Dr. Terry Ross is a transformational leader and literacy expert dedicated to educational excellence. With a proven track record in fostering growth mindset principles, Dr. Ross has led significant improvements in academic achievement and school performance. As the inaugural principal of Getwell Elementary School and former principal of Kingsbury High School, he created optimal learning environments and drove substantial gains in enrollment, graduation rates, and ACT scores. Renowned for revitalizing teacher retention efforts, Dr. Ross is frequently hired by districts to help them retain top talent and sustain high-quality education. His leadership and innovative strategies make him an invaluable asset to any educational organization.
Literacy instruction does not and should not stop in primary and elementary schools. Content area literacy, with a particular emphasis on vocabulary, can be a panacea for many societal ills. As an educator, I have observed firsthand how adults often have misunderstandings over tone, misuse of vocabulary, and the perception of what was implied. Continuing to teach literacy in middle and high schools can help solve a significant portion of these communication problems. The statistics of literacy rates among incarcerated individuals underscore this necessity.
My journey as a Secondary Principal with an emphasis on literacy began in an elementary classroom. There, I met a wonderful teacher named Mrs. Lorna Thomas. Mrs. Thomas taught students with learning disabilities, and her classroom was rich with print, expectations, and love. She was on a mission to ensure her students could read, write, and speak well. At the time, I did not fully grasp what I was witnessing, nor did I know that I would eventually major in Special Education and Elementary Education. However, I knew I wanted to ensure that the boys I mentored would be successful and have a chance at a better life.
Later, when we moved to Memphis, I opened a new elementary school equipped with state-of-the-art technology in a community that had experienced significant white flight. The community needed a champion, and I aspired to be that champion at the onset of the No Child Left Behind era. As a member of the inaugural Memphis Literacy Academy – Literacy Fellowship at The University of Memphis, I became an Urban Literacy Expert. I learned about the Foundations of Literacy and the Five Pillars of Literacy: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Armed with this knowledge, my team and I created an environment saturated with literacy and learning. Our test scores soared, our students achieved, and our families were happy and supportive. Literacy nights at our school were like concerts, attracting over five hundred families in support of our efforts.
We implemented numerous strategies to promote literacy. We created literacy bags and distributed copies of the Dolch Sight Words List, encouraging parents to place them in their cars, on their refrigerators, and nightstands. We developed word-a-day calendars, leaving blanks on weekends for parents to add words, incentivizing students to bring them back to school. Our school’s final data showed 96% Proficiency in Reading, 95% in Math, and 94% in Writing.
This success inspired me to carry these strategies into my role as a high school principal. However, the transition was not without its challenges. The initial pushback from high school teachers was real; many did not see themselves as reading teachers. Months of resistance and failed attempts to integrate literacy into the curriculum led me to discover the Close Reading strategy, which I coupled with a strong emphasis on vocabulary.
At both high schools where I served as principal, we implemented these methods to emphasize literacy across all content areas, not just in English classrooms. I asked teachers to set aside seven minutes at the beginning of each class for vocabulary to use a strategy that we adapted from Dr. Margarita Calderón. Our vocabulary strategy involved students repeating each vocabulary word three times in chorus, reading the book definition, and then rephrasing it in their own words. By integrating Close Reading and actionable vocabulary, and focusing on an ACT vocabulary word daily, our school became one of the fastest-improving schools in the state.
Our efforts led to significant improvements: our ACT scores rose from 14 to 16.5, the graduation rate increased from 58% to 72%, and enrollment soared from 950 students to 1450 students. We expanded our AP classes from four to fourteen, providing access to a more rigorous curriculum. The number of students passing AP exams increased from one or two every other year to 30-35 students consistently. Our high school transformed into a thriving educational environment, and much of this success can be attributed to our focus on vocabulary, Close Reading, and literacy.
Here are some strategies that can be employed to implement content area literacy in middle and high schools:
Strategies for Implementing Content Area Literacy
- Integrate Vocabulary Instruction Across Content Areas
Vocabulary instruction should not be confined to English classes. Every subject has its own specific terminology that students must master to succeed. Teachers should incorporate vocabulary lessons into their daily instruction, ensuring students understand and can use the terms correctly. This could involve interactive activities such as vocabulary maps, word walls, and daily word exercises.
- Close Reading Strategies
Close Reading involves carefully and purposefully reading a text. Teachers can use this strategy to help students analyze texts critically, focusing on understanding complex ideas and arguments. This method encourages repeated reading and discussions, helping students to engage deeply with the material and improve their comprehension and analytical skills.
- Word-a-Day Programs
Implementing a word-a-day program can significantly enhance students’ vocabulary. Each day, a new word can be introduced, discussed, and used in sentences by students. This consistent exposure to new vocabulary helps reinforce learning and encourages students to use new words in their writing and speaking. Adding the Frayer Model to this helps the students to understand the words at a deeper level. They can find the antonym and the synonyms to all of the words.
- Use of Technology
Technology can be a powerful tool in literacy instruction. Educational apps and online resources can provide interactive and engaging ways for students to learn vocabulary and practice reading skills. Tools such as digital flashcards, vocabulary games, and online reading comprehension exercises can supplement traditional teaching methods.
- Professional Development for Teachers
Professional development is crucial in equipping teachers with the skills and knowledge needed to effectively teach literacy across content areas. Workshops, seminars, and training sessions can provide teachers with practical strategies and resources to integrate literacy into their subject teaching. Making sure that the PD is incremental and on demand is a great way to keep the teachers engaged and not using the one and done, sit and get method.
- Parental Involvement
Engaging parents in their children’s literacy development can reinforce learning at home. Schools can provide resources and strategies for parents to support their children’s vocabulary and reading skills. Hosting literacy nights and providing take-home materials can encourage parents to participate actively in their child’s education.
- Incentive Programs
Creating incentive programs for students can motivate them to engage with literacy activities. Rewards for completing reading challenges, participating in vocabulary games, or achieving literacy milestones can encourage students to put extra effort into improving their literacy skills. Yes, secondary students enjoy incentives for participation in academic activities.
- Collaboration Among Teachers
Encouraging collaboration among teachers from different subject areas can help create a cohesive literacy program. Regular meetings to discuss strategies, share resources, and plan interdisciplinary literacy activities can ensure that literacy instruction is consistent and integrated across the curriculum.
- Focus on Academic Language
Academic language, or the language used in textbooks and standardized tests, should be a focus of vocabulary instruction. Teaching students to understand and use academic language can improve their performance in all subjects and prepare them for higher education and professional environments.
- Assessment and Feedback
Regular assessment and feedback are essential in monitoring students’ progress and identifying areas that need improvement. Formative assessments, such as quizzes and writing assignments, can provide ongoing insights into students’ literacy development, allowing teachers to adjust their instruction accordingly.
Implementing these strategies can create a robust literacy program in middle and high schools, ensuring that students develop strong vocabulary and reading skills that will benefit them throughout their academic careers and beyond. Literacy is not just the responsibility of elementary educators; it is a lifelong journey that requires continuous attention and effort. By emphasizing content area literacy and vocabulary instruction, we can equip our students with the tools they need to succeed in school and in life.