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School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
School-Wide Literacy at NVJH
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School-Wide Literacy at NVJH

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  • Jess
  • Jess
  • Jess
  • Jess
  • Trish
  • Ann
  • Jess
  • Kari
  • Kari
  • Jess
  • Transcript

    • 1. Understanding School-Wide Literacy at North View Junior High
      August 31st, 2010
      Trish Van Horn, Ann Evenson, Kari Vollrath, Jessica Crooker
    • 2. Today’s Outcomes
      • I can define the term “school-wide literacy” and explain what it means in my classroom.
      • 3. I can identify the three specific focus areas to enhance school-wide literacy.
    • DEXTER
    • 4. “Opportunity is missed by most people because it is dressed in overalls and looks like work.”   Thomas Edison  (1847-1931)
    • 5. Knowledge Rating Scale
      An assessment for learning
      Teacher selects essential vocabulary related to topic/unit of study
      Students reflect on their level of understanding
      Can be extended to get students out of their seats
      Formative Assessment
    • 6. MYTH or TRUTH?
      MYTHS about SWL…
      TRUTHS about SWL…
      requires all teachers to assign formal essays
      requires teachers to emphasize grading grammar and spelling
      refers only to reading
      is part of the training in becoming an English teacher
      is subject matter that needs to be taught in addition to your content
      describes HOW we teach, not WHAT we teach
      is necessary for students of all ages and ability levels
      uses reading and writing to help students master content
      can enhance student performance
      relevant in all content areas
    • 7. DEFINITION of SCHOOL-WIDE LITERACY
      Literacy is…
      "The ability to read and write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners.”
      School-wide Literacy means…
      …all staff intentionally and actively elevate students’ literacy skills in order to increase content learning.
    • 8. WHAT DOES SCHOOL-WIDE LITERACY LOOK LIKE IN MY CLASSROOM?
      Metaphor alert!
      Metaphorical thinking provides two benefits:
      More readily able to reach deeper levels of comprehension
      Repeated practice enables students to generate their own metaphorical connections, thus sharpening higher-level thinking skills (Gallagher 2004, pg. 125)
      Our goal= to help students cross the bridge
      Identifying Sim. & Diff.
      CONTENT MASTERY
      STUDENTS
      LITERACY
    • 9. But what is lurking UNDER the bridge…?
    • 10. Piranhas?!
      What literacy challenges do students encounter when trying to master your content?
      In other words, what makes learning (i.e. crossing the bridge) difficult for students?
      BREAK-
      Please post your fish
      during the break.
    • 11. Write-Pair-Share
      Summarizing/Note-taking &
      Collaboration
      Writing Break— (prompts: choose 1 or more)
      What do you notice about this graphic?
      What are you thinking?
      Questions, thoughts, comments, ideas, concerns…
      Pair-Share
      Turn to a person next to you and discuss your thoughts
      Can read a part of your response or simply paraphrase for your partner
      Post-discussion—an opportunity to share out with the large group
    • 12. Outcome #1
      I can define the term “school-wide literacy” and explain what it means in my classroom.
      On the second Knowledge Rating Scale, place an X in the column that best describes your understanding of school-wide literacy.
    • 13. Narrowing the School-wide Literacy Focus
      Focus on three major instructional techniques
      Research shows high return for investing in these techniques:
      Metacognition
      Content Area Vocabulary Instruction
      Write to Learn
    • 14. Metacognition—what is it?
      learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes;
      refers to the ability to reflect upon the task demand and independently select and employ the appropriate reading, writing, math or learning strategy
    • 15. Metacognition—why does it work?
      Moves students from dependent to autonomous
      Students are better able to access strategies best suited to their purpose
      Students become active, flexible thinkers, capable of responding to a variety of:
      Texts
      Tasks
      Contexts
      Purposes
      (Harvey, Goudvis 2007)
    • 16. Metacognition—what does it look like?
      Knowledge Rating Scale*
      Exit card reflecting on the “I can” statements*
      Groenke’s learning targets (1-5 scale)*
      Post-it notes; text annotation*
      KWL chart
      Think Alouds (teachers & students)
      Self-evaluation
      Double-entry journals
      Journals, quick writes
      Differentiation
      TURN & TALK: What have you heard about metacognition that affirms your teaching practices?
      Post-its: In what ways have you used metacognition in your classroom?
    • 17. Content Area Vocabulary Instruction—what is it?
      Direct and explicit instruction of vocabulary related to your specific content area
      Instruction takes place within the appropriate context
      Only for words expected to be made part of students’ permanent lexicon
      “My teacher says our school has tough new standards and I need to improve my vocabulary. What’s vocabulary?”
    • 18. Content Area Vocabulary Instruction—why does it work?
      Background knowledge is more important to understanding of reading than IQ.
      Vocabulary instruction in specific content-area terms builds up student’s background knowledge in the content area.
      Side note…
      Academic Language for most teachers IS our everyday language, which makes it hard to notice and, therefore, hard to teach.
      Zwiers, p. 39
    • 19. Support for Direct Instruction
      Marzano, 2004, p. 69
    • 20. Content Area Vocabulary Instruction—What does it look like?
      Limit 2-3 per week, per class
      Marzano suggests:
      Instructor explanation, choral pronunciation
      Collaboration & discussion
      Non-linguistic activities
      Revisiting the words regularly
      “Play” with the words, ask students to use the words
      Differentiation
      TURN & TALK: What have you heard about direct vocabulary instruction that affirms your teaching practices?
      Post-its: In what ways have you used direct vocabulary instruction in your classroom?
    • 21. Write To Learn—what is it?
      • Using writing as a tool for thinking
      • 22. Writing to find out what is in our minds
      • 23. Play with ideas, move them around, make connections
      • 24. WTLs come in many forms
      • 25. Short
      • 26. Spontaneous
      • 27. Exploratory
      • 28. Informal
      • 29. Personal
      • 30. One draft
      • 31. Unedited, ungraded—but can be used to give feedback
      Daniels, Zemelman, Steineke 2007, p. 20-25
    • 32. Write To Learn—why does it work?
      In order for learners to understand & remember ideas, they must act upon them
      Requires students to put new learning in their own words (unlike some note-taking or fill-in-the blank activities)
      Pushes students to think beyond factual recall (lower level thinking)
    • 33. Write To Learn—what does it look like?
      TURN & TALK: What have you heard about write-to-learn that affirms your teaching practices?
      Post-its: In what ways have you used write-to-learn in your classroom?
      Exit/Entrance Slips*
      Writing Break*
      Brainstorming
      Drawing and Illustrating
      Clustering
      Mapping
      Written Conversation
      Write-Around
      Carousel Brainstorming
      Nonstop Write
      Reflective Write
      KWL
      Teacher-Student Correspondence
      Differentiation
    • 34. OUTCOME #2
      I can identify the three specific focus areas to enhance school-wide literacy.
      KNOWLEDGE RATING SCALE
      Complete the second Knowledge Rating Scale
      Also, please fill out the exit slip
      Tear your paper along the dotted line & leave lower portion on your table

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