Overview of the Student Success 2011 Summer Program for Student Achievement in Literacy

The material provided in this package is for your use and adaptation. Facilitators may choose to work through a module before beginning the board-specific application activities or intersperse sections of the modules throughout the board-specific portions of the agenda.

Our expectation is that all participants will have an opportunity to meet the following learning goals:

  • Define accountable talk and understand how it
  • supports students’ deeper understanding of subject content
  • helps students to learn and reflect on their learning
  • helps students in communicating their knowledge and understanding
  • Connect the use of accountable talk with the literacy needs of adolescents
  • Use a variety of accountable talk strategies to meet the range of literacy needs of students
  • Plan for explicit use of strategy instruction through the gradual release of responsibility

As with other summer program modules, it is expected that at least one half day of the session is spent on this learning.

Materials Required for the 2011 Student Success Summer Program for Student Achievement in Literacy
Provided by Student Success/Learning to 18
  • Power Point with Speaker’s notes
  • Facilitator Overview
  • Handouts
  • Presentation Supports
To have on hand / order
  • Me Read? And How!
At the Board
  • Chart paper, highlighters, markers
  • Computer, Speakers, LCD Projector, Internet Access

Agenda
Learning Sequence / Details/Notes
(see Speaker’s Notes on slides) / Materials
(Handouts to be copied and distributed to participants; presentation supports to be prepared or copied to support presentation)
Minds On
  • Overview, Purpose, Context
/ Agenda
Structure of the module: 3 part lesson
Provincial context and Improving Student Achievement in Literacy / Slides 1-10
  • Community builder
/ Post Four Quotations around the room
Activity
Four Corners
Participants choose the quotation that resonates most with them. At each quotation corner, participants discuss why this particular quotation is meaningful to them.
Debrief the Four Corners activity and introduce participants to the Talk in Action Chart. / Slides 11-12
Presentation Support1: Four Quotations
Handout 1: Talk in Action Chart
  • Learning Goals
  • Introduction to Accountable Talk
/ Learning goals of this module
Accountable talk defined
Activity
Think-Pair-Share
How is accountable talk different than just talk? / Slides 13-15
  • Group Norms
/ Co-construct group norms and post on chart paper in the room
Individual participants select a norm to monitor as a personal goal during the module
Activity
View video. Science Class, DI Video
Inside-Outside Circle
How does talk help to build student understanding in this video? What skills (group norms?) do students need to have in order for talk to be accountable in this class? / Slides 16-18
Handout 2: Group Norms
Presentation Support 2: Video Clip
DI Video Clip Library: Secondary DVD Video
Science, Bishop Macdonell CSS
From beginningof video to 3:15 only

Action
  • Literacy Needs Interests, and Dispositions of Adolescents
/ Introduce needs, interests, and dispositions of the adolescent learner.
Activity
Carousel Brainstorming
Identify possible instructional choices for each of the areas of need.
Whole group debrief: Go back to each chart paper and identify which instructional choices require talk.
Think-Pair-Share-Square
Why is talk so important in the grade 7-12 classroom?
Go back to Handout 1 (Talk in Action Table) and add further information. / Slides 19-23
Chart Paper, one sheet for each of the needs
  • The Connection between Talking and Listening
/ Activity
Save the Last Word
Use Listening Guide / Slides 24-25
Handout 3: Listening Guide
  • Establishing a Supportive Classroom Environment
/ Activity
What can you do to establish a supportive climate in your classroom that encourages students to engage in open communication with you and with their peers?
How can you encourage the expression of diverse opinions, positions, and feelings without fear of censure?
Prepare to have copies of print materials and equipment for access to video in advance of presentation.
Participants choose a resource to review, then engage in 3-step interview to share ideas learned.
Three-Step Interview / Slides 26-27
Presentation Supports 3-7:
  1. AER Video, Segment 5, Engaging Students in Conversation:
  2. Me Read? And How! pages 36, 37
  3. Many Roots, Many Voices, page 19
  4. Think Literacy Cross-Curricular Approaches,Discussion Etiquette,page 176,
  5. Social Skills Anchor Chart, Math GAINS :

  • Strategy Instruction and the Gradual Release of Responsibility
/ How do you use the gradual release of responsibility for explicit strategy instruction so that students can successfully and independently use the strategy?
How does the Strategy Implementation Continuum help to differentiate instruction?
World Café Protocol / Slides 28-30
Handout 4: Strategy Implementation Continuum
Consolidation
  • Reflecting on using accountable talk to support learning needs of students
/ Group Reflection using a Place Mat strategy
Personal Reflection
Revisit Talk in Actionand Group Norms handouts for personal reflection.
Share responses orally to the question:
How will I use accountable talk to support literacy in grades 7 to 12? / Slides 32-33
Handout5: Place Mat
Handout 1: Talk in Action Chart
Handout 2: Group Norms
Conclusion / Please stress the importance of providing session feedback via the on-line survey. / Slides: 34
Survey Monkey Session Feedback

Ontario Ministry of Education, SS/L-18 2011 Student Achievement in Literacy Summer Program1