Literacy for the 21st Century - ASCD Conference

8-9:30 am - Douglas Fisher, Nancy Frey, Jane Hill, Amy Sandvold - http://www.fisherandfrey.com/ - Slides will be available on website - comments in bold
Communication that shapes beliefs, change, understanding and society.
Critical literacy the analyze informaiton that changes rapidly
Create, respond to, and act upon the information

Tensions in 21st century - Gadgets, projects vs. instruction, assessment systems, skills vs. content

From nouns to verbs - Searching (google...), Communicating (twitter...)

Assumptions - 1. Students know stuff in order to do stuff 2. Teachers know stuff 3.Students know stuff too 4. Teachers and students learn from eachother by interacting and collaborating.

Structure for Instruction that Works - From more teacher responsibility to more student responsibility
Teacher Responsibility - (Wide to Narrow) Focus lesson (mini lesson), Guided instruction
Student Responsitility - (Narrow to Wide) Collaboration, Independent

Often the Guided instruction and Collaboration are missing! From focus lesson to independent! Kids who do well in classes like this are those that know the content and just need practice.

Sometimes, even the focus lesson is missing!

Many classroom reading sessions incorporate shared reading, guided reading, independent reading. (focus lesson, guided instruction, independent) - collaboration is missing

Collaboration consolidates information before application.

We often forget, in an education world overrun with "differentiation" that we must also differentiate homework.

Video - Vocabulary - "I like to model my thinking..." - reading history, stops on vocabulary and examines (judicial - root is judge... ratified - text my big brained friend... presidents cabinet - chose his kitchen? No!)
Showing 11th graders that you have to WORK your way through text.

Invest in teachers intentionally releasing responsibility.
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English Language Learners
Q. Children learn second languages more quickly and easily than adults. T/F
Q. The younger the child, the more skilled he/she will be at aquiring english. T/F
Q. The more time they spend in english, the faster they will aquire english. T/F
Q. Parents of ELLs should be asked to speak as much english as they can to thier children at home. T/F

All False! Myths an Misconceptions about English Language Learning: What Every Teacher Needs to Unlearn - Barry McLaughlin http://www.ncela.gwu.edu/pubs/symposia/reading/article6/mclaughlin93.html

NCLB/National ELL office - Asking all teachers of ELLs to be teachers of language development AND content...

How much language do your ELLs need to participate? Will they predict, describe, etc.?

Why are their misconceptions about ELLs? - "My child learned by experience and immersion, must be the same for ELLs"

Functional Language and Oral Language - Key to 21st Century Literacy