: Enhance Community and family engagement and partnerships as they relate to literacy.
Literacy Research
Two basic stages of reading instruction are often contrasted as Learning to Read and Reading to Learn
and are characterized as follows:

Learning to Read
• Acquire strategies for “decoding” unfamiliar words.
• Build “sight word vocabulary” of many thousands of words.
• Learn to coordinate skills for fluent reading of text.
• Begin extension of vocabulary beyond oral language limits.
• Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down.
• Develop or maintain a positive attitude about reading and view it as an important skill for learning and
for pleasure.

Reading to Learn
• Extend “sight vocabulary” to unfamiliar words in increasingly challenging text.
• Learning meanings of thousands new words vocabulary expansion.
• Increasingly challenging text.
• Learning meanings of thousands of new words vocabulary expansion.
• Increasingly detailed knowledge of text structures and genres.
• Expansion of content knowledge in many domains.
• Reading specific comprehension strategies become more complex.
• Thinking and reasoning skills increase.

Understanding the stages of reading is important in order to meet the needs of our students in
an efficient manner. During the first of these stages the early reader is working on decoding the words
while “The skilled reader is extremely efficient in translating written text into oral language and
meaning. When reading, the skilled reader puts minimal mental energy into decoding and has plenty of
mental energy to focus on word and text-level processes to make meaning of the text. When decoding is
not automatic it may constrain the degree to which a child can extend his or her full capacity toward
comprehension as reported in Core Knowledge’s white paper CKLA Curriculum: Links to Research on
Teaching and Learning (March 2015). “As a child’s decoding becomes more fluent and automatic, more
mental energy becomes available for the language and comprehension processes that defines skilled
reading.” The two stages are not separate. They coexist and depend on each other. It is important that
students interact with both stages of reading through building background knowledge and concept
development; discussion of text structure, characters, themes, setting, and plot; opportunities to closely
read challenging texts. We will teach/reinforce these skills within the intervention classes, ELA classes,
and all other content classes.
Literacy Program Design
Goals of literacy instruction include the following

• Read fluently and purposefully with understanding and appreciation;

• Write EVERY DAY for a variety of purposes and audiences;

• Speak purposefully and articulately;

• Listen and view attentively and critically;

• Think and respond critically and creatively;

• Access, manage, integrate, evaluate, and create information using 21st century technology tools
responsibly.

Reading Instruction Priorities

• Independent reading.
• Shared reading.
• Guided reading/instruction.
• Word work (Including decoding phonics and target words, grammar, vocabulary, and
morphology/word analysis).
• Comprehension/concept development.

Embedded Within Reading Instruction

• Speaking and listening.
• Shared instructional routines.
• Gradual release of responsibility.

Writing Instruction Priorities

• Explicitly teach and model writing strategies.
• Write.
• Word work (spelling, grammar, sentence structure, paragraph structure, transition words).
• Writing process, including revising and editing.
• HATMAT and RACE writing strategies
• Write across the curriculum and in all genres (opinion/argumentative, informative/ explanatory,
narrative and research).
• Use digital tools and word processing.
• Integrated performance tasks, using rubrics to score and discuss.
Embedded within Writing Instruction
• Connect writing with reading, vocabulary and language.
• Speaking and listening.
• Shared instructional routines.
• Increasing independence
• Relevant and meaningful writing tasks.
• Frequent feedback.

Integrated and Balanced Assessments

Complete literacy frameworks include several types of assessment tools, including
• Diagnostic Tests

• Checks for Understanding

• Progress Monitoring

• Exit Tickets

• Classroom Summative

• Interim Summative

• End of Course/Year Summative

A complete list of specific literacy assessments is now being developed. This list will be linked to a
calendar and protocols for collaborative analysis to support effective use and instructional decision
making, including which students need Tier 2 and 3 supports. Some dates have already been provided
by the IZone office.

Writing Assessments
Comprehensive writing assessment includes the following features

• Relies on measures of writing that demonstrate reliability and validity for the purpose(s) they are
being used (e.g., timed assessment to evaluate fluency and productivity);

• Includes writing assessments and measures that are linked explicitly to writing goals;

• Is organized, integrated, and composed of multiple sources of data (e.g., summative assessments to
examine writing achievement, student reading and language data, classroom performance tasks, weekly
progress monitoring and daily formative assessments);

• Uses data from writing assessments and student work to make informed instructional decisions
regarding the areas in which students might need additional instructional support.
Writing assessments will include

• Multiple samples of student writing;

• Writing from multiple genres (e.g., opinion/argument, informative/explanatory, narrative and

research) and at multiples levels within each genre (e.g., sentences, paragraphs, etc.);

• Use of writing prompts that are explicit authentic and engaging;

• Focus on the writing process in addition to the final product;

• Use the TN Writing Rubric as an analytic scoring system that focus on writing content and
organization, writing style and mechanics and conventions.

Supporting Exceptional Learner Groups

Exceptional learner groups include students who participate in special education, gifted education and
advanced learners and English Language Learners. Each group will participate in Tier I instruction for all
students.

All special needs students will receive services in reading, writing and language according to their
Individual Education Plans. In addition, Exceptional Student Services, School Leadership and Curriculum
and Instruction Team will collaborate to maximize impact of services and resources available for special
needs students.

The curriculum will be accelerated and enriched as needed for gifted/advanced students. This
enrichment may take the form of additional challenge through accelerated mastery of standards,
advanced texts, addressing more complex concepts and problems, new skills or more sophisticated
products. Modifications will be made through curriculum units, lesson plans, pacing and acceptable
evidence of learning. All teachers teaching an Honor’s class will complete the honor’s matrix as required
by the state.

Program Implementation and Evaluation

Literacy program implementation and evaluation will be measured in a number of ways focusing on
Leadership and Organizational Structure, Curriculum Mapping, Strategic Use of Assessments,
Professional Development (including Interactive Training, PLC’s, Coaching and
Observations/walkthroughs), Instructional practices and Intervention strategies. Specific “look fors”,
using the IPG and other coaching resources will be used to develop a plan for each teacher as needed.
Strategies for Success
Reading and Comprehension Strategies
UNRAVEL

UNRAVEL is a reading strategy that assist students in comprehending complex text by close reading the
text and annotating specific information to make connections with the text and the prompt.

The Steps

Underline the title.

Now predict the passage.

Run through and number the paragraphs.

Are you reading the questions first?

Venture through & read the passage.

Eliminate incorrect answers.

Let the questions be answered.

K-W-L Charts

K-W-L charts are a great way to hook students into learning. These language charts start with the
question, “What do you know about the topic?” Following this discussion, students are asked, “What do
you still want to know about the topic?” Once the unit of study has been completed, the language charts
are used again and students answer the third question, “What did you learn about the topic?” Using
K-W-L charts helps students organize their inquiries.

Graphic Organizers

Graphic organizers provide students with visual information that complements the class discussion or
text. Organizers come in many forms.

Vocabulary Instruction

Student achievement data consistently reported that vocabulary scores in some high schools were low.
It seemed that every teacher focused on different words and used different approaches for teaching
vocabulary. Many considered vocabulary knowledge to be the domain of English or elementary school
teachers. We’ve decided to focus our professional development on transportable vocabulary skills—that
is, skills that students could use across content areas. We will study word families, prefixes, suffixes,
word roots, vocabulary journals, and word sorts. (We’ve used this test in the past, but I know you
mentioned Gaines was administering the reading test. What is the name of it?) Gaines will administer
the Reading Horizons test for everyone.

Structured Notetaking

We will implement structured notetaking because many students do not have a repertoire of study
habits that will help them to do well. We will use Cornell notes. The students draw a vertical line about
two inches from the left side of the paper, log main ideas and key words to the left and details to the
right of the line, and write a brief summary of the lesson at the bottom of the page. When we
implement this strategy teachers will no longer have to devote instructional time to teaching a study
technique. Notetaking is not simply a way to record facts; it also leads to deeper student engagement
and reflection.

DRTA.

This strategy is a comprehension strategy that guides students in asking questions about a text, making
predictions, and then reading to confirm or refute their predictions. Students should work toward
completing this strategy independently to assess reading and comprehension abilities. Determine the
text to be used and pre-select points for students to pause during the reading process.

DIRECT – Teacher should have the student scan the title, and note chapter headings, illustrations, and
other explanatory materials on a graphic organizer.

READING - Teachers should have students read up to the first pre-selected stopping point in the text.
The student answers questions about specific information and evaluates their predictions.

THINKING - At the end of the reading, students should go back through the text and think about their
predictions. Students should verify or modify the accuracy of their predictions by finding supporting
statements in the text.

Give One, Get One, Move On (Go, Go, Mo)

The Give One, Get One protocol allows students to share some of the information they learned in an
expert text as well as get a piece of information that they did not read about that somebody else did.
Give One, Get One, Move On, or Go Go Mo, is a protocol that allows students to share and review
material that they gathered.

Back-to-Back Face-to-Face

This protocol provides a method for sharing information and gaining multiple perspectives on a topic
through partner interaction. It can be used for reviewing and sharing academic material, as a personal
“ice breaker,” or as a means of engaging in critical thinking about a topic of debate.
 Text Annotation
Text annotation is part of a system of text marking that involves the reader in:

1. Writing brief summaries in the text’s margins

2. Listing or numbering multiple ideas (causes, effects, reasons, characteristics).

3. Sketching pictures and charts to explain difficult processes/ concepts.

4. Predicting & writing possible test questions

5. Noting puzzling or confusing ideas that need clarification by the professor in the margins.

6. Underlining key ideas or concepts (Schoolwide handout will be provided)

What is Annotation?

 A systematic summary of text within the document

 A key aspect of close reading
 An active learning strategy that improves comprehension

Why Annotate?

 Isolate and organize important material

 Identify key concepts
 Monitor your learning as you read
 Make exam prep effective and streamlined
 Can be more efficient than creating a separate set of reading notes

How do you Annotate?

 Summarize key points in your own words

 Circle key concepts and phrases
 Write brief comments and questions in the margins
 Use abbreviations and symbols
 Highlight/underline sparingly
 Writing Strategies
Writing to Learn

We agree that reading, writing, and content learning are related. Teachers use writing-to-learn
strategies at the beginning, middle, or end of class to help students inquire, clarify, or reflect on the
content. The student thinks for a minute or so, then writes for about five minutes. Some teachers begin
class with this strategy to help students focus on the topic. Students told us that it was difficult to think
about a social conversation that they had had earlier in the day when they were actively writing about
the stock market crash. Other teachers conclude their classes by asking for a summary of what students
had learned in class, for a description of one highlight of the class, or a prediction of what the class
would study the next day. Regardless of how teachers implement this strategy, writing helps students
think about the content, reflect on their knowledge of the content, and share their thoughts with the
teacher.

RACEing Your Writing

A writing strategy that will help you support your ideas and opinions.

RACE is an acronym for

– RESTATE the question
– ANSWER the question
– CITE evidence
– EXPLAIN and ELABORATE on how your evidence supports your answer.
Without evidence and support, your ideas and opinions can go unnoticed. It is a very hard truth that
your opinion doesn’t matter if you cannot support your opinion with evidence. The RACE strategy to
writing and responding will not only help you explore your ideas and opinions, but it will help add
substance to your writing. Additionally, it will make others recognize your opinions.
CCR standards for ELA 9-12 include three types of writing:

1. Explanatory/Informational

2. Argument

3. Narrative

Some points to note:

1. Writing is always connected to a task. Students are not being asked to write their opinion about
anything, although familiarity with a subject will aid their comprehension and interpretation of
the text. Students are simply being asked to read a text and analyze it, using evidence from the
text to support their analysis.
2. Students will need to close read the task and the text.
3. Graphic Organizers will help students read and write.

Gallery Walk

This discussion technique allows students to be actively engaged as they walk throughout the classroom.
They work together in small groups to share ideas and respond to meaningful questions, documents,
images, problem-solving situations or texts.

When to Use
 Use a Gallery Walk at any point in the lesson to engage students in conversation:
 After reading a story to discuss ideas, themes, and characters
 After completing a lab to discuss findings and implications
 To examine historical documents or images
 Before introducing a new topic to determine students’ prior knowledge
 After students have created a poster or any other type of display project, or even before they
submit it for a grade, use I Like, I Wonder, Next Steps
 To solve a math problem using UPS√
 To generate ideas or pre-writes

SOAPSTone a Reading and Writing Strategy

SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) is an acronym for a series of
questions that students must first ask themselves, and then answer, as they begin to plan their
compositions.

Who is the Speaker?

The voice that tells the story. Before students begin to write, they must decide whose voice is going to
be heard. Whether this voice belongs to a fictional character or to the writers themselves, students
should determine how to insert and develop those attributes of the speaker that will influence the
perceived meaning of the piece.

What is the Occasion?

The time and the place of the piece; the context that prompted the writing. Writing does not occur in a
vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and
emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation
that catches the writer's attention and triggers a response.

Who is the Audience?

The group of readers to whom this piece is directed. As they begin to write, students must determine
who the audience is that they intend to address. It may be one person or a specific group. This choice of
audience will affect how and why students write a particular text.

What is the Purpose?

The reason behind the text. Students need to consider the purpose of the text in order to develop the
thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think
or do as a result of reading my text?"

What is the Subject?

Students should be able to state the subject in a few words or phrases. This step helps them to focus on
the intended task throughout the writing process.

What is the Tone?

The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart
meaning through tone of voice. With the written word, it is tone that extends meaning beyond the
literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence
construction), and imagery (metaphors, similes, and other types of figurative language). The ability to
manage tone is one of the best indicators of a sophisticated writer.

Word Choice/Word Charts

Students choose a set of words that appear with frequency in any text, and then track the changes in
the connotative/denotative meanings of the words as well as any changes in the associations or
thematic implications of the words. The strategy below uses Shakespeare’s Hamlet to describe a process
that uses “powerful” words as its basis.

Powerful Words

After reading the first act of Hamlet, students will isolate a set of “powerful” words that are repeated
and/or given special emphasis in Act I. Students are organized into small groups and then come to a
consensus on the “four most powerful words” that appear in the first act. Students look for word
frequency and word repetition (e.g., In Hamlet the words “blood,” “death,” and “love,” among many
others, would be relevant to this activity. How do the connotations of the word “death” change
depending on Hamlet’s circumstances?). Students review their word charts and add more words as they
appear.
Guiding Questions
1. Which words have deepened in meaning?
2. Which words have lost their importance?
3. Which words have disappeared completely?
4. How does this change/develop the themes of the text?
Upgrade Students utilize a form within Google Docs to record and track the development of words
throughout a text. Students also utilize a spreadsheet within Google Docs to properly cite and sort
notations as they navigate the text.

INFORMATIVE Essay Writing Formula

Introduction Paragraph (HATMAT)
Hook (Attention Grabber)
Author
Title
Main characters
A short summary
Thesis Statement

First Body Paragraph Format (ACECE) Topic sentence & Transition Sentence
Answer: Topic sentence (What this paragraph will discuss; how it will prove your thesis)
Introduce the quote from the text that supports your thesis
Cite Quote from the text
Explain Analysis of the quote
Cite Quote from the text
Explain Analysis of the quote
Transition sentence: essay topic: sub topic1 plus sub topic 2

Conclusion Paragraph
Restate the thesis in DIFFERENT words
Make reference to your hook
Summarize main points in 1-2 sentences
Finally Choose a Strategy
Give a warning and state the consequences of failing to act
Give advice or offer a possible solution
Tell the reader what he should now think, do, or feel
Tell what you really think of the topic
Tell what lessons or truths should now be understood
Objective Summary
Objective means “not influenced by personal feelings or interpretation.” A summary is a short statement
that gives the main points or ideas of something. So an objective summary is a short statement or
paragraph that tells what something is about but does not include irrelevant details or your opinions.

Objective Summary Template

In the ___________ (text type: article, passage, poem, etc.) “_____________ ,” (title)
_______________ (author’s full name) writes to __________ (author’s purpose:
inform/persuade/entertain) the reader that ____________________ (What and why? Overall
main idea). First, the author _________ (verb) that ______________ (main idea #1). Then,
____________ (author’s last name) _______ (verb) that __________________ (main idea #2).
Finally, _____ (he/she/they) _______ (verb) that _______________ (main idea #3). In
conclusion, ____________ (author’s full name) __________ (verb) in “_________” (title of text)
that ___________________________________ (what? And why?).

Paint the Paragraph (Argumentative Paragraph)

Write an argumentative paragraph in response to the following statement: Trump should be allowed to
determine what Food SNAP recipients receive monthly. (Sample topic)

Use the frame below as a guide to create an outline for your paragraph. Paint your paragraph to make
sure that you have all elements.

Introduction

Claim/Thesis Statement

Acknowledge opposing claim

Reason One + Relevant Evidence

Reason Two + Relevant Evidence

Concluding Statement
Writing Across the Curriculum

Writing Across the Curriculum includes writing in all classes, including math classes. Students and
teachers will collaborate writing assignments between Language and History teachers, Science and Math
teachers, and the Fine Arts classes will integrate all subject areas.

Brainstorming

1. Explain that you will be asking the students to write with you to begin a piece of writing, but
probably not to finish it. The whole process won’t take more than 20 minutes.
2. Ask the students to list as quickly as possible the people, places, or things they care about and
know about. Say you will be doing this, too. (Allow 3 minutes.)
3. Stop the students and share your list. Ask if anyone else would like to share. If no one
volunteers, discuss at least how you would group your list into a set of items that go together.
Ask students to group their lists. (Allow 3 minutes.)
4. Ask the students if they would like to share their groups. If they would not, share yours and pick
one group to write about. Ask students to choose one of their groups to write about. Think of
one or two titles that might work for a piece that includes the ideas in your group and share the
title ideas with the students. Allow the students about 3 minutes to write as many titles as
possible for their group. You write, too.
5. Share your titles with the class and ask them to share as well. Pick one title you might write
about and share reasons. Ask the students to select one and think of why they selected it.
6. Take 3 minutes to write a sprint draft on that title.
7. Share yours and talk about what you might write next, if you continue it. Ask students to share
and talk about what they might do next.

Notice what we have done here: We have given students the background knowledge that writers
often start a piece but don’t always finish it. It’s the starting that counts! We have described each
step of the process and then modeled it by doing it with students. Because writing is an internal
process, we have talked about what we were thinking so that students can observe the invisible part
of writing, too.

It is important to support students in their first attempts to use each strategy with an in-class mini-
lesson. Students can then keep the lists, notes, and sprint drafts in their writing notebooks or folders
for reference in those dry spells when they are stuck. Students can also use the strategies
independently, at first to finish the initial piece and thereafter to begin others.

Concept Introduction

• Give a definition of the type of writing. Example: A persuasive essay attempts to convince a reader
to adopt a particular opinion or course of action.

• Run a discussion in which students briefly define this type of writing in their own words. Example:
“It means get them to agree with you or do what you want.”
 • Present an example from literature. Read aloud, or have the class read silently, an example to find
out how the piece attempts to move the reader to believe something or take a particular action.
Example: An editorial opposing off-shore drilling.

• Run a discussion in which students say briefly why the example fits the definition. Example: “The
paper wants people to see that drilling will harm local beaches but not produce much oil. They want
people to conserve oil and contact their reps in Congress to vote against it.

Teacher Demonstration

• Draft an example of the type of writing introduced.

• Think aloud to show how you make decisions.
• Write on the whiteboard or SmartBoard.
• Invite questions about process.

Shared Writing
• Lead a brainstorm session about characteristics of, techniques for, and examples of that type of
writing.
• Write on the chalkboard or an overhead projection sheet.
• Ask why students make their brainstorm suggestions.
• Display examples of the type of writing or reproduce examples for writing folders.
• Include strategic steps in examples.

Other Resources
 Writing strategies (teaching students explicit strategies for planning, revising, and editing)
 Summarization (teaching students explicit strategies for summarizing written material)
 Collaborative writing (arranging students in groups to plan, draft, revise, and edit their writing)
 Specific product goals (providing students with attainable goals for the product)
 Word processing (using technology to support writing)
 Sentence-combining (teaching students how to create complex sentences)
 Prewriting (using structured activities to help students plan and organize their writing)
 Inquiry activities (teaching students how to analyze current data and information to complete
writing tasks)
 Process writing approach (using a structure to engage students in writing)
 Study of models (giving students the opportunity to read and analyze examples of good
writing)
 Writing for content learning (teaching students how to use writing as a tool for learning
content.
 Speaking and Listening Strategies
Socratic Seminar
“The Socratic Seminar is a formal discussion, based on a text, in which the leader asks open-ended
questions. Within the context of the discussion, students listen closely to the comments of others,
thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts
of others. They learn to work cooperatively and to question intelligently and civilly.”

Fishbowl Discussions
Have table discussions in which each “character” is given an opportunity to respond to a question or
issue raised by a mediator. This helps the student think meta-cognitively about the personality of the
character and connect it to an applicable issue or theme.

Philosophical Chairs
Philosophical chairs is similar to a debate. Students are given a central topic or question that they may
choose to agree, disagree, or be neutral regarding the answer. A great Philosophical Chairs discussion
starts with a great topic or question.

Other Speaking and Listening Strategies include:

 Collaborative discussions using accountable talk stems
 Listening and media literacy
 Questioning and reasoning
 Speech presentation
 Effective multimedia use
Suggested skills to implement school wide to improve literacy for all students.
Hawk-10 – TEXT AND TASK – INFORMATIONAL TEXT - SKILLS TEACHER EDITION

1. Close Read a text. (Multiple readings: first read for comprehension (fluency), second read for
significance (use reading graphic organizer), third read for interpretation (to answer the writing task).
2. Determine the Central Idea of a Text [Two questions will get you there: (a) What is the text about? [=
Topic, Event, Idea, Argument, Hypothesis] and (b) What is the writer/author saying about the topic?]
3. Analyze the Development of a Central Idea [(a) Where does it emerge? (b) What information does the
Writer share about the Central Idea? How does the writer move from point to point? What connects
those points?]
4. Cite evidence from the text to support your analysis of the Central Idea. [(a) Quote (b) Explain how
the quote relates to or shares critical information about the Central Idea. Note – select quotes from the
entire text, or each text, if more than one.]
5. Provide an objective summary of the text. (Objective voice)
6. Determine the meaning of words and phrases as they are used in a text. (explicit, inferred,
connotative)
7. Determine an author’s point of view. [Note – this refers to position, not voice.]
8. Determine an author’s purpose for the writing. [Inform: about what?); Persuade, for what purpose?;
Entertain: who, how, and why?; or, a combination? Who is the intended audience? – self, one, more
than one?]
9. How does the structure of the text (format, mode, medium, as well as order of information) affect or
impact its meaning and effectiveness? (print, photo, words, poem, essay, article, speech, sequential,
compare-contrast, problem-solution, etc.)
10. How does the language and tone of the words impact the meaning and effectiveness of the text?
Consider rhetoric. What visual, aural, or written devices does the author use to more effectively convey
the information in the text?
 Hawk 10– TEXT AND TASK – INFORMATIONAL TEXT - SKILLS STUDENT EDITION
1. I CAN close read a text.
2. I CAN determine the central idea(s) of a text(s).
3. I CAN analyze the development of a central idea in a text.
4. I CAN cite evidence from a text to support my analysis of its central idea.
5. I CAN provide an objective summary of a text.
6. I CAN determine the meaning of words and phrases as they are used in a text.
7. I CAN determine an author’s point of view in a text.
8. I CAN determine an author’s purpose for writing.
9. I CAN explain how the structure of a text affects or impacts its meaning and effectiveness.
10. I CAN explain how the choice of language and tone of words used in a text impact the meaning and
effectiveness of the text.