Embedded Files
WHY: The research-based rationale in support of this Advanced Literacy strategy.
In the words of Douglas Fisher and Nancy Frey, “We don’t ask students to infer the purpose; we clearly state it it.”
Students must not only know what they are reading / writing in class but WHY they are reading and writing! “In stating a purpose, we make our expectations for learning clear.
When teachers have high expectations for students, communicate those expectations, and provide the support necessary to achieve them, student performance soars; conversely, when teachers have low expectations and communicate this either verbally or nonverbally, student achievement suffers” (Marzano, 2011).
HOW: Resources, materials, and support to implement this Advanced Literacy strategy.
Establishing Purpose for Yourself and Your Students by Douglas Fisher and Nancy Frey
Establishing Purpose for Yourself and Your Students by Douglas Fisher and Nancy Frey
This book chapter contains a rubric with indicators for how well teachers establish purpose in the class:
- The established purpose focuses on student learning, rather than an activity, assignment or task
- The established purpose contains both content and language components
- Students understand the relevance of the established purpose
- Students can explain the established purpose in their own words
- The teacher designs meaningful experiences and outcomes aligned with the established purpose
- The teacher has a plan for determining when the established purpose has been met
Establishing Purpose for Yourself and Your Students.pdfReading, Writing and Understanding by Vicki A Jacobs
Reading, Writing and Understanding by Vicki A Jacobs
Teachers sometimes focus on content but do not always see the link between how reading and writing leads to understanding of that content. Teachers need to make this link for themselves and their students by:
- Utilizing Pre-reading strategies to help students organize their background knowledge and set the purpose for what students are about to read
- During or Guided Reading Activities - students need a specific set of structured means to integrate what they learned during pre-reading strategies with what they learn as they read text
- Post reading - Teachers provide students with opportunities to step back and test their understanding of the text
Reading, Writing, and Understanding - Educational Leadership.pdfPage updated
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