# data[].attributes.attachment_link.title
Padlet - Golden Lines  Secondary ELA Book Study 

# data[].attributes.body
Teachers can and should take the lead

There is still never enough time

We often wind up somewhere other than we expected

Focus on what you can change

Consider your discipline

Disciplinary literacy is equity

# data[].attributes.attachment_link.title
Ch 8 Looking to the Future - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.body
Independently explore the different resources provided in Appendix A.

# data[].attributes.body
Complete the Appendix B survey for your classroom. A blank survey is available here.

# data[].attributes.body
Secondary ELA Book Studies will resume in January - the next book is Effective Instruction for Middle School Students with Reading Difficulties. Registration details to come soon!

# data[].attributes.headline
Arizona Reading Fundamentals OnDemand Academy

# data[].attributes.subject
Arizona Reading Fundamentals OnDemand Academy

# data[].attributes.body
The Arizona Department of Education’s English Language Art’s Team has created the Arizona Reading Fundamentals OnDemand Academy. This academy offers schools a variety of free knowledge blocks on demand. Each knowledge block includes several different sessions. Each session includes three recorded presentations and pre- and post- activities.

I will be releasing a Disciplinary Literacy OnDemand Knowledge Block in early 2023. I will make sure to extend a personal invitation to each of you - this book will be the suggested text companion!

https://www.azed.gov/mowr/mowr-professional-development

# data[].attributes.headline
Professional learning opportunities all school year long!

# data[].attributes.subject
Professional learning opportunities all school year long!

# data[].attributes.body
Thank you for joining us for this book study, and contributing to your own professional growth in secondary ELA pedagogy and best practices. I offer professional learning opportunities, such as book studies like this one, webinars, and asynchronous ondemand courses, throughout the school year. Please bookmark the Secondary ELA webpage and sign up for the ELA newsletter to receive updates as I post new opportunities!

# data[].attributes.body
School culture and context matter

Timing is important

Think about students’ unmet needs

Be careful of initiative overload – think about how you can incorporate disciplinary literacy in relation to other initiatives

# data[].attributes.headline
Jamboard: Ch 7 Considering Contextual Factors

# data[].attributes.subject
Jamboard: Ch 7 Considering Contextual Factors

# data[].attributes.attachment_link.title
DL Ch 7 Considering Contextual Factors - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.headline
Table 7.1 Questions to Ask When Starting Disciplinary Literacy Work

# data[].attributes.subject
Table 7.1 Questions to Ask When Starting Disciplinary Literacy Work

# data[].attributes.headline
Table 7.2 Questions to Ask about the Timing of and Need for Disciplinary literacy Work

# data[].attributes.subject
Table 7.2 Questions to Ask about the Timing of and Need for Disciplinary literacy Work

# data[].attributes.headline
Table 7.3 Situating DL Change Work within the Context of Larger Initiatives

# data[].attributes.subject
Table 7.3 Situating DL Change Work within the Context of Larger Initiatives

# data[].attributes.body
#1 Centering culture as the subject of our inquiry work

#2 Building background knowledge when inquiring about culture and context

#3 Idea generation about shifting culture and context

#4 Idea testing – implementing new approaches to shifting culture and context

#5 Reflecting/revising ideas for shifting culture and context

pg. 110 “Draw on the existing capital, funds of knowledge, and strengths within your communities.”

# data[].attributes.attachment_link.title
DL Ch 6 Culture Reflection - Google Jamboard

# data[].attributes.headline
Resources for Inquiring into the Cultural Responsiveness of your School Community

# data[].attributes.subject
Resources for Inquiring into the Cultural Responsiveness of your School Community

# data[].attributes.body
NCTE Culturally Responsive Teaching - https://ncte.org/blog/2018/01/culturally-responsive-teaching-todays-classrooms/

Culturally Responsive Curriculum Scorecards - https://steinhardt.nyu.edu/metrocenter/ejroc/services/culturally-responsive-curriculum-scorecards

ADE Social Studies Resources for teaching - https://www.azed.gov/standards-practices/k-12standards/social-studies-resource

ADE Diverse Texts in the Secondary ELA Classroom resources - https://www.azed.gov/standards-practices/secondary-literacy-middlehs (under blue bar that says "Diverse Texts in ELA") - can help with the question "What voices are missing from my classroom?")

# data[].attributes.body
So everyone can be part of the discussion!

# data[].attributes.attachment_link.readable_text
Five Ways. A series of short posts summarising some everyday classroom practices.

The essence of scaffolding is that students are elevated to a level of performance and thinking that they couldn't achieve unaided. It opens up new possibilities. By practising in a supported way they extend their knowledge and form new habits. Then, with the supports gradually removed, they learn to use their knowledge independently. This approach is commonly deployed with written tasks but can make a big impact on student talk. Very often students benefit from specific scaffolds that help them to organise their ideas during discussions and question and answer sessions, producing more sophisticated responses than they would otherwise.

Here are five ways to scaffold classroom dialogue - in each case the scaffold needs to be modelled, rehearsed, practised and then, after a time, removed so students are encouraged to use the structure spontaneously.

Full Sentences

On obvious but powerful example. Students often offer half-formed minimal answers. Asking them to reframe in a full sentence makes them practise a wider range of vocabulary, consolidating their understanding and building fluency with formal speech:

What's the key difference between these types of materials? .... Joanna?

Metals and non-metals.

Well done. Now put that in a sentence for me.

The main difference is that some of the materials are metals but the others are non-metals.

Step-up the vocab

Students often naturally gravitate to using words they are already comfortable using, avoiding newer words in case they are wrong or because they're not yet confident enough to use them. State specific target words, writing them on the board, or referring to them in a text and then ask students to reframe answers include these specific words.

Let's describe the graph. What pattern does it show?...... Abdi?

The line goes up and then goes up less steeply.

Yes. Good - but now let's include some of the key words: - and say what is actually changing. (gradient, increase, decrease are written on the board)

Ok.... the temperature increases but then after two minutes, the gradient decreases which means temperature rises more slowly.

What was the witch in the story like? .. Safia, what do you think? (Choose words from the board)

The witch was cruel and mischievous. (Safia would otherwise have gone for 'mean')

That's lovely well done.

Sequence the ideas.

A common challenge is simply to present more than one idea and then to organise them into a sequence. These scaffolds help students to do that. For example, ask students to describe a series of events, use Think Pair Share for rehearsal and then ask them to give their response in the specific form of the scaffold:

At first, then:

At first, the boy was exploring in the forest; then he lost his way and became frightened.

At first the ice was heating up; then it began to melt.

Firstly, secondly and finally:

Firstly, they would build a castle; secondly, they would defend it with archers and finally, they would fire a cannon towards the opposing army.

For a cause and effect, link use If... then.... or ' As a consequence of______ , ________

If water seeps into the cracks, then it will freeze and expand creating pressure on the rock.

As a consequence of the bridge collapsing, the army could not advance across the river.

Express an opinion

Several simple scaffolds can be used to support students to express opinions in formal manner, helping them to explore their ideas and distinguish between facts and opinions in general. They can also be used as a form of checking for understanding and accountability for listening to others in the class.
In my opinion_______

In my opinion, it's immoral for some people to be so much richer than other people.

I agree/disagree that____, because_______ (the 'that' makes them restate the case, which adds depth to the exchange).

I agree that Picasso's work is the most significant, because he had the most radical influence on other artists' work.

I agree/disagree with _____, because ___________ (the 'with' refers to another person's opinion or analysis)

I disagree with Michael because I think everyone has a responsibility to protect each other, not just think about their own risk.

Comparison and analysis

A common form of analysis and schema-building is to compare, contrast and categorise. Students often benefit from prompts that support this kind of response.
On one hand.. but on the other hand ...

On one hand, the economy in Iceland is boosted by eco-tourism but on the other hand it creates more carbon emissions through flights.

An advantage is____ ; a disadvantage is_____

An advantage of producing more is that the price comes down; a disadvantage is that it creates more waste.

In the past _____ but now _____

In the past people relied on word of mouth or official announcements but now everyone can access news directly via the media.
Both, however, whereas

Both poems use imagery from nature. However poem A is describing a real place whereas poem B is using nature as a metaphor.

# data[].attributes.attachment_link.title
Five Ways to: Scaffold Classroom Dialogue

# data[].attributes.attachment_link.description
Five Ways. A series of short posts summarising some everyday classroom practices. The essence of scaffolding is that students are elevated to a level of performance and thinking that they couldn't achieve unaided. It opens up new possibilities. By practising in a supported way they extend their knowledge and form new habits.

# data[].attributes.body
Principle One: Asset-Based Behaviors and Expectations English learner (EL) students bring rich linguistic resources and cultural knowledge with them to the school environment. All systems and programs leverage these assets and provide opportunities for students to demonstrate these contributions. All systems and programs align with asset-based behaviors and expectations and provide opportunities and supports to ensure culturally and linguistically sustaining practices for EL students.

# data[].attributes.attachment_link.title
Structured English Immersion (SEI) Models

# data[].attributes.attachment_link.description
In 2013, the Arizona ELL Task Force was dissolved and the State Board of Education assumed its statutory responsibilities.Arizona's Language Development ApproachArizona's Language Development Approach - December 2019Language Development Approach - Research BaseApproved Research-Based SEI Models (for implementation beginning in School Year 2020-2021)Approved SEI ModelsSEI Program Model Implementation GuidePull-Out ModelTwo-Hour ModelNewcomer Model50-50 Dual Language Immersion ModelSEI Models Overview Training SEI Models Overview Presentation SEI Models Overview Note Catcher SEI Models Overview

# data[].attributes.body
#1 Centering students as the subject of our inquiry work (exploring perennial questions, assumptions, student interests, student skills)

#2 Building background knowledge when inquiring about students

#3 Idea generation about students

#4 Idea testing – implementing new ideas to support students more effectively

#5 Reflecting/revising ideas geared towards students

pg. 104 “Student-centered inquiry and instruction cycles can help us to shift students’ sense of their own competence, autonomy, and relatedness in school and therefore their degree of involvement in disciplinary literacy work."

# data[].attributes.headline
Jamboard: Ch 5 Student-Focused Inquiry and Self-Determination Theory

# data[].attributes.subject
Jamboard: Ch 5 Student-Focused Inquiry and Self-Determination Theory

# data[].attributes.attachment_link.title
DL Chapter 5 Student-Focused Inquiry and Self-Determination Theory - Google Jamboard

# data[].attributes.attachment_link.description
DL Chapter 5 Student-Focused Inquiry and Self-Determination Theory

# data[].attributes.body
This resource contains a Curriculum-Embedded Reading Assessment (CERA) rubic that can be used to assess student’s overall control of reading processes.

# data[].attributes.attachment_link.description
This resource contains a Curriculum-Embedded Reading Assessment (CERA) rubic that can be used to assess student's overall control of reading processes.

# data[].attributes.body
This resource provides a sample reading survey that can be provided to students to get to know them as readers.

# data[].attributes.attachment_link.description
This resource provides a sample reading survey that can be provided to students to get to know them as readers.

# data[].attributes.body
This Personal Reading History activity is a powerful way to learn more about your students identities as readers.

# data[].attributes.body
#1 Centering tasks as the subject of our inquiry work (reading, writing, discussion, hands-on tasks)

#2 Building background knowledge when inquiring about tasks

#3 Idea generation about tasks

#4 Idea testing – implementing new tasks in the classroom

#5 Reflecting/revising new task ideas

pg. 85 "The more authentic the task, the more closely it mirrors the real world of professionals."

# data[].attributes.headline
Jamboard: Ch. 4 Task-Focused Self Assessment

# data[].attributes.subject
Jamboard: Ch. 4 Task-Focused Self Assessment

# data[].attributes.attachment_link.title
DL Chapter 4 Task-Focused Self Assessment - Google Jamboard

# data[].attributes.attachment_link.description
DL Chapter 4 Task-Focused Self Assessment

# data[].attributes.attachment_link.readable_text
Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Comments, questions or suggestions about this website should be sent to the author, Jon Mueller, at jfmueller@noctrl.edu.

# data[].attributes.attachment_link.title
Examples of Tasks & Rubrics (Authentic Assessment Toolbox)

# data[].attributes.attachment_link.description
Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Comments, questions or suggestions about this website should be sent to the author, Jon Mueller, at jfmueller@noctrl.edu.

# data[].attributes.body
Article from Edutopia

# data[].attributes.attachment_link.readable_text
During my district's teacher-led summer professional development, my colleagues and I often discussed the benefits of authentic learning, which helps create a culture of learning. With authentic activities and assessments, ELA students work on a variety of tasks that connect to the real world. Authentic learning is effective in virtual and in-person classes, and increases student engagement while deepening learning.

What makes an activity meaningful or authentic? Authentic activities mirror real-world tasks. They give students an opportunity to showcase their work to others, the community, other students, or parents. Authentic assignments have several defining characteristics. When considering and planning authentic assignments, think about how to incorporate the following:

Collaboration

Real audience/ assessment

Interdisciplinary connections

Polished products

Multiple solutions/ perspectives

Real-life relevance

Authentic learning has many benefits in the classroom. Students individualize their assignments, hone critical thinking skills, practice autonomy, innovate and adapt, and become agents of change.

Core Authentic Learning

Authentic learning assignments closely align with the Common Core State Standards and 21st Century Skills. The Common Core State Standards center on preparing students to read, write, listen, and speak across all content areas. The skills and knowledge that make up the standards prepare students for the real world. Here are some examples of the standards:

Writing. 9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Writing. 9-10.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Reading Information Text. 9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

These standards serve as the foundation of the authentic tasks. In my planning, I always look at the language of the standard to help design the authentic task. For example, the writing standard encourages a variety of ways to use technology to publish student work. Additionally, the Speaking & Listening Standards encourage students to question, share, and expand.

A common misconception is that teachers lack the time and resources to implement authentic learning, but they can easily integrate mini-lessons covering specific skills. Teachers can focus mini-lessons or small group work on these standards while also providing independent time for students to work on their authentic projects.

5 Examples of Authentic Tasks

1. Blogging/vlogging: Students capture their thoughts, ideas, and questions while showcasing their work to a wide audience. They can blog about current events, or react to themes in a unit, or explore ideas from class. Keeping a blog or vlog helps students learn how to write for an audience and practice using their voice.

2. Community newsletters: Communication is a foundational skill and part of the Common Core. Creating a newsletter is a good example. In my school, students make newsletters about what's going on in our classrooms to send home to their families. Additionally, using a template from Canva or Google Docs, students can create newsletters about what's happening in the local community. Sending out the newsletters to others, such the local newspaper, school community, and parents, gives meaning to student writing.

3. Student presentations: Speaking and presenting are two critical skills for students to learn, and teachers can invite other classes, administrators, or even community members to watch the presentations. With an audience, students practice their public speaking and gain confidence. My favorite students' presentations have been when our class re-created Shark Tank and invited community members to listen, provide feedback, and comment on the projects. If time is an issue, students can record presentations on platforms like Flipgrid or upload videos to Padlet or Google Sites.

4. Student-designed assessments: The classroom is always abuzz when students create tests and quizzes for each other. The competition among peers results in increased motivation and engagement, with students competing over who can make a harder test. In the past, I've provided students with the Common Core State Standards they needed to assess, which culminated in deeper learning for all students.

5. Competitions and contests: The New York Times and NPR both run student contests that are free to enter. The New York Times offers a variety of options throughout the school year, and NPR has a student podcast challenge each year on any topic. I also check local organizations and groups for a variety of essay or poetry contests.

Remember to focus on making learning fun, applicable, and rigorous. Authentic assignments are flexible for teachers, as students can work on them independently, in small groups, as end-of-unit assessments, or as whole-unit assessments. These learning opportunities create student platforms that will engage all students. Most important, meaningful assignments foster highly effective student collaboration and critical thinking for a lifetime of learning. Authentic tasks help prepare students for the expectations of tomorrow.

# data[].attributes.attachment_link.title
How to Set Up Authentic Assignments in High School English

# data[].attributes.attachment_link.description
During my district's teacher-led summer professional development, my colleagues and I often discussed the benefits of authentic learning, which helps create a culture of learning. With authentic activities and assessments, ELA students work on a variety of tasks that connect to the real world.

# data[].attributes.body
Great way to assess student background knowledge before diving into a text.

# data[].attributes.attachment_link.description
What do you students think about a topic before reading? Do their ideas change after reading? Learn about how anticipation guides can support your students’ changing opinions and ideas.

# data[].attributes.body
#1 Centering text as the subject of our inquiry work

#2 Building background knowledge when inquiring about text

#3 Idea generation about text

#4 Idea testing – implementing new/refining existing

#5 Reflecting/revising ideas for using text

Pg. 59 "Literacy is not just about reading."

# data[].attributes.headline
Jamboard: Ch. 3 Text-Focused Self Assessment

# data[].attributes.subject
Jamboard: Ch. 3 Text-Focused Self Assessment

# data[].attributes.attachment_link.title
DL Chapter 3 Text-Focused Self Assessment - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.headline
Table 3.1 Topics Explored by Groups When Inquiring about Text

# data[].attributes.subject
Table 3.1 Topics Explored by Groups When Inquiring about Text

# data[].attributes.body
This is a PDF copy of the inquiry questions on pg. 49.

# data[].attributes.headline
pg. 48 Tools for Building Background Knowledge

# data[].attributes.subject
pg. 48 Tools for Building Background Knowledge

# data[].attributes.body
Academia.edu https://www.academia.edu/

Edutopia https://www.edutopia.org/

Eric https://eric.ed.gov/

Google Scholar https://scholar.google.com/

Research Gate https://www.researchgate.net/

The International Literacy Association https://www.literacyworldwide.org/

# data[].attributes.body
"Determining a Purpose" - Resource listed on page 43 - http://wlspanishcontentreading.weebly.com/essential-questions.html

World Language-specific "Habits of Mind" - resource listed on page 43 - http://wlspanishcontentreading.weebly.com/habits-of-mind.html

# data[].attributes.attachment_link.description
What is a HABIT OF MIND? It is your backpack of tools (why/what you are reading for) that you use to approach reading in Spanish. HABITS OF MIND : bundles of purposes (why/what you are reading...

# data[].attributes.body
On pg. 43, Alisa Conners mentions how they realized they need to pull vocabulary directly from the texts. This article provides some useful guidance in selecting vocabulary words to teach from a text.

# data[].attributes.attachment_link.description
Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.

# data[].attributes.body
I offered this PD in Spring and Summer 2021, and you may find some helpful resources for engaging ways to build background with students, especially in a virtual space.

# data[].attributes.body
Adaptive change – a great deal of adult learning is needed

RAND model of reading comprehension – text, task, student, sociocultural context

Inquiry – focus, duration, intensity, individual or collaborative, facilitation

Teachers’ own inquiry – exploring literacy questions we have

# data[].attributes.attachment_link.title
DL Chapter 2 RAND and Inquiry - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.attachment_link.title
Reading for Understanding: Toward an R&D Program in Reading Comprehension

# data[].attributes.attachment_link.description
In fall 1999, the Department of Education’s Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve the quality and relevance of the education research it funds.

# data[].attributes.body
This is a PDF copy of the graphic organizer that is on pg. 38 that you can use to take notes on the subsequent chapters of the book.

# data[].attributes.body
Introduction to the text and the 8-week book study format

Advanced literacy skills are needed to create and share knowledge within and across academic disciplines

Disciplinary literacy instruction is not the same as content-area literacy instruction

Golden Lines Strategy

# data[].attributes.body
Drs. Cynthia and Timothy Shanahan are the foremost experts on disciplinary literacy. In this video, Dr. Shanahan explains that disciplinary literacy is the literacy one uses when studying a particular discipline. For example, understanding the scientific process helps one read scientific study results. Each discipline asks its own sorts of questions.

You can also read their original paper on this topic (one of the references for our book study book) from 2008: https://dpi.wi.gov/sites/default/files/imce/cal/pdf/teaching-dl.pdf

# data[].attributes.body
Useful set of ground rules for discussing a text in a collaborative space.

# data[].attributes.body
The Strategy:

Golden lines are an opportunity for each reader to share their learning from the text. It allows readers to collaborate and share their own learning and knowledge.

A golden line can be a line from the text that:

•raises questions for you

•confirms what you already believe

•makes you say aha

•conflicts with your beliefs

•causes you to reconsider prior assumptions

We will use this strategy at the beginning of every book study session moving forward - sometimes we will do breakout rooms like we did this evening, sometimes we will use chat.

So come ready with 2 golden lines from the chapter each week!

# data[].attributes.headline
Make sure you register for ALL of the sessions!

# data[].attributes.subject
Make sure you register for ALL of the sessions!

# data[].attributes.body
https://ems.azed.gov//home/SearchResults?SearchString=secondary%20ela%20book%20study

Each session is worth 2 hours of PD. Make sure you register for each session to get the credit.

# data[].attributes.body
Lauren Spenceley
Secondary ELA Specialist
Arizona Department of Education
lauren.spenceley@azed.gov

Thank you for joining us for this amazing book study! So excited to collaborate with you all!

# data[].attributes.body
Please feel free to share with colleagues. It's not too late to join us!

# data[].attributes.attachment_link.title
Fall 2022 Secondary ELA Book Study Flyer

# data[].attributes.body
http://dev.learningsciences.com/disciplinary-literacy-inquiry-and-instruction

This page has many useful free resources - including a study guide and reproducibles.

# data[].attributes.body
ADE's Secondary Literacy (Middle and High School) webpage.

# data[].attributes.attachment_link.readable_text
The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school. In short, literacy instruction remains every bit as important in the older grades, as it is in grades K-3. The resources provided here are meant to assist secondary (6th-12th) ELA educators and parents in providing the best instruction for all Arizona students.

ELA Standards Grades 6-12

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing, college-entry courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century.

Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age- and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction.
You can access the Grade 6-12 ELA Standards, as well as the Vertical Articulation of Standards, Glossary, and other guidance materials on the Standards: English Language Arts webpage.
Interventions for Secondary/Adolescent Readers

This resource section is under construction, but a great place to start is:

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Reading | Literature Resources

Achieve the Core - Text Complexity Toolkit

All About Adolescent Literacy - AdLit.org is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers.

AdLit Classroom Strategies - Before, During, and After Reading

CEEDAR - Disciplinary Literacy Course Enhancement Module

EdWeek - Spotlight on Adolescent Reading

GELN - Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Keys to Literacy Adolescent Literacy Resources - Joan Sedita of Keys to Literacy provides resources focused on adolescent literacy. Adolescent literacy encompasses the skills that must be taught to all students so they can meet increasingly challenging reading and writing demands as they move through the upper grades, as well as what needs to be done for those students who fall behind who may need intervention instruction in foundational literacy skills.

Meadows Center, Partner Reading Teachers' Guide - The purpose of this guide is to provide teachers a feasible partner reading procedure that can be used in middle school classrooms.

NCTE Bookstore, Adventurous Thinking: Fostering Students' Rights to Read and Write in Secondary ELA

NCTE Students' Right to Read - Plethora of resources for engaging students in literature.

ReadWriteThink - Powered by NCTE. ReadWriteThink is a teaching and learning community for English Language Arts teachers from K-12th grade with resources providing free access to the highest quality standards-based practices, lesson plans, videos, activities, and apps.

WestEd Publications, Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

WestEd Reading Apprenticeship - What if instead of teaching around the text, lecturing, or summarizing for students, teachers engaged students in actually grappling with text - reading and talking about what it means and how they figured it out? WestEd has provided resources and materials to teach reading in a metacognitive way.

Writing | Grammar Resources
Writing Contests
JFK Profile in Courage Essay Contest - The Profile in Courage Essay Contest opens for submissions in the Fall of each year.

National Novel Writing Month Young Writers' Program - National Novel Writing Month (NaNoWriMo) takes place in November. The Young Writers' Program supports under-18 writers and K-12 educators as they participate in the November event, and take part in smaller writing challenges year-round.

Pulitzer Center - Local Letters for Global Change: A Pulitzer Center Writing Contest, deadline is November 13, 2021
Grammar Resources
Heinemann Publishing, The Grammar Planbook

NCTE Bookstore, Grammar to Get Things Done: A Practical Guide for Teachers Anchored in Real-World Usage

Stenhouse Publishers, Revision Decisions: Talking Through Sentences and Beyond

Stenhouse Publishers, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop
Writing
Keys to Literacy, Keys to Content Writing Resources

IES Guide, Teaching Secondary Students to Write Effectively

Parent Resources

AdLit.org, "Organizations that Promote Adolescent Literacy" - From lesson plans and classroom tools to free books and opportunities to publish students' work, nonprofit organizations have a lot to offer parents, teachers, and struggling readers themselves. Learn about some nonprofits with a commitment to helping young people become better readers and writers.

AdLit.org, "Parent Engagement in Transitions to Middle and High School" - Using the 3A framework (Attendance, Achievement, and Attainment) for dropout prevention developed by the America's Promise Alliance and the Annie E. Casey Foundation, this article highlights specific knowledge that parents need to support students' success, as well as ways that schools can engage parents as partners.

AdLit.org, "Engaging Parents to Support Academic Achievement" - Academic achievement is a strong predictor of high school graduation and is critical to long-term success in college, work, and life. A sixth grader who fails math or English, has unsatisfactory behavior, or poor attendance has a 75% likelihood of dropping out. Freshmen in Chicago public schools who earn a B average or better have an 80% chance of finishing high school with at least a 3.0 GPA.

IES, "Literacy Tips for Parents of Adolescents" - Based on common instructional elements , these are activities that parents can initiate at home to help ensure successful literacy outcomes for their adolescent students.

Meadows Center, "How Can I Help My Middle Schooler Read Multisyllabic Words? Five Helpful Steps" - This resource describes a simple strategy you and your child can use to help decode long words.

Scholastic, "17 Ways to Keep Your Middle Schooler Turning Pages" - As your kids get older, they may put reading on the back burner. Learn the best ways to keep them turning the pages with these helpful tips.

Assessment

ADE Assessment - Educator resources for the new Arizona state assessments. [ AASA (3rd-8th), ACT Aspire (9th), ACT (11th)]

Including:

Performance Level Descriptors and Item Specifications (AASA)

Arizona State Standards Alignment Guide (ACT and ACT Aspire)

Graduation Supports

High School Graduation - Information and Requirements

PostSecondary Resources - Resources and Events

OELAS Guidance - High School Credit for Integrated and Targeted ELD (August 2022) | Townhall Presentation 8.17.22 | OELAS Homepage

PROFESSIONAL LEARNING OPPORTUNITIES

Current Opportunities
Secondary ELA Quarterly Office Hours
Secondary ELA Quarterly Office Hours is a virtual opportunity to collaborate, share, and learn about secondary reading and literacy information from the AZ Department of Education with secondary ELA literacy educators and leaders from around the state. Register for the July 13, 2023 meeting!

Past Meetings:

Earn PD credit and collaborate with other secondary ELA teachers! A variety of topics including: reading comprehension, writing, secondary MTSS, collaboration with Social Studies, and more! - use search term "secondary ELA"

Register - use search term "secondary ela" to narrow down your search
ALL ELA Professional Learning Opportunities
Current PD from the whole ELA Team:

K-12 Literacy Office Hours once a month - come join us to hear the latest ELA news!

Arizona Reading Fundamentals OnDemand Academy - This academy offers schools a variety of free knowledge blocks on demand. Each knowledge block includes several different sessions. Each session includes three recorded presentations and pre- and post- activities. Districts and schools are encouraged to utilize these resources as a part of a comprehensive professional learning plan that is data-driven, sustained, intensive, collaborative, job-embedded and instructionally focused.

Register - use search term "k12-AS-ELA" to narrow down your search

APLD Support:
For questions regarding registration, certificates, accessing courses, etc. please refer to our: APLD FAQs
Sign up for ELA Listserv:
To stay on top of the latest Arizona ELA news, join our listserv!

Secondary ELA Book Study

Fall 2023

Join the ADE English Language Arts Team for a FREE Secondary ELA Focused 8-week book study. Thursdays from 4:30-5:30 MST (9/7 through 10/26). Everyone is welcome!
Text: Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 3rd Edition by Cynthia Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, and Nika Hogan
To order: Wiley Publishers

Improve student outcomes in reading and literacy with the latest edition of this bestselling text! The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OII has validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students' reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes:

A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms

Explanation of the social and personal dimensions for building a foundation for engaged learning

Discussions of the value of setting aside dedicated class time for independent, silent reading

With collaboration tips that go beyond the classroom and advice on building a cognitive "reading toolbox," Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.
Dates/Chapters:

9/7 Chapter 1 "Engaged Academic Literacy for All"

9/14 Chapter 2 "The Reading Apprenticeship Framework"

9/21 Chapter 3 "The Social and Personal Dimensions"

9/28 Chapter 4 "Metacognitive Conversation"

10/5 Chapter 5 "Extensive Academic Reading"

10/12 Chapter 6 "The Cognitive Dimension"

10/19 Chapter 7 "The Knowledge-Building Dimension"

10/26 Chapter 8 "Disciplinary Inquiry" and Epilogue

General Info for our book studies:

Virtual book chats take place via Zoom.

All participants must register in the APLD system to receive credit - each session is offered individually.

All participants who register in APLD, read their chapter(s), and attend the book study will be given 2-hours PD credit.

Please share with your colleagues!

Register - use search term "secondary ela book study" to narrow down your search

Archived Book Studies:

March-May 2023 Thinking Reading: What Every Secondary Teacher Needs to Know About Reading - Visit the Padlet!

January - March 2023 Effective Instruction for Middle School Students with Reading Difficulties - Visit the Padlet!

Fall 2022 Disciplinary Literacy Inquiry & Instruction - Visit the Padlet!

Summer 2022 The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades - Visit the Padlet!

April-May 2022 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition - Visit the Padlet!

Early Spring 2022 Fundamentals of Literacy Instruction and Assessment, Grades 6-12 - Visit the Padlet!

Fall 2021 Effective Instruction for Middle School Students with Reading Difficulties

Spring 2021 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition

Writing Professional Learning

FALL 2023

Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - register for upcoming offerings on:

Previous Presentations - all materials archived here

11/9/22 Special Presentation - Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - all materials archived here
Types of Writing Standards - Grades 6-12 Professional Learning Webinars
All materials from the webinars have been archived here:

Types of Writing Standards Grades 6-12: Argument Writing | Padlet

Types of Writing Standards Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Standards Grades 6-12: Narrative Writing | Padlet

Summer 2022
Thank you to all who joined in the Secondary ELA Summer of Writing Professional Learning Series!
All materials from the Summer Series have been archived here:

The Writing Revolution Book Study | Padlet

Types of Writing Grades 6-12: Argument Writing | Padlet

Types of Writing Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Grades 6-12: Narrative Writing | Padlet

Empowering Students through Grammar Instruction | Recording | Slide Deck

Writing for College, Career, and Beyond | Recording | Slide Deck

Reading Apprenticeship
Reading Apprenticeship from WestEd - ADE Cohort - SY23-24
Reading Apprenticeship is an evidence-based professional learning experience focused on disciplinary literacy in grades 6-12. Educators are engaged in a process to discover the tools and perspective to "apprentice" their students in any subject area. This assets-based approach helps teachers develop students' comprehension skills while also building subject-area knowledge, reader-identity, collaboration, and persistence. As part of a State Tutoring grant opportunity, ADE will be offering the opportunity for Arizona teachers to participate in an ADE cohort of the Reading Apprenticeship essentials course with little to no cost. Share this flyer with colleagues!

Informational Webinars: Register for an informational session to learn more about this ADE cohort opportunity!

Book Study: Access the materials from the Spring 2022 Professional Learning Book Study on the Reading Apprenticeship core text.

Updated Core Text: Third Edition - I will be offering a Professional Learning Book Study on this updated edition in Fall 2023! See book study blue bar above.

Recordings/Archived

Webinars

Special Presentation - "A Face Like Mine: Connecting Classic Literature to Modern YA Books" - On 2/11/21, a panel of high school librarians discussed ways to incorporate modern YA books in with teaching classic literature in the classroom. Click here to view the presentation

Building Background in the Virtual Secondary ELA Classroom - Building schema and background knowledge is one of the best ways to raise reading comprehension for our students. In this webinar, we explored some easy and fun ways to do this in the virtual/distance learning secondary ELA classroom. A better understanding of how building background and surfacing schema will help your students become better readers. Visit the Padlet with resources and slide deck.

Summer Series - Spotlight on Media Literacy and Sourcing - In collaboration with our ADE Social Studies team - Join trainers from ADE, and master teachers from around the state to a webinar to teach and engage with media literacy at all grade levels. Recorded presentation

"What is Media Literacy and How Do I Teach It?" - This webinar will examine what media literacy means, how do we teach students to be responsible consumers and producers of media and examine some methods and lessons you can use in your classroom. Recorded presentation

Integrating Secondary Social Studies and ELA - In collaboration with our ADE Social Studies team - How do you integrate Social Studies and English Language Arts in a secondary setting? What are the benefits of collaboration between English and Social Studies educators? This webinar demonstrated best practices to integrate Social Studies and ELA efficiently and easily. This webinar also used texts with multiple perspectives to address new ways to create cross-curricular projects and lessons. Slide Deck

Professional Organizations

Contact Information: Lauren Spenceley, Secondary ELA Specialist, 602-364-2267
Visit the English Language Arts YouTube playlist!
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

# data[].attributes.attachment_link.description
Secondary Literacy (Middle and High School) Secondary Logo 2023.png The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school.

# data[].attributes.body
Homepage for the Arizona English Language Arts Standards.

https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards

# data[].attributes.body
Secondary ELA Focused Opportunities - https://ems.azed.gov//home/SearchResults?SearchString=secondary%20ela

ALL ELA Professional Learning Opportunities - https://ems.azed.gov//home/SearchResults?SearchString=K12-AS-ELA

Join K-12 Literacy Office Hours!
https://ems.azed.gov//home/SearchResults?SearchString=K-12%20Literacy%20Office%20Hours

# data[].attributes.body
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.