Making Gains in Literacy/Numeracy

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Literacy and Numeracy Gain in Local Youth Programs

Presented by:

Bill Diehl and Amewusika Sedzro

Youth Pathways, Commonwealth Corporation

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Agenda

The Importance of Literacy and Numeracy Programming

Making Gains: Assessment, EFLs and Common Measures

Understanding Literacy and Numeracy Development

Promoting Literacy and Numeracy in WIA Youth Services: What does this mean for our vendors, programs, service elements, practices ?

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Agenda Items

AND… we’ll integrate some learning ideas in

the process

AND in keeping with what we know about attention and learning we’ll intersperse activities - using the 20 -

5 rule (more or less)

AND we’ll have fun!

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Today’s Tools

Manuals with LOTS of informationApplication ActivitiesPost-it notes and highlightersParking lot “Burning Questions” sheet “Wisdom” sheet

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Getting Started...

Main Ideas:

−Look at the reading selection.−Generate a list of ten strategies

used by good readers.−If you are a teacher/instructor,

what strategies would you employ to teach these skills?

Remember, there are no right or wrong answers!

What do skilled readers do??Application Activity 1

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Why Incorporate Literacy & Numeracy into WIA Programs?

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Why Incorporate Literacy and Numeracy in WIA Programs?

See and learn the adult applications of literacy and numeracy (contextualized)

Understand labor market connections Cultivate life-long learning skillsBuild self-esteemRe-connect with education & schoolFind new motivation after possibly being

turned off from learning

In WIA and other non-traditional learning environments, youth can:

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What is Literacy? BASIC: Ability to read & write a

simple sentence in any language

FUNCTIONAL: Ability to perform literacy tasks necessary for success in life (and in jobs)

NEW BASIC SKILLS: Solve complex problems, think critically, communicate effectively, use computers and other technology

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What is Literacy?

Literacy is:“the ability to read, write, and speak in English, and compute and solve problems at levels of proficiency necessary to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.”

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Managing a situation or solving a problem in a real context by responding to information aboutmathematical ideas that is represented in a range of ways and requires activation of a range of enabling knowledge, behaviors, and processes

What is Numeracy?

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Of Real, Material and Lifelong Consequence

Critical for: Achieving the knowledge and skills

necessary to succeed at school, work, in the family, and as a citizen

Being productive in the 21st Century – including continuing to learn

Completing high school,the GED, and post-secondary ed or training

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“Literacy is inseparable from opportunity, and opportunity is inseparable from freedom.

“The freedom promised by literacy is both freedom from—from ignorance, oppression, poverty—and freedom to—to do new things, to make choices, to learn....

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“We [must] recognize that literacy is not just about the mechanics of reading and writing but is about personal dignity, the right to participate, the empowerment of the marginalized and the excluded, and the opportunity to learn in a variety of ways and settings, both formal and nonformal.”

Koichiro Matsuura, Director General 2001 UN International Literacy Day


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Between 1996 and 2006, the average literacy level required for all American occupations is expected to rise by 14 percent.

The twenty-five fastest-growing professions today have far greater than average literacy demands, while the twenty-five fastest-declining professions have lower than average literacy demands.

Barton, 2000

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Low

Low- Medium

High

Medium- High

Source: Bureau of Labor Statistics

Projected Percentage of Jobs that will Require Low- High Levels of Language Skills by 2014 and Average Salary

$48,945

$64,071 $23,762

$30,349

23.1%

30.6%29.1%

15.9%

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Labor Market Connections: Top 10 Industries with the Fastest Employment Growth, 1998- 2008

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

Numbers in Thousands

1998

2008

1998 1599 1209 747 1034 3230 258 93 614 236 645

2008 3472 2018 1171 1500 4623 369 131 861 329 900

Comupter & Data

Processing

Health Services

Residential Care

Mgmt. And Public

Relations

Personnel Supply

Misc. Equipment

Rental

Museums, Botanical & Zoological

Research & Testing Services

Misc. Transport Services

Security & Commodity

Brokers

Source: USDOL

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Labor Market Connections:The 10 Fastest Growing Occupations, 1998-2008

0

200

400

600

800

1000

1200

1400 19982008

1998 299 429 617 87 136 746 252 66 252 26

2008 622 869 1194 155 220 1179 398 98 398 44

Computer Engineers

Computer Support

Specialists

System Analysts

Database Administrat

ors

Legal Assistants

Personal Care & Home

Medical Assistants

Physicians Assistants

Medical Assistants

Desktop Publishing Specialists

Source: USDOL

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The 10 Fastest Growing Occupations, 2002-2012

Occupation Employment Most significant source of post secondary education or training2002 2012

Medical assistant 365 579 Moderate-term on-the-job training

Network& data communications analyst

186 292 Bachelor’s degree

Physicians Assistant 63 94 Bachelor’s degree

Social & human service assistants

305 454 Moderate-term on-the-job training

Home health aides 580 859 Short-term on-the-job training

Medical records & health info techs

147 216 Associate degree

Physical therapists aide

37 54 Short-term on-the-job training

Computer software engineers, applications


Computer software engineers, systems software


Physical therapists assistants

50 73 Associate degree

(numbers in thousands of jobs)

Source: Boston Redevelopment Authority, Research Division

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The 10 Occupations with Largest Job Growth, 2002-2012 (numbers in thousands of jobs)

Occupation Employment Most significant source of post secondary education or training2002 2012

Registered Nurse 2,284 2,908 Associate degree

Post-secondary school teachers

1,561 2,184 Doctoral degree

Retail salesperson 4,076 4,672 Short-term on-the-job training

Customer service representative

1,894 2,354 Moderate-term on-the-job training

Combined food prep & serving worker (fast food included)

1,990 2,444 Short-term on-the-job training

Cashier, except gaming 3,432 3,886 Short-term on-the-job training

Janitors, cleaners, except maids & housekeepers


General operations managers

2,049 2,425 Bachelor’s degree or higher plus work experience

Waiters and waitresses 2,097 2,464 Short-term on-the-job training

Nursing aides, orderlies & attendants


Source: Boston Redevelopment Authority, Research Division

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We CAN Make a Difference !

• We can break some of the negative cycles

• We can help close the achievement gap

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Hence….

•The WIA Literacy and Numeracy Performance Measure

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Making Gains:Understanding Assessment, EFLs and Common Measures

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Common Measures - Literacy/Numeracy Gain

Official Definition: Of those out-of-school youth who are basic skills deficient: The number of participants who increase one or more educational functioning levels divided by the number of participants who have completed a year in the program (ie., one year from the date of first youth program service) plus the number of participants who exit before completing a year in the program.

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Calculation

Number of participants who increase one or more educational functioning levels

numerator

denominator

Number of out-of-school youth who are basic skills deficient who have completed a year in the program

+ the number who exit before completing a year in the program.

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Individual must advance at least one EFL level Gain can occur in literacy or numeracy EFLs consistent with Adult Basic Education National

Reporting System (NRS) Pre-tested within 60 days and post-tested before the

end of one year Participants are only included in measure a second

time if they complete a second full year of participation

Common Measures Requirements

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• Based on out-of-school youth who are “Basic Skills Deficient”− The individual computes or solves problems, reads,

writes or speaks English at or below the eighth grade level OR

− The individual is unable to compute or solve problems, read, write or speak English at a level necessary to function on the job, in the individual’s family or in society

States and grantees have the opportunity to come up with their own definition as long as the above language is included.

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Of 1,507 youth who exited from WIA Title I Youth programs in FY2007, at least 33% were out-of-school youth who were basic skills deficient and therefore would be measured through the Literacy/Numeracy Common Measure.

In-School Youth (686)45%

Out of School Youth / Basic

Skills Deficient

(493)33%

Out of School / Not Basic Skills Deficient (327)

22%

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Most Out-of-School Youth served in WIA Title I Youth programs are in at least one educational activity.

In-School Youth (686)44%

Out of School Youth / In at

least one educational

activity (741)47%

Out of School / Not in any educational

activities (134)9%

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What is an Educational Functioning Level (EFL)?

• ABE levels range from Level 3, Beginning Literacy (grade level 0-1.9) to Level 8 - High Adult Secondary Education (grade level 11-12).

• ESL levels range from Level 1 - Beginning Literacy to Level 7 – Advanced ESL.

• ABE levels describe reading, writing, numeracy and functional workplace skills.

• ESL levels describe speaking and listening, basic reading,

writing and functional workplace skills.

Source: TEGL 17-05 Change 1, Attachment B

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EFL CrosswalkNew EFL

Old EFL

ABE ESL Basic Skills Deficient

1

1

Beginning ESL Literacy

Basic Skills Deficient

2 Low Beginning ESL Literacy

3 Beginning ABE Literacy

High Beginning ESL Literacy

4 2 Beginning Basic Education

Low Intermediate ESL

5 3 Low Intermediate Basic Education

High Intermediate ESL

6 4 High Intermediate Basic Education

Advance ESL

7 5 Low Adult Secondary Education

Exit ESL Not Basic Skills Deficient8 6 High Adult

Secondary Education

Source: TEGL 17-05 Change 1, Attachment B

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NRS Assessment Tools

• Must use one of NRS cross-walked tests or equate alternate test to NRS scale

• Tests cross-walked with ABE and ESL levels include:− Comprehensive Adult Student Assessment System

(CASAS)− Test of Adult Basic Education (TABE)− Adult Basic Learning Examination (ABLE)− Student Performance Levels for ESL− Basic English Skills Test (BEST) for ESL− WorkKeys (for the top 3 ABE levels)

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The MAPT

“Massachusetts Adult Proficiency Test” or MAPT−aligned with curriculum frameworks

established by ACLS & ABE community in MA

−The MAPT provides excellent information, BUT

−Not currently one of the NRS-recognized tests

−Cannot be used for WIA pre- and post-testing.

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Youth #2

EFL 1

EFL 2

EFL 3

EFL 4

EFL 5

Youth #1 Youth #3 Youth #4 Youth #5 Youth #6 Youth #7

Examples of EFL ImprovementPre-test to post-test, within one program year

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Literacy Numeracy

Youth # 3

Literacy Numeracy

Youth # 2

NumeracyLiteracy

Youth # 1

EFL 1

EFL 2

EFL 3

EFL 4

EFL 5

Examples of Literacy and Numeracy EFL ImprovementPre-test to post-test, within one program year

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Literacy Numeracy

Year # 2

NumeracyLiteracy

Year # 1

EFL 1

EFL 2

EFL 3

EFL 4

EFL 5

Examples of Literacy and Numeracy EFL ImprovementPre-test to post-test, two program years

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Data from Massachusetts Adult EducationFrom FY2006 Federal NRS Report

Entering EFL Level

# Enrolled # completing level

# remaining in level

# separated before

completing

AB

E

1 506 126 296 84

2 1377 468 556 353

3 2490 779 973 738

4 2845 611 1120 1114

5 1029 196 378 455

6 988 376 310 302

ESO

L

1 3362 1380 1217 765

2 2382 1241 663 488

3 2912 1307 974 631

4 2074 719 803 552

5 1065 400 379 286

6 1219 325 522 372

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Data from Massachusetts Adult EducationFrom FY2006 Federal Federal NRS Report

6 376 310 302

5 196 378 455

4 611 1120 1114

3 779 973 738

2 468 556 353

1 126 296 84

Completed Level Stayed in LevelSeparated Before

Completing

TOTAL

2556 28%

363339%

304633%

ABE Enrollees, By EFL Level

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Data from Massachusetts Adult EducationFrom FY2006 Federal Federal NRS Report

6 325 522 372

5 400 379 286

4 719 803 552

3 1307 974 631

2 1231 663 488

1 1380 1217 765

Completed Level Stayed in LevelSeparated Before

Completing

ESOL Enrollees, By EFL Level

TOTAL

5362 41%

455835%

309424%

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MAKING GAINS

• What exactly are we trying to achieve?

• How will we know?• How do we promote improved

performance?

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3• Youth can “attain skills” or “make

gains” in many ways

• A specific plan is necessary to achieve and measure progress

• Services have to be different for different EFLs

Important Considerations

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Needed Plan Need a beginning point - baseline Need a framework of skills and

benchmarks Need goals for moving from

baseline to higher attainment in skills / benchmarks

Need intervention / support strategies

Need assessment of growth

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So how do we proceed??

• Stages of Literacy Development

• Stages of Numeracy Development

• Educational elements for the ISS

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Understanding Literacy & Numeracy Development

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Literacy 4-Stage Model

1. Building decoding skills and basic word recognition

2. Building fluency and increasing word recognition

3. Building vocabulary and meaning

4. Building comprehension and study skills

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What do we need to know & be able to do?• Motivation• Decoding the words (phonics)• Fluency• Vocabulary / concepts• Comprehension (at different levels)

−Literal (in the text)−Interpret (in the text and my head)−Evaluate info or apply to new situation

• Writing or other production

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3 components of language

Listening and speaking −sound −grammar −meaning

Reading and writing−sound-symbol−grammar−meaning

Component 1

Component 2

Component 3

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Stage #1-Decoding Skills & Basic Word Recognition Learning to break the “code” of

written languageBuilding on verbal skills Includes phonics and sight wordsK-3rd grade level; if youth has not

mastered, may have a learning disability

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Stage #2-Fluency & Building Word Recognition

4th-6th grade levelMastered basics, but oral language

more sophisticated than written language skills

Task is building on literacy & verbal skills

LOTS of reading and writing with appropriate materials

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Stage #3-Vocabulary and Meaning

6th-8th grade levelMastered basics; oral language and

written language equal in sophistication

Task is USING literacy to learn

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Stage #4-Comprehension and Study Skills

8th grade & higher levelWritten language skills equal to /

greater than oral languageTask is USING literacy to understand

and to learn

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Application Activity

• Take 5 minutes to quickly jot down strategies that feel would be useful in helping learners improve their literacy skills at varying stages of development.

Application Activity 2

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Stage #1-Decoding Skills & Basic Word Recognition WHAT TO DO?

Make referrals and be an advocate Is there an IEP? Can you support some of its

components?Work on oral language skillsStrategies for decoding and word recognitionComputer assisted instruction

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WHAT TO DO?Encourage lots of reading and writing -- high-

interest / low-level materialsWork on oral language skillsMake referrals and be an advocateStrategies for fluencyComputer assisted instruction

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StrategiesRead-alouds and variationsHigh-interest / low-level materialsUSSR and USSWUse reflection tools

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WHAT TO DO?Encourage lots of reading and writing with materials that can be handled independentlyStrategies for vocabulary and meaningComputer assisted instruction

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StrategiesVocabulary buildersGraphic organizers for conceptsCSSD

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Stage #4-Comprehension and Study Skills

WHAT TO DO?Encourage lots of reading and writing with

materials that can be handled independentlyStress “Before-During-After”Encourage applicationStrategies for comprehension & study skills

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The 5 Stages of Numeracy: Stage #1

STAGE 1: Beginning to recognize and use numbers−Roughly a Kindergarten through 1st grade

level−Educational Functioning Level (EFL) 1 −Add and subtract single digit numbers−Sort by size and shape−Use basic math facts

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• STAGE 2: Basic use of operations (add, subtract, multiply, divide, use simple fractions) −Roughly a 2nd through 3rd grade

level)−Educational Functioning Level (EFL)

2


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• STAGE 3: More complex use of operations −Roughly a 4th through 5th grade level−Educational Functioning Level (EFL) 3−Can calculate well and may enjoy the

“pencil and paper” approach−Can use basic fractions, decimals, and

percents


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• STAGE 4: Mastery of math operations −Roughly a 6th through 8th grade level−Educational Functioning Level (EFL) 4 −Whole number and fraction arithmetic−Able to compute with and apply fractions,

decimals, and percents−Can use ratios and proportions

The 5 Stages of Numeracy:

Stage #4

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• STAGE 5: Application to geometry, algebra, and real life −Roughly a 9th through 12th grade level−Educational Functioning Level (EFL) 5 and

6 −Basic understanding of algebraic and

geometric concepts−Mastered arithmetic and number

properties


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Application Activity

• Take 5 minutes to quickly jot down strategies that feel would be useful in helping learners at each stage of numeracy development.


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Stage 1 Strategies• STAGE 1 – Strategies:

−Rely on IEP or diagnostic testing to guide instruction

−Automatic arithmetic practice−Calculator use to develop number

sense−Multiple modalities of instruction

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Stage 1 What to Do• STAGE 1 – What to do:

− Make referrals and be an advocate−Is there an IEP? Can you support

some of its components?−Work on basic math facts−Use “think aloud”−Computer assisted instruction

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Stage 2 Strategies

• STAGE 2 – Strategies:−Applied practice−Instruction on specific skill gaps (long

division)−Build on youth's current knowledge by

connections (money to help with decimals)

−Use of manipulatives

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Stage 2 What to Do

• STAGE 2 – What to do:−Practice “paper and pencil” arithmetic

and encourage calculators and estimation

−Bring in mathematically rich, meaningful problems

−Assess for possible learning disability−Support understanding of inverse

operations

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Stage 3 Strategies

• STAGE 3 – Strategies:−Provide high interest math problems with

no clear solution−Target instruction to support skill gaps

(identifying equivalent fractions, ordering decimals)

−Stress higher order thinking−Have youth reflect on approach

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Stage 3 What to Do

• STAGE 3 – What to do:−Provide problems where the operations

aren't obvious or that have extraneous information

−Encourage use of diagrams, drawings, or rephrasing to determine operations

−Apply graphic organizers to support problem solving

−Compare problem solving strategies

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Stage 4 Strategies

• STAGE 4 – Strategies: −Real world practice to use fractions,

percents, decimals−Encourage youth to explore concept

of change−Stress higher order thinking−Hands-on exploration of variation

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Stage 4 What to Do

• STAGE 4 – What to do: −Work on pattern recognition and

generalization−Provide opportunities to develop and

apply formulas−Encourage “what if” questions to change

problems−Provide real-world opportunities to use

ratios

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Stage 5 Strategies

• STAGE 5- Strategies:−Provide sophisticated, real-world

problems with no clear solution or multiple solutions

−Targeted coaching in challenging math concepts (factoring)

−Stress higher order thinking−Use techniques to build on knowledge

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Stage 5 What to Do

• STAGE 5- What to do:−Encourage independent learning−Help make connections between math

concepts and skills−Have youth solve problems in multiple ways−Support discovery of real world applications

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Promoting Literacy & Numeracy in WIA Youth Services

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10 WIA Youth Service Elements:

• Tutoring, study skills training, and instruction, leading to completion of secondary school, including dropout prevention strategies;

• Alternative secondary school services;

• Summer employment opportunities that are directly linked to academic and occupational learning;

• Paid and unpaid work experiences, including internships and job shadowing;

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10 WIA Youth Service Elements (continued):

• Occupational skill training;

• Leadership development opportunities, which may include community service and peer-centered activities encouraging responsibility and other positive social behaviors during non-school hours;

• Adult mentoring for the period of participation and a subsequent period, for a total of not less than 12 months;

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• Follow-up services for not less than 12 months after the completion of participation, as appropriate; and

• Comprehensive guidance

10 WIA Youth Service Elements (continued):

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Participation in the Ten WIA Youth Service Elements

69%

49%

1%

40%

43%

37%

50%

60%

84%

30%

26%

Tutoring

Alt Ed

ESOL

Summer Exp.

Work Exp.

Occup Skills

Leadership

Mentoring

Guidance

Support Services

Follow up

Participation in each element as a % of total enrollees

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Application Activity!

Main Ideas:•Use the strategies you listed in the first exercise, strategies mentioned by other small groups, and think of additional strategies.

•In a small groups, spend five minutes completing the following chart.


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Application Activity: Ten Elements# E

nro

llees

Tu

torin

g

Alt E

d

ES

OL

Su

mm

er E

xp

.

Work

Exp

l

Occu

p S

kills

Lead

ers

hip

Men

torin

g

Gu

idan

ce

Su

pp

ort

Serv

ices

Follo

w u

p

Number of Enrollees 3352

2300

1651 25 1351 1449 1253 1666 2025 2806 1007

874

As % of Enrollees 100 69%

49% 1% 40% 43% 37% 50% 60% 84% 30% 26%

Literacy / Numeracy Strategy

Check (x) to indicate where strategy can be implemented


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OVERALLMake reading, writing, numeracy and computing rewarded and valuedIncorporate in ISSAsk mentors and service providers to incorporate strategiesKeep track and reward efforts Make this part of what youth “give back” to community

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Choosing a Service Provider/ Program

Key Consideration 1:Must be appropriate for both

the literacy/numeracy level and

the age level of the youth

involved.

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Key Consideration 2:Must be flexible enough to allow

for

youths’ different learning styles,

abilities, backgrounds, and

interests.


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Key Consideration 3:Must build on principles of effectiveeducation for youth and mustincorporate youth development andcareer development (and the otherWIA elements, as possible)


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20 Critical Questions

Effective Instructional Practices

Youth Development Practices Three key considerations

Issues for Adult Educational

Standards of Instructional Quality


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So what can we do???

• Directly teach skills and strategies

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Directly TeachFor youth who are far behind their peers, targeted and intensive instruction, tutoring, and practice, often in basic literacy or numeracy skills, are needed .

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Model and Coach I do - you watchI do - you helpYou do together - I helpYou do independently - I

watch ORShow me - help me - let me

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Seven Strategies Used by Skilled Readers

• Uses existing knowledge to make sense of new information

• Asks questions about the text before, during, and after reading

• Draws inferences from the text• Monitors comprehension

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Seven Strategies Used by Skilled Readers

• Uses “fix-up” strategies when meaning breaks down

• Determines what is important• Synthesizes information to

create new understanding

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• Create learning environments rich with literacy opportunities

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Creating a Literacy-Rich Environment

•Why important?•Exposure, practice, models,

direct instruction•We are uniquely positioned

to engage youth in authentic literacy

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Amount of Reading

Minutes per day Words per yearPercentile Books Texts Words/

Yr.

98 65 mins 76.3 @ 9,100,00

90 21.2 33.4 @4,200,00

70 9.6 16.9 1,800,00

50 4.6 9.2 900,00

50 .7 2.4 150,000

2 0 0 0

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Creating a Literacy-Rich Environment

• 2 ideas for all programs−Sustained Silent Reading−Newsletter

• What have been our experiences?

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•Integrate into the 10 key program service areas

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Five Things All WIA Programs Can Do

•In all activities, use the “teachable moments”

•Use different types and levels of questions

•Have students reflect regularly

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Five Things All WIA Programs Can Do

•Incorporate “proven strategies”

•Involve all staff, mentors, and adult volunteers as role models, cheerleaders, advocates

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• Use Teachable Moments in the 10 Elements

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So what can we do???Use Questions

to Build

Learning

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Higher-Order Thinking (Bloom’s Taxonomy)


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Application Activity!

•Imagine your city is having a local election

•8 people are running for 4 city council seats

•Key issues are downtown development street violence, school budgets and community gardens.

•Use the pyramid of thinking to inspire 5 questions that your youth program can explore.


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•Use refection and journals

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•Use strategies proven to be effective

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Four of the Top Strategies that Improve Student Achievement

• Identifying similarities and differences (45%)

• Summarizing and note-taking (34%)

• Reinforcing effort and providing recognition (29%)

• Setting objectives & providing feedback (23%)

from “Classroom Instruction That Works: Research-Based Strategies For Increasing Student Achievement”; Marzano, Pickering, and Pollock, ASCD, 2001

105

Identifying Similarities and Differences

• Explicit modeling• Comparing -- talk aloud; Venn

diagrams; comparison matrix• Classifying -- categories;

graphic organizers

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Identifying Similarities and Differences

• Program Goals:−Incorporate compare/contrast with 25% of

new activities−Post and talk-through c/c for all major new

concepts or activities

• Youth Goals:−As part of XYZ, youth completes 5

comparison activities−In reflection journal about work experience,

youth compares/contrasts with other work, school experiences, etc.

107

Involve ALL Adults -Five Ways

• Be a role model− Read, write,use math, and use

computers in the presence of young people

− Use literacy and numeracy to solve problems and complete tasks in the presence of young people

• Be a mentor − Talk about (show) how you use

literacy / numeracy to solve problems, to get information, and for your enjoyment and personal growth

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• Be a cheerleader−Talk about specific things you’ve

read, what you’ve liked, what you’ve learned, how it’s influenced you

−Be enthusiastic about anything the youth has read, written, or done using math or a computer

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• Be a literacy/numeracy developer−Include in all the activities you do with young

people - contextualize learning−Incorporate specific strategies to increase

achievement

• When needed, make referrals−Observe the skills of young people−Know when to make referrals and to where

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OVERALL

Make reading, writing, numeracy and computing rewarded and valued

Incorporate in ISSAsk mentors and service providers

to incorporate strategiesKeep track and reward efforts Make this part of what youth “give

back” to community

111

We CAN Make a Difference!

See and learn the adult applications of literacy and numeracy (contextualized)

Understand labor market connections Cultivate life-long learning skillsBuild self-esteemRe-connect with education & schoolFind new motivation after possibly being

turned off from learning

In WIA and other non-traditional learning environments, youth can:

112

Time Out for Reflection

Three - two - one −3 things I found out−2 interesting things (or

ideas I will use)−1 question I still have

Documents

Making Gains in Literacy/Numeracy