Classroom Resources
Book-text access during COVID-19
Source: https://docs.google.com/document/d/10tE4qEONiq_tVajxhMHP-8ViqPJWjWXD0AJJKQkzozs/edit
OhioALN
A network for literacy leaders in Ohio
Ohio Adolescent Literacy Network
A network for literacy leaders in Ohio
The Ohio Adolescent Literacy Network is a standing committee of regional support specialists who are collectively responsible for supporting literacy initiatives in middle and high schools across the state. Rachel Daniels established the informal network in 2018. The group began exploring seminal research articles on adolescent literacy and thinking critically about the implications of this research for Ohio schools and its support of Ohio’s Plan to Raise Literacy Achievement. As the group’s size and influence grew, they received attention and support from State Support Team 3 who have invested in producing an 8-part webinar series.
Mission
Ohio Adolescent Literacy Network is dedicated to improving learning and engagement in Ohio’s middle and high schools. All Ohio students must be able to comprehend complex texts in order to obtain advanced training, to be productive members of the workforce, military, and community while being thoughtful citizens (Ohio’s Strategic Plan). Science doesn’t stop, and neither does the work of leveraging the science of reading for Ohio schools. Our mission is to bring tools and resources to our partner schools, and provide national leadership in a time when the challenges facing our young citizens could not be more real and the issues of adolescent literacy could not be more vital.
Webinar
This is an invite-only event for members of the Ohio Adolescent Literacy Network and select guests. Each session will be led by a nationally recognized expert on specific topics related to adolescent literacy. Each presentation will focus on one preselected reading, resource, or topic.
Presentations will last for 15 to 20 minutes on one topic. Rachel and Josh will facilitate a discussion with our expert ALN audience with a combination of pre-identified questions from the network and questions submitted online. In conclusion, we identify key implications and action steps that use featured resources and align with the Ohio Learning Standards. Participants are invited to stick around after for informal networking (also known as the after-party)Hosted by
Guests
Register
Episode 1: Where’s Your Evidence, Teacher? Straight Talk on Selecting Evidence-Based Practices for Adolescent Literacy
Educators are familiar with pressing students for textual evidence for their claims. But educators themselves are pressed to use evidence-based instructional practices, often with little guidance about where to look and how to evaluate that evidence.
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Episode 2: More than Words: Supporting Language Minoritized Students’ Academic Language Development and Literacy Success
While the term, ‘academic language’, is frequently used in educational settings, it still remains unclear which skills and practices educators should teach to support learners’ literacy attainment and, in turn, academic success.
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Episode 4: Academic Vocabulary for Adolescent Learners: USING Vocabulary in the service of Reading, Writing, and Discussion
This presentation will provide a brief overview of the importance of academic vocabulary knowledge for reading, writing, and discussion.
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Episode 5: How Can We Support Disciplinary Literacy Through Coaching?
As more schools adopt a disciplinary literacy (DL) orientation toward teaching and learning, how might instructional coaching bolster and amplify disciplinary literacy work?
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Episode 6: Selecting Texts for Literacy and Content Learning
Text selection is a critical aspect of adolescent literacy that has the potential to maximize, or minimize, adolescents’ literacy growth and knowledge base. This presentation will discuss what we know about selecting texts for literacy instruction as well as selecting texts for learning in content areas.
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Episode 7: The Writing Revolution: Advancing Thinking Through Writing
This presentation will provide an overview of the Hochman Method, an evidence-based method of expository writing instruction that can be used in every grade and in all subjects. This instructional methodology enables students to master the skills that are essential if they are to become competent writers. In turn, those skills equip students to become better readers; communicate more effectively in writing and speaking; and, most importantly, elevate their thinking.
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Episode 3: Academically productive talk in middle and high schools
Public schools will not serve as the great equalizer of opportunity until they provide all students with the chance to acquire the critical listening, reasoning, argumentation, and communication skills developed through classroom discourse and required for future success in any discipline.
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Resources
Classroom Resources
Applied Literacy
Source: https://appliedliteracy.wordpress.com/ Description: On Sarah Lupo’s blog she writes about applied literacy. You can find text sets and resources for supporting literacy.
Reading
Lupo, S., et. al. (2017). Building Background Knowledge Through Reading
To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets.
Reading
Lupo, S., Strong, J. & Smith, K. (2018). Struggle Is Not a Bad Word
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading.
Hattan, C. & Lupo, S. (2020). Rethinking the Role of Knowledge in the Literacy Classroom.
Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K-12 classrooms.
Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2017). Investigating disciplinary literacy: A framework for collaborative professional learning
Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.
Reading
Bean, R. M., & Ippolito, J. (2016). Cultivating coaching mindsets: An action guide for literacy leaders
Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs.
Reading
Manderino, M., & Castek, J. (2016). Digital Literacies for Disciplinary Learning
Manderino, M., & Castek, J. (2016). Digital Literacies for Disciplinary Learning: A Call to Action. Journal of Adolescent & Adult Literacy: A Journal from the
Reading
Breidenstein, A., Fahey, K., Glickman, C. & Hensley, F. (2012). Leading for powerful learning: a guide for instructional leaders
This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice.
Reading
Ippolito, Dobbs, & Charner-Laird (2019) Disciplinary Literacy Inquiry and Instruction
What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?