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The Right To Literacy In Secondary Schools2
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The Right To Literacy In Secondary Schools2


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  • 1. THE Right TO Literacy IN Secondary Schools CREATING A CULTURE OF THINKING EDITED BY Suzanne Plaut FOREWORD BY Theodore R. Sizer Marcia Morris Introduction & Part I (11-61)
  • 2. Literacy as a Civil Right
    • If we do not educate our students, we rob them of a future
    • Literacy is used to give students the “ability to use his or her intelligence to make sense of and engage with the world” (Introduction, p. 1)
  • 3. Literacy as a Civil Right cont.
    • “ Literacy enables students to have a voice, take a stand, and make a difference ” (p. 2)
    • Literacy encourages students “ to probe, challenge, push, and question ” (p. 14)
    • Students who do not read, do not think, those who do not think, do not question, those who do not question fall for anything
  • 4. Literacy as a Civil Right cont.
    • Literacy opens the door to being aware of things in the world
    • Students are more aware of their surroundings and events
    • They are more favorable at interviews and can hold conversations
  • 5. Gettin’ It
    • Introducing a new topic
        • Use a KWL chart and discuss responses
        • Highlight what will be covered and most important
        • Introduce vocabulary- begin to use the language
        • Do not spend a lot of time reading
        • cover essential information and discuss
        • Compare responses and make constructive arguments
        • Make sure everyone is heard and feels respected
  • 6. Gettin’ It cont.
    • Extend your time
        • Although tests are important, it as just as important to spend time making sure students are really gettin’ it
        • Hold discussions; to get students to begin to question and evaluate even in core subjects (p. 15)
        • Be a participant in the discussion and take minutes
        • Students will begin to rethink things they have said
  • 7. Making the connection
    • No matter the content area, literacy is important
    • As a science teacher, students are challenged regularly to (p. 3):
        • actively engage in conversation- find reading level and student friendly resources on the topic
        • Thoroughly think – think before presenting your argument and make it connect
  • 8. Making the connection cont.
    • Discuss what they have read- for a deeper understanding, students should be encourage to discuss core concepts to compare ideas
    • Increase their independence- allow student s to make mistakes; allow them time to make the content personal
  • 9. Making the connection cont.
    • Move beyond the classroom
    • Access- find information outside of the class to show connections; find the most recent and reliable sources utilizing tools students will appreciate including electronic tools
    • Power to participate in a democracy- in my class students wrote to elected officials about pollution and ways to save the planet
  • 10. Ms. Morris’ class
    • Have students analyze
      • Consider other ways of thinking
      • Participate in discussion- improving social and communication skills
    • In my class, I… (p. 53-55)
      • Encourage students to question everything. By questioning, they aren't afraid of the information and are open to more information or ways to think.
  • 11. A Collaborative Effort
    • Work with your colleagues, not against them
    • Although I teach Science, I invest in engaging students in real thinking, reading, writing, and discussion (p. 5)
    • I work with the history department to link original inventions and the inventors to technological advancements of today
  • 12. A Collaborative Effort cont.
    • Hold each other accountable, but be patient
    • Students need to see a cooperative effort amongst staff including administration
    • Motivating students, and providing additional support to everyone increases their success (p. 31)
  • 13. Thank You