Abbreviated literacy


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  • Content teachers are best qualified to help students comprehend the material presented by developing prior knowledge related to the topic.
  • MARK IT UP! Are there words you do not know? What 3 things stand out?
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  • Abbreviated literacy

    1. 1. LITERACY IN THE CLASSROOM RAMS In-service , October 12, 2009
    2. 2. Please create a caption!
    3. 3. Why Is Reading Important in the Content Areas? <ul><li>Students do not have the skills to read and comprehend content-based text. </li></ul><ul><li>Skills needed depend on the content and text. </li></ul>
    4. 4. Why Is Reading Important in the Content Areas? <ul><li>If all teachers provide reading opportunities for students, students will be better prepared to meet identified standards in all areas. </li></ul>
    5. 5. Why Is Reading Important in the Content Areas? <ul><li>Background knowledge and content provide an essential link between what students understand and what they read . </li></ul>
    6. 6. Why Is Writing Important in the Content Areas? <ul><li>In combined writing and reading instruction, learners engage in a greater society of experiences that lead to better reasoning and higher-level thinking than is achieved with either process alone. </li></ul>
    7. 7. Why Is Writing Important in the Content Area? <ul><li>Thinking is a critical part of meaning construction </li></ul><ul><li>Meaning construction through reading and writing will produce better thinkers. </li></ul>
    8. 8. Why Is Writing Important in the Content Area? <ul><li>95% of what you are teaching today, your students will forget within 6 months. </li></ul><ul><li>  If kids WRITE something about what they have just learned, students will retain 90% of what you teach. </li></ul>
    9. 9. Reflection on Literacy
    10. 10. “ This is the point behind the point about literacy. What matters, in our age, is not just that people read for information, or for amusement, or for whatever else the television screen and computer terminal can alternately provide. It is that they read for wisdom, for depth, for a conscious acquaintance with the values and judgments of great thinkers thinking greatly. The tragedy of illiteracy – and the even greater waste of alliteracy, involving those who know how to read seriously but don’t – is that it abandons the accumulated wisdom of the ages. It places fine writing in the hands of fewer and fewer interpreters, whose translations and commentaries become progressively oversimplified – and whose audience, increasingly unable to think for itself, grows more and more susceptible to the manipulations of the elite. “ Are we headed, then, backwards into the pre-print attitudes of the Middle Ages, when the literate few ruled the illiterate many? Our sense of democracy should rise in rebellion at such a notion. To avert such backsliding, [our educational focus] must be given over to two things: training people how to read and teaching them why they should want to read…” By Rushworth Kidder
    11. 11. Penn Literacy Network <ul><li>Explore strategies and concepts for increasing student reading and writing proficiency. </li></ul>
    12. 12. Penn Literacy Network <ul><li>5 Critical Experiences </li></ul><ul><ul><li>Transacting with Text </li></ul></ul><ul><ul><li>Composing Texts </li></ul></ul><ul><ul><li>Extending Reading and Writing </li></ul></ul><ul><ul><li>Investigating Language </li></ul></ul><ul><ul><li>Learning to Learn </li></ul></ul>
    13. 13. Penn Literacy Network <ul><li>4 lenses for Looking at the Curriculum </li></ul><ul><ul><li>Meaning centered </li></ul></ul><ul><ul><li>Social </li></ul></ul><ul><ul><li>Language Based </li></ul></ul><ul><ul><li>Human </li></ul></ul>
    14. 14. The Four Lenses Learning
    15. 15. What does a PLN classroom look like? <ul><li>Social Lens </li></ul><ul><ul><li>Whose voice is heard in the classroom? </li></ul></ul><ul><ul><li>Are students given opportunity to share? </li></ul></ul><ul><ul><li>Do they work with peers to share/refine thinking? </li></ul></ul>
    16. 16. What does a PLN classroom look like? <ul><li>Language-Based Lens </li></ul><ul><ul><li>Are students reading/writing for various purposes? </li></ul></ul><ul><ul><li>Are students generating original text? </li></ul></ul>
    17. 17. What does a PLN classroom look like? <ul><li>Meaning-Based Lens </li></ul><ul><ul><li>Can students find meaning in material? </li></ul></ul><ul><ul><li>Are they able to connect the topic with their own lives? </li></ul></ul>
    18. 18. What does a PLN classroom look like? <ul><li>Human Lens </li></ul><ul><ul><li>Each student has a chance to respond in a way that will be unique?? </li></ul></ul>
    19. 19. Theme = Student as ACTIVE Learner <ul><li>If the teacher is doing all the work, you’re working too hard! </li></ul><ul><li>Learning is infinite (teacher  student). </li></ul><ul><li>Teacher should model learning. </li></ul>
    20. 20. Do your students… <ul><li>know why they are being asked to read a given text? </li></ul><ul><li>apply prior knowledge and experience to the reading? </li></ul><ul><li>look for typographic and text structure cues to help them identify critical elements? </li></ul>
    21. 21. Do your students… <ul><li>ask themselves questions while they are reading? </li></ul><ul><li>exhibit vocabulary to enable them to concentrate on ideas and concepts in the reading? </li></ul><ul><li>appear engaged rather than bored during reading assignments? </li></ul>
    22. 22. An Effective Model of Engagement Independent Activity Whole Group, Mini lesson, lecture, etc. Independent or Small Group Whole Class Independent Activity Pair Share
    23. 23. Discussion Strategies <ul><li>Bloom's Taxonomy Questioning </li></ul><ul><li>Creative Debate </li></ul><ul><li>Discussion Groups </li></ul><ul><li>Discussion Web </li></ul><ul><li>Inferential Strategy </li></ul><ul><li>Intra-Act </li></ul><ul><li>Question-Answer Relationships (QAR) </li></ul><ul><li>Radio Reading </li></ul><ul><li>Reciprocal Questioning (ReQuest) </li></ul><ul><li>Seed Discussion </li></ul><ul><li>Think Pair Share </li></ul>
    24. 24. Active Reading Strategies <ul><li>Anticipation/Reaction Guide </li></ul><ul><li>Directed Reading Thinking Activity (DRTA) </li></ul><ul><li>Embedded Questions </li></ul><ul><li>Jot-Charting </li></ul><ul><li>Know/Want to Know/Learned (KWL) </li></ul><ul><li>Predict/Locate/Add/Note (PLAN) </li></ul><ul><li>Pre-Reading Plan (PreP) </li></ul><ul><li>Problematic Situation </li></ul><ul><li>Reciprocal Teaching </li></ul><ul><li>Response Journal </li></ul><ul><li>Strategy Log </li></ul><ul><li>Summarizing </li></ul><ul><li>Survey/Question/Read/Recite/Review (SQ3R) </li></ul><ul><li>Think Aloud </li></ul><ul><li>Three-Level Guide </li></ul><ul><li>Visual Imagery </li></ul>
    25. 25. Vocabulary Strategies <ul><li>Concept Definition Mapping </li></ul><ul><li>Contextual Redefinition </li></ul><ul><li>Dictionary Game </li></ul><ul><li>Frayer Model </li></ul><ul><li>List/Group/Label </li></ul><ul><li>Possible Sentences </li></ul><ul><li>Rivet </li></ul><ul><li>Semantic Feature Analysis </li></ul><ul><li>Semantic Webbing </li></ul><ul><li>Stephens Vocabulary Elaboration Strategy (SVES) </li></ul><ul><li>Structured Notes </li></ul><ul><li>Student VOC Strategy </li></ul><ul><li>Word Analogies </li></ul><ul><li>Word Sort </li></ul>
    26. 26. Organization Strategies <ul><li>Charting Text Structure </li></ul><ul><li>CONCEPT Diagram </li></ul><ul><li>Content Frame </li></ul><ul><li>Graphic Organizer </li></ul><ul><li>Idea-Map </li></ul><ul><li>ORDER </li></ul><ul><li>Proposition/Support Outline </li></ul><ul><li>Record/Edit/Synthesize/Think (REST) </li></ul><ul><li>Two-Column Notes </li></ul>
    27. 27. Models for Human Learning <ul><li>“ Life skills today mean reading critically, applying knowledge, </li></ul><ul><li>asking questions, finding answers, and knowing what to do </li></ul><ul><li>with what we find. It is communicating – by spoken word, </li></ul><ul><li>written word, and electronic message. It’s knowing how to </li></ul><ul><li>sort out the important from the unimportant, the significant </li></ul><ul><li>from the insignificant, what’s true from what’s not. It’s having </li></ul><ul><li>the ability to think for yourself rather than having someone </li></ul><ul><li>do it for you – and there are many who are happy to do so, </li></ul><ul><li>from the salesman to the politician… </li></ul>
    28. 28. Models for Human Learning <ul><li>“ We must help them be ready – by model, by practice, by </li></ul><ul><li>design. They need to know how to seek, to find, and to use </li></ul><ul><li>for themselves before they leave us. It has to be our goal </li></ul><ul><li>and our practice.” </li></ul><ul><li>  </li></ul><ul><li>Mel Levine 2002 </li></ul>
    29. 29. Transacting with the Text builds Effective Learners! <ul><li>Talking TO the text </li></ul><ul><li>+ Talking ABOUT the text </li></ul><ul><li>_______________________ </li></ul><ul><li>= Ownership of the text </li></ul><ul><li>MEANING + LANGUAGE + SOCIAL + HUMAN </li></ul>
    30. 30. Keys to Developing Successful Readers <ul><li>Motivation </li></ul><ul><li>Purpose </li></ul><ul><li>Habit </li></ul><ul><li>Reflection </li></ul><ul><li>Sharing </li></ul><ul><li>Connecting </li></ul><ul><li>Strategies </li></ul><ul><li>Re-reading </li></ul><ul><li>Chunking </li></ul><ul><li>Choice </li></ul>
    31. 31. Final Thoughts
    32. 32. “ Meaning doesn’t arrive because we have highlighted text or used sticky notes or written the right words on a comprehension worksheet. Meaning arrives because we are purposefully engaged in thinking while we read.” Cris Tovani Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12. (2004)
    33. 33. To participate fully in society and the workplace in 2020, citizens will need powerful literacy abilities that until now have been achieved by only a small percentage of the population.  National Council on Teachers of English Standards for the English Language Arts
    34. 34. Good Resources <ul><li> </li></ul><ul><li> </li></ul>
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