But i am not an english teacher!!
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But i am not an english teacher!!

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  • “Disciplinary Literacy” does not mean being able to read the suspension policy
  • Need to be able to understand text and resources for information, need to be able to understand questions, , summarizing and note taking, communicating ideas to others, communicating learning to me, and all the aims of the currm documents/ ie, full participants, lifelong learners, self reflection etc
  • How is literacy used? Where is it used? Answering questions, reading text, interpreting questions, communicating ideas, etc. Specific activities are presentations, exams, journals, text reading, media reading, exam writing, posters, etc.
  • Does not have to be a concept map, could be any format
  • 20 minutes. Choose an article. Read and summarize on the “Article Notes”.
  • Explain this activity. Each group starts at a different station. Read the Comprehension Strategy at the station. Record your thoughts and ideas, these could be : Benefit, usefulness, potential use, strengths, disciplines (what subject), where and when you could use, assess or not assess, formative or summative, etc.
  • Give Handout, “Think Aloud”
  • Examine the snippets from Currm. Can you find common themes about what the currm tells us about literacy?

But i am not an english teacher!! But i am not an english teacher!! Presentation Transcript

  • *Content Area Literacy
  • *What is Literacy *
  • *Why do students havedifficulty readingacademic texts?
  • *“The need to guideadolescents to advancedstages of literacy is notnecessarily the result of anyteaching or learning failure inthe preschool or primaryyears; rather, it is a necessarynext step in normal readingdevelopment.” * -McCombs et al., 2005, pp. 2-3 as cited in Buehl, D. (2011)
  • *Basic Literacy*Intermediate Literacy*Discipline Literacy *
  • *
  • *Big Question! *
  • * Activity: In subject-alike groups, create a graphic organizer if how literacy is evident in your subject area:* Use the graphic organizer provided *
  • Literacy Expressive Receptive Repres Read View ListenSpeak Write ent
  • *
  • *Buehl, 2011
  • *Graffiti
  • *“I have a rain barrel that is 2 metres high, and has a diameter of 1.2 metres. How much water will it hold?” *
  • *All too often, it is assumed thatsymbolic representation is theonly way to communicatemathematically. The moreflexible students are in using avariety of representations toexplain and work with themathematics being learned, thedeeper students’ understandingbecomes.
  • *
  • *It is estimated that a high school student’s working vocabulary weighs in around 40,000 words -Stahl and Nagy, 2006*Vocabulary is an important factor in academic success. -Short & Fitzsimmmons, 2007
  • * * Means teaching the origins of words, the meaning of prefixes and suffixes * Ex: Poly = “many”. Polygon, polynomial, polydactyly, polyester, etc. * Saves time, because learners aren’t just memorizing words, they are understanding how words work * Helps students make connections to prior knowledge and across curriculum and subjects
  • * http://www.sagepub.com/upm- data/34121_Section1.pdf* http://www.amle.org/research/researchsumm aries/vocabularyteaching/tabid/1728/default. aspx* http://www.scholastic.com/teachers/article/u nderstanding-vocabulary* http://www.bridgew.edu/library/cags_projects /mmorgan/web%20page/literature%20review.h tm *
  • *3 things that stood out foryou*2 things you will try inyour classroom **1 Question you still have