Implementing a New Reading/Language Arts Program

Transcription

1 Implementing a New Reading/Language Arts Program Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats, Irish poet A successful district literacy program is composed of three essential components: curriculum, instruction, and assessment. Teaching and motivating students from preschool to high school to read, write, listen, and speak requires integration of concepts and processes from each of these components. The success of these essential components is dependent upon the efforts and expertise of teachers, school leaders, parents, and other caregivers. In fact, for a sustainable literacy program, the entire community must be involved. When the efforts of the literacy community are combined with the literacy plan for curriculum, instruction, and assessment, students receive seamless support in their development of literacy. Curriculum Instructions Standards Curriculum Guides or Maps Materials Teachers School Leaders Parents Community Lesson Plans Strategies Best Practices Assessment Summative Formative Data District Literacy Program What this suggests is that an important step towards a successful district literacy program is to get everyone invested in the plan. Teachers and school leaders should be knowledgeable about literacy issues and well informed about each component of the literacy program. They should know what each component looks like when it is implemented in the classroom. Teachers should be skillful at implementing the components of their grade levels and creating a consistency of instruction that spans the grades. Obviously, this is a complex process, one that combines the district s literacy plan with purposeful professional development and quality reading/language arts materials. The reading/language arts materials adopted by your school district should be carefully selected and implemented. The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 8

2 Implementing a New Reading/Language Arts Program Creating an Implementation Plan The introduction of a new reading/language arts program is an opportunity for you to motivate and stimulate interest in literacy within your schools and throughout the broader community. The initial introduction of the program can have significant impact on the way it is perceived by teachers, students, parents, and school leadership. A well-organized plan for implementation is the first step to a successful launch and effective use of a new program. Procedures for introducing a new reading/language arts program fall into these categories: Establishing a Planning Group Ordering and Distributing Materials Designing and Planning Professional Development Introducing the New Reading/Language Arts Program to the District Staff Cultivating a Reading/Language Arts Community Evaluating the Program s Implementation Establishing a Planning Group One approach to creating a successful implementation plan is to invite teachers, reading specialists or coaches, media specialists, and school leaders to participate in the development of the literacy plan. Each site that will use the new program may appoint representatives to participate in the planning. Involve the planning group in setting goals, establishing new procedures or plans, and developing a timeline for each task. A sample Implementation Timeline is provided in Appendix B. Ordering and Distributing Materials When ordering, you should do as follows: 1. Concentrate first on priority materials (Student Editions and Teacher Editions) Next, identify practice materials and the quantities to be ordered. Practice materials may include workbooks and leveled books or leveled readers. Determine if the choice of practice materials will be a district-wide or a building-level decision. The decisions may vary by grade level. Determine which program assessments will be used and what quantities are needed in the initial order. Assessment decisions may also vary by grade level. A key person to include in the ordering of new materials is the sales representative for the newly adopted reading program. The representative can provide assistance in ordering materials and can also provide information on the terms and agreements of the program purchase. To assist you in the ordering and distribution process, a Materials Request/Inventory Form is provided in Appendix B. This form may be used by individual teachers to request items or it may be used as an inventory list for each school or each teacher. The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 9

3 Implementing a New Reading/Language Arts Program Designing and Planning Professional Development Professional development plays a critical role in the successful introduction of a new reading/language arts program. Effective professional development requires analysis of the needs of your district s students and educators. You may want to invite teachers, school leaders, curriculum specialists, and key staff members to participate as part of a planning group. Establishing a planning group or an advisory board to help create a professional development plan can increase awareness of and interest in the process as well as the final sessions. Premeeting surveys and self-assessment guides can be helpful tools in identifying teachers needs for professional development. You may want to share the following priorities with the planning group: Analyze and outline district needs. Formulate a strategy to meet those needs. Set professional development goals and objectives. Plan and align professional development sessions to meet the goals. Evaluate the sessions. During planning, consider both short- and long-term needs of the district staff. Keep in mind these tenets of quality professional development. Purposeful professional development is well-planned and based upon current needs of the district, schools, and/or teachers. Each session should build knowledge and demonstrate strategies for meeting those needs. Ongoing professional development is a continuous learning process that cannot be achieved through a single meeting or a one-shot approach. Systematic professional development values the sequence of professional learning and the time recipients need to internalize and apply new learning. Systematic plans include the needs of both the district and its staff. While there is some controversy about the way professional development should be evaluated, it must still be done. You need to hear from session participants and to consider the impact professional development has upon student learning. Introducing the New Program to the District Staff You can use professional development to introduce a new reading/language arts program, its philosophy, and the best practices that support it. These sessions may be district-wide or school-based, depending upon the number of people attending. During planning sessions, consideration should be given to the needs of individual grade levels or grade spans. Districts should contact the local sales representatives of their textbook publisher(s) to schedule consultants to conduct these initial sessions. Both the sales representatives and consultants can be helpful in planning the content of the sessions. The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 10

4 Implementing a New Reading/Language Arts Program Initial Orientation for Teachers, Coaches, and Reading Specialists Initial orientation meetings on a new reading/language arts program can be scheduled at the end of the school year or before the opening of school, once teachers have their materials. It is important that teachers and school leadership be knowledgeable about the new program and confident in the use of its materials before the start of school. The content of an initial orientation meeting or in-service session for teachers and practitioners may include the following topics: Program Overview Organization and use of the Student Edition and the Leveled Books Best practices of instruction and use of the Teacher s Editions Lesson Planning Teaching the Key Components Phonics, Phonic Awareness, Comprehension, Vocabulary, Fluency, and Writing Teaching the ELL student Teaching Struggling Readers and Intervention Grouping for Instruction whole and small groups, flexible groups Differentiation and enrichment activities Overview of the program components Administration and use of the assessment materials Techniques for informal assessment Use of technology/ways of incorporating technology into lessons You may want school leaders to use the initial teacher orientation meetings as opportunities to establish reading goals, to plan future teacher evaluations, or to discuss school-community connections. See Appendix B for suggestions for school and community activities: Motivating Students and Parents. Initial Orientation for School Leaders Focus the initial orientation for school leaders on the administration of the program. You may want to include the following topics: Administration of the a new reading/language arts program Current research and trends Effective teaching strategies and best practices Program overview Overview of the program components Use of the program materials Classroom observations While school leaders do not need as much program detail as classroom teachers, there are leadership topics that require more in-depth knowledge. School leaders should be aware of current research and trends in reading/language arts, especially those related to effective teaching. Leaders need to understand the connections between the instruction and strategies outlined in lesson plans and their application in the classroom. An observational The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 11

5 Implementing a New Reading/Language Arts Program checklist should be a key component of this session. A sample Observational Checklist for Reading/Language Arts is provided in Appendix B. Ongoing Professional Development The initial orientation meeting is only the beginning of ongoing professional development designed to support teachers in developing best practices or to extend their professional learning. Follow-up should occur approximately six weeks after a program s implementation. At that point in the program s use, teachers will have numerous questions. Having a follow-up meeting with an experienced consultant who can respond to teachers questions is usually very helpful. Some other purposeful sessions that support a new reading/language arts program include: Research and Best Practices in Reading/Language Arts Instructional Strategies for Reading/Language Arts Teachers Phonics Phonemic Awareness Vocabulary Comprehension Fluency Writing Leveled Readers Reaching All Readers Standards and Your Reading/Language Arts Program Technology and Your Reading/Language Arts Program Using Reading/Language Arts Assessment to Inform Instruction Classroom Management in the Reading/Language Arts Program Differentiating Instruction in the Reading/Language Arts Program Instructional strategies for Reading/Language Art teachers are many and varied. Professional development sessions may focus on any of the components listed above or may combine some of the topics. When sessions are focused on instructional strategies, consider instructional goals, student benchmarks, and any teacher-requested support. Provide adequate time for each element. Cultivating a Reading/Language Arts Community Parents are important to the success of a reading/language arts program. The more information they have about the program, the more supportive they are. Information encourages and builds helpful routines for parent participation. Some suggestions for informing and involving parents and other caregivers include: Invite parents to participate in the selection process or in the review of materials prior to selection. Send letters home to explain that a new program has been adopted and to invite parents to attend a meeting to learn about the new program. This meeting may be a scheduled parent night at the school or it may be a meeting to specifically introduce the program. Have students create invitations to the school s open house. At the meeting, provide information about the new program and display student work from it. The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 12

6 Implementing a New Reading/Language Arts Program Have an after-school meeting or workshop to introduce parents to the new program, during which you give parents an overview of the program display program materials conduct short demonstrations on ways parents can constructively model or reinforce skills and concepts at home schedule time for the parents to share literacy ideas that work for them at home Use student work to interest parents. Keep records of student reading, provide copies of their writing, gather student-selected journal entries, or use representative samples of key work. Students can create Parent Portfolios of work they want to share. Teachers can include notes to the parents to explain the importance of student work. Encourage parents to read with their children. Provide a recommended reading list for each grade that takes into account students independent reading levels. Develop a system for tracking the books students have read one that tracks their leveled books as well as their library books. Have teachers send this list home at the end of each reporting period to give parents an update on their children s reading activities. Suggest or send home activities and reading materials that parents may use to participate in their student s learning process. Schedule parent conferences to discuss children s progress in reading and writing. Folders of children s work are most helpful in communicating student progress and in identifying areas where students need assistance. Invite parents to special events throughout the school year. Have students create the invitations, using their reading/language arts skills and their creativity. Establish a Volunteer or Mentor Program Enlist parents, grandparents, other caregivers, and community members to provide students with individual attention and to provide teachers with assistance. Build an effective Volunteer or Mentor Program by assessing staff and student needs determining interests and talents of volunteers and assigning tasks accordingly holding an orientation meeting to discuss school and district procedures and rules introducing volunteers to the school and classrooms before the program begins providing training to volunteers preparing students to work with volunteers providing written instructions for volunteers publicly recognizing volunteers who have made major contributions to the program Volunteers can support school staff and teachers in a number of ways. For example, they can maintain a Reading Room (within the media center or in a separate room) where students can be read to or may read to a volunteer. Volunteers can work with the media specialist to help students explore and use the library or its media, including technology. They can record audio tapes or disks of literature that allow students to follow along in their books. Solicit ideas for volunteer tasks from teachers and students. The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 13

7 Implementing a New Reading/Language Arts Program Generate Interest in Reading/Language Arts It takes a community to develop and sustain a successful reading/language arts program. Cultivating the motivation of that community to support literacy involves both planning and teamwork, but the rewards are great for all involved: students, teachers, parents, grandparents, local news organizations, volunteers, school board members, or local businesses. With community support, literacy can blossom. Benefits of an involved community include: The goals of the program are communicated and supported. Literacy becomes important to everyone, not just students and teachers. Teachers receive valuable help and support. The community is informed about events and successes. The community is involved and has ownership of the program. Everyone in the community has a vested interest in the success of reading/language arts. A successful literacy program stimulates interest and motivates participation in reading/ language arts. A list of activities that can be used to build interest and community support is provided in Appendix B: Motivating Students and Parents. Evaluating the Results After a new program is implemented, look for and reflect on instructional changes and changes in student learning that result from the use of new materials and from the professional development initiated by this new program adoption. School and classroom observations may be used to determine the correctness and the effectiveness of the implementation. Observations may be conducted by administrators or by coaches. However, each observer should report objective findings both to those responsible for the new reading program and to those responsible for professional development. Such observational data allow those in supervisory positions to adjust and improve the program s use. To ensure standardized and consistent observational criteria, observers should use the same checklist. A sample Observational Checklist for Reading/Language Arts is provided in Appendix B. Since all teachers being observed are unlikely to be at exactly the same place in their lessons, it is important to note where each teacher is in the lesson s instructional sequence. A teacher s lesson plan for reading/language arts may unfold over a week s instruction comprehension one day, phonics and decoding another, and so on. The sample observation checklist includes places to record this information. Conclusion Planning for a new reading/language arts program is a complex but worthwhile process. The key events are ordering and distributing materials, designing and delivering professional development, cultivating a reading/language arts community, and involving district staff. If it takes a village to raise a child, it takes a community to support a successful reading/ language arts program. A successful program is led by motivated and skillful teachers who The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 14

8 Implementing a New Reading/Language Arts Program understand the diverse needs of students and how to reach each child. Today s students are more than empty vessels waiting to be filled; they are diverse, active learners. Today s teachers need the skills, motivation, and passion to engage each student in the pursuit of reading. In fact, teachers must be able to start students on the path to a life-long pursuit of reading. A well-designed implementation plan for a new program will be the first step in lighting a fire in each student and each teacher. Discussion Points and Questions To begin involving staff and faculty in the implementation of a new literacy program, you may want to present these questions for discussion: What new program materials are priority items? What preparations need to be made for ordering and for delivering new materials to classrooms? Do you have any specific requests for orientation sessions for the new program? How long after implementation do you want to have a follow-up session with a program consultant? In what area do you think students need the most instructional support? How do those needs affect planning for professional development? How will we monitor and evaluate changes in instruction and changes in student learning to determine the success of the program and the professional development? Over the next week, think about activities and projects that will encourage parents and community leaders to become invested in our literacy program. Determine what activities can be implemented by your classroom and what projects will need a more collaborative effort. Additional Resources See Appendix B: Handout: Implementation Timeline Handout: Materials Request/Inventory Form Handout: Observational Checklist for Reading/Language Arts Handout: Motivating Students and Parents Activity: Reading in an Instructional Context The Leadership Handbook An Administrator s Quick Reference Guide Implementing a New Reading/Language Arts Program 15

9 Implementation Timeline Task Timeline Considerations Select and order program materials. Plan for the needs of all students. Plan for the receipt and storage of materials. Plan procedures for the distribution of materials to schools and classrooms. Plan the implementation of new technology. Schedule and prepare the staff meetings for new program orientation or in-service. Plan to introduce the new program to students. Introduce the new program to parents. Schedule and plan a follow-up session with a program consultant. Immediately following the selection of the new program* Immediately following the selection of the new program Immediately following the selection of the new program Immediately following the selection of the new program Immediately following the selection of the new program End of school year or before the start of school First week of the new school year First month of the new school year What materials are essential for the program? What quantities are needed at each grade? Will supplementary materials be included? What assessment tools will be used? What technology will be included? What staff development is included, if any? Does the order include all students ELL, special needs, struggling readers, advanced, or others? What placement procedures are currently in place? Are placement materials or assessments needed? Will books be shipped to one central location or to individual schools? Who is authorized to receive (sign for) the materials? Who will compare the order against the items received in shipment? When will teachers receive the materials (prior to the beginning of the school year)? How will materials be distributed to individual classrooms and/or schools? Are there plans for materials to be checked out and/or returned? Are teachers required to keep an inventory list? Who provides district and/or school technology support? What technical assistance will be provided during the use of the new program? Who is in charge of the school hardware? What is their role in implementing the new program software? Who is in charge of the new program orientation? Who schedules the meeting site and the speaker/trainer? How many teachers will attend? What orientation is planned for school leaders? What other professional development is needed? How will teachers introduce the new program to students? Are bulletin boards or introductory activities planned? How will a new program affect the media center? When are parents introduced to the new program? What information will be included in their introduction? Who will conduct the follow-up session? What questions do teachers have about the new program? Could site-based meetings resolve some of the teacher questions? What follow-up training or meetings are needed for school leaders and teachers? *Late spring is the best time to order materials. This usually avoids product delays or backorders. The Leadership Handbook An Administrator s Quick Reference Guide Appendix B1 72

10 Materials Request/Inventory Form Teacher Date School Title Component Name* (circle one) ISBN Grade Level Quantity *PE = Pupil Edition, TE = Teacher Edition, LR = Leveled Reader, PW = Practice Workbook, A = Assessment The Leadership Handbook An Administrator s Quick Reference Guide Appendix B2 73

11 Observational Checklist for Reading/Language Arts * Professional Performance Indicators Section Scores/Notes Section 1 Phonemic Awareness (K 1) N/A Isolates and identifies sounds Categorizes words with similar and dissimilar sounds Deletes and/or adds sounds to words Blends sounds into words Segments sounds within words Makes substitution of sounds Models the activities Section 2 Phonics (K 2) N/A Connects phonemic awareness and spelling (see it, hear it, write it) Uses letter/sound cards Uses letter/sound targets Asks students to explain the phonics focus Promotes word blending and word building activities Prompts active student participation through the following activities: word/letter card responses; think, pair, share; think, write, share; or verbal or signal cues Section 3 Fluency N/A Provides explicit instruction Uses fluency charts and/or transparencies Plans weekly practice using leveled passage and fluency solutions CD Plans practice for timed readings Encourages students to use reading options (paired/buddy) that support fluency Section 4 Vocabulary N/A Displays and uses word cards Uses the vocabulary routine (define, example, ask) for initial instruction in new words Elicits meaningful definitions from students Uses examples and nonexamples of words Encourages student participation Section 5 Comprehension Strategies and Skills N/A Stimulates interest in the new learning Links new concepts to previous learning Guides instruction sequentially, moving from simple to more complex ideas Uses visuals, graphic organizers, or parts of the reading text to model new strategies and skills Checks understanding through student participation and through students explanation of the learning Section 6 Comprehension: Before Reading the Selection N/A Activates students prior knowledge Builds background Develops and extends oral language Makes personal connections of the selection to students lives *Check each time the behavior is observed. The Leadership Handbook An Administrator s Quick Reference Guide Appendix B3 74

12 Observational Checklist for Reading/Language Arts Section 6 continued Comprehension: Before Reading the Selection N/A Sets a purpose for reading (especially with ELs) Defines students expectations and task for reading the selection Section 7 Comprehension: During Reading N/A Engages students in active reading Interacts with students at appropriate intervals Engages students in thought-provoking, open-ended questions about the text Provides assistance for struggling readers Provides selections on tape or disk for students to listen to as they read Section 8 Comprehension: After Reading the Selection N/A Encourages students to retell or summarize all or parts of the reading selection Uses retelling cards (K 2) Asks students to explain how they used a strategy or skill during read Asks students to define which (QAR) strategy they used to answer questions or to find information Asks students to locate the part(s) of the reading selection that gave them clues or answered questions Asks students to write as a response to reading Section 9 Differentiated Instruction N/A Uses whole groups and small groups flexibly Communicates directions and expectations for each small group Creates meaningful workstations or centers to practice and extend learning Encourages active student participation in small groups Monitors students tasks within small groups Transitions students effectively from one group to another or from whole group to small group Provides enrichment or extension activities in addition to reteaching Section 10 Writing N/A Encourages students to write for various audiences and purposes Teaches and models the skills, process, and techniques of writing Engages students in shared or interactive writing (K 2) Schedules time for students to write and share journal entries Uses writing as an opportunity to teach grammar and mechanics Asks students to revise and edit selected writings Uses graphic organizers to help students organize and plan writing Section 11 Assessment N/A Diagnostic assessment helps to determine students needs Quick Checks are used to determine groups and target instruction Weekly and Unit Assessments monitor student progress and inform instructional decisions Fluency assessment is used to monitor progress The Leadership Handbook An Administrator s Quick Reference Guide Appendix B3 75

13 Motivating Student and Parents Book Contests: Book contests or events require preplanning, but the dividends are worth it. Include entertaining contest in which students guess such things as: How many books are in the library? Which book is the school s favorite book? How many books will students in the school read during the school year? Read Alouds: Few literacy activities are more enjoyable and sustainable than reading aloud. These activities should be integral, but not be limited, to classrooms. Invite community leaders to visit and read aloud each school year. Have older students read to younger ones. Additionally, older students can serve as reading pals, listening to younger students read and creating positive feelings about reading and language arts. Principals and other administrators can rotate through all classrooms during the year to read aloud to all students. Reading aloud is an excellent tool for conveying the importance of literacy. Authentic Reading/Language Arts Experiences: Students value that which is real, and literacy studies provide numerous opportunities for authentic experiences. Writing invitations, directions, and notes, for example, help students extend and apply their reading/language arts learning. When something breaks or needs repair in the classroom, a student or group of students should write the note requesting a repair. Parent notes and invitations should be original documents from students. Letters and editorials on issues that are important to students can provide opportunities for both reading and writing practice. Pen Pals: Writing can be fun, especially when students get to know other people in their schools, in their countries, or in the world. The audiences, purposes, and writing opportunities are endless, and the authentic purpose provides the motivation for students to read and write. Think big! School-to-school pen pals can exchange information on culture, weather, and other topics of interest to students, especially when the participating schools are located in other parts of the world. Listening Centers: The use of audio books is common in today s world for both work and pleasure. Students need activities to increase their listening skills to enable them to take advantage of these tools. Good books on tape or disc may even motivate some students to read additional books by the same author or on the same topic. Skillful students and volunteers can even be invited to record favorite stories for students. Bulletin Boards: Never underestimate the power of a bulletin board to suggest the importance of literacy. When introducing a new reading program, decorate doors or bulletin boards in support of this key announcement. Make reading/language arts authentic by displaying student work, especially student writing. When I Was Young Bulletin Boards help teachers communicate their favorite books to their students. To build more interest, teachers can include pictures from their childhoods. The Leadership Handbook An Administrator s Quick Reference Guide Appendix B4 76

14 Motivating Student and Parents Living Literature: Set aside a week or a month for students to bring books to life. Encourage students to dress as their favorite characters and have others guess who they are. Have students practice their speaking skills by describing their characters and why they selected them. To further emphasize the event, you can organize a parade or stage an award ceremony. School Library Sleepover: These events are for reading night owls, those who enjoy aroundthe-clock reading fun. The events are highly structured and include literacy activities such as storytelling, games, and reading aloud. As the evenings grow late, you can include movies of favorite books to transition the groups to sleep. Reading at the Mall: Local malls, as a community-interest project, will often give permission to display books and other materials from a school s reading/language arts program. If possible, provide a small stage on which students may share their literacy experiences: reading aloud, retelling their favorite stories, performing puppet shows, or reading what they have written. Storytelling is a crowd pleaser. One-Minute Book Reports: While most students regard book reports as a have-to, they often see one-minute book reports as something different. Each week, individual students have one minute to share with another classmate something interesting from the books they are reading. Then the roles are reversed. After pairs have shared, teachers may ask select individuals to share with the whole class. Students should have copies of their books on hand for illustrative purposes. Battle of the Books: Teams of students answer questions taken from a required reading list. The team that answers the most questions correctly wins. For a true battle, this contest can be school-wide or district-wide. School Bookworm: Each time a reader finishes a book, he or she writes the title on a paper circle that is added to the end of the worm s body. The entire school will enjoy watching the gigantic bookworm grow. Spreading the News: There are many avenues for involving the community in a school reading/language arts program. The first step is to invite community involvement by spreading the news. Local newspapers, television stations, community boards, and Internet websites or blogs are some ways information can be disseminated. Keep community members up-to-date by publishing a monthly calendar of Reading/Language Arts events, providing dates, times, and locations for workshops, reading fairs, visitor days, holidays, and other activities. Increase student involvement by having them create their own news stories or notices to parents and others. Expand the calendar by coordinating its publication with principals and media specialists, who are aware of special literary dates. The Leadership Handbook An Administrator s Quick Reference Guide Appendix B4 77

15 Reading in an Instructional Context The use of routines is critical to establishing reading patterns and supporting new reading content and materials. Explain and discuss with participants these key points related to reading routines: Routines are critical instructional tools for the reading/language arts classroom. Establishing learning and classroom routines is beneficial to both teachers and students. Instructional routines assist teachers in facilitating new learning; they also aid and support classroom management. Over time, students gain ownership of the desired content as well as the routine. This ownership promotes students independent use of the routine in reading/language arts as well as in other discipline areas. Have participants work in grade-level groups to generate lists of the effective routines they presently use in their classrooms. The lists should include both instructional and classroom management routines. Ask each grade-level group to report its list to the entire group. After all groups have reported, compare and note the similarities or differences from grade to grade. Discuss with participants the need to balance reading instruction with other curriculum requirements when introducing a new reading program. Distribute to participants the handouts for Reading in an Instructional Context. Point out that often it is effective to embed reading routines and strategies within the context of other curriculum instruction, as well as within a designated reading time. Have teachers work in grade-level groups to plan ways to use reading strategies to support student learning in other content areas. Have groups share their ideas and strategies with the entire group. Think and Discuss Have participants identify any obstacles to using reading strategies in content-area instruction. Ask them what can be done to overcome those obstacles. Have them discuss the benefits of overcoming these obstacles. Alternate Discussion Topic Have participants discuss how embedding reading strategies across content-area instruction can support the introduction of a (their) new reading program. The Leadership Handbook An Administrator s Quick Reference Guide Appendix B5 78

16 Reading in an Instructional Context Directions In the boxes below identify a reading strategy or routine that you can embed in your instruction for the content areas indicated below. Then, explain how each strategy or routine will support student learning in that content area. MATHEMATICS READING STRATEGY OR ROUTINE SUPPORT FOR CONTENT LEARNING SCIENCE READING STRATEGY OR ROUTINE SUPPORT FOR CONTENT LEARNING READING STRATEGY OR ROUTINE SOCIAL STUDIES SUPPORT FOR CONTENT LEARNING Think and Discuss Identify any obstacles to using reading strategies in content-area instruction. What can be done to overcome those obstacles? What are the benefits of overcoming these obstacles? The Leadership Handbook An Administrator s Quick Reference Guide Appendix B5 79