• Save
Literacy Rebooted
Upcoming SlideShare
Loading in...5

Literacy Rebooted



How do you define literacy? Text? Consider making minor adjustments for major impact for your students' learning!

How do you define literacy? Text? Consider making minor adjustments for major impact for your students' learning!



Total Views
Views on SlideShare
Embed Views



10 Embeds 528

http://jmplucker.blogspot.com 328
http://educating4success.blogspot.com 143
http://www.educating4success.blogspot.com 42
http://www.jmplucker.blogspot.com 7
http://jmplucker.blogspot.ca 3
http://cd0b8b55.dyo.gs 1
http://jmplucker.blogspot.ru 1
http://jmplucker.blogspot.ch 1
http://jmplucker.blogspot.fr 1
http://jmplucker.blogspot.in 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Hash tag: A hash tag or hashtag is a way of organizing your updates for Twitter search engines. Users prefix a message with a community-driven hash tag to enable others to discover relevant posts. One commonly used hash tag on Twitter is #followfriday where users network by providing the names of their favorite people to follow on Twitter.Follower / following: On Twitter, blogs, and other social media sites, a follower is someone who subscribes to receives your updates. On the Twitter Web site "following" someone means you will see their messages in your own personal timeline. Twitter lets you see all the people you follow and also who is following you.
  • Try it,Watch your experienced twitter colleagues. See what they say. If it doesn’t fit your learning style, make an effort to try at least once during the presentation to watch the feed, add to the feed, and consider how stepping outside your comfort zone to learn something new might expand your experience this morning.
  • Students Who are College andCareer Ready in Reading, Writing,Speaking, Viewing, Listening, and Media Literacy and LanguageThe descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, viewing, listening, and media literacy and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.They demonstrate independence.Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.They build strong content knowledge.Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.They respond to the varying demands of audience, task, purpose, and discipline.Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).   They comprehend as well as critique.Students are engaged and open-minded—but discerning—readers, listeners and viewers. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.They value evidence.Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.They use technology and digital media strategically and capably.Students employ technology thoughtfully to enhance their reading, writing, speaking, viewing, listening, and media literacy and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.They come to understand other perspectives and cultures.Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
  • Current Syria photograph

Literacy Rebooted Literacy Rebooted Presentation Transcript

  • Literacy Rebooted Eden Prairie High School, August 29, 2013
  • Tweet! Tweet! Sign Up or Buddy Up http://bit.ly/1dogLNr
  • Quick Twitter Vocabulary Lesson Hash tag (#): categorizes conversation #epschools #commoncore #DreamDay @: precedes username @jmplucker @EPHS_FanSection Following/Follower
  • To Tweet or Not to Tweet?
  • Our Learning Targets We can consider our current definitions of literacy and text. We can contemplate minor adjustments for major impact for college and career readiness.
  • College and Career Ready
  • Jen McCarty, Ed.D. “Think of literacy as a spine; it holds everything together. The branches of learning connect to it.” ~Phillips and Wong, 2010 cited in Focus by Schmoker
  • Definition of Literacy? Talk with a partner OR Tweet it OR Write it
  • To be literate an individual must recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately literate people are those who have learned how to learn.... (The Australian Library Journal, 1995). Literacy is Thinking
  • Common Core Literacy Standards expect students to: use evidence from texts present careful analyses, well-defended claims, and clear information.
  • Tweet examples of text “a twitter update can be considered text worth examining #epschools”
  • Minor Adjustments for Major Impact Value reading texts (all kinds) Give time to read (IN SCHOOL) --Finland Establish purpose for reading Expect students to show their thinking (annotations/close reading) Reduce conditions that deter reading
  • Informational Text
  • Talking/Discussion/Conferencing “Literacy is profoundly complex and fundamentally social” “Best assessment device? „Say more about that‟” ~Johnston, 2012 Jen McCarty, Ed.D.
  • There is a lot of sitting and listening and not a lot of talking. ~Robert Pianta (on his observations of more than 1,000 classrooms)
  • Teach, use, and expect the language of your discipline. “There is a growing body of work showing the importance of academic language proficiency for accessing the content of academic texts and academic talk, learning to think and learn like a scientist, historian, mathematician, or writer, and overall academic achievement,” ~Nagy and Townsend, 2012 Jen McCarty, Ed.D.
  • Writing to Learn means Learning to Think Jen McCarty, Ed.D.
  • Productive Struggle