Literacy in Every Classroom
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Shelton Intermediate School has initiated a Literacy Team to promote active literacy in every classroom for all students across the disciplines. This presentation is based on current research and provides a framework and strategies to promote literacy practices building wide across every discipline.
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![The SIS Literacy Team ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Dedicated to providing building based instructional literacy strategies to our teachers and students at SIS to improve student learning and performance.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
Vocab is vital
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
Dyslexia
The document discusses dyslexia, strategies for teaching dyslexic students, and policies in Texas regarding dyslexia. It provides:
(1) Characteristics of dyslexia like difficulties with phonological processing, visual perception, and auditory processing.
(2) Recommended teaching strategies for dyslexic students including multisensory instruction, visual memory techniques, structured writing instruction, and providing additional time on tests.
(3) Texas' definition of dyslexia and process for assessing students, which involves collecting student achievement data, teacher observations of literacy behaviors, and formal assessment by a diagnostician.
Exploding the vocabulary teaching the words students need for success
Going one step beyond direct instruction of vocabulary, exploding the vocabulary is the way you can teach over 1600 words per year.
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The document outlines an approach to direct vocabulary instruction. It begins by making the case for why direct vocabulary teaching is essential. It then discusses the neurological process of how knowledge is stored in the brain. Next, it examines the most effective target words for direct vocabulary instruction, focusing on tiered academic words. The document proposes that the most effective pedagogical approaches actively engage students and incorporate repetition, definitions, examples, and relating new words to prior knowledge. It suggests a six-step process for vocabulary instruction.
Special Ed Expo - dyslexia presentation
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Reading fundamentals final 7.17.10
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
11 Word Banks and Word SortsWe visited an elementary school in o.docx
11 Word Banks and Word Sorts
We visited an elementary school in our area not long ago. When entering Sam’s first-grade classroom, we were immediately struck by the variety of activity—children were reading, working with words, writing—literacy activity was everywhere. Little Jeremy soon approached us. “Hey!” he said, beaming. “I learned 17 words last week! Wanna see?” Of course we did, so Jeremy took us to his desk and proudly extracted several words from his word bank. “Here they are. These came from the poem we have been reading. Did I tell you I can read the poem? And these are from the science story we dictated to Mr. Johnson. Want me to read the words to you?” Jeremy was proud of his accomplishments and enthusiastic about the words he had learned. He was well on his way to becoming a reader.
Upstairs, in Chris’s fifth-grade class, we saw small groups of students clustered around words written on slips of paper. Kids were talking and moving words around on their tables. Chris explained, “We just finished a social studies unit about the American Revolution. Students are sorting important vocabulary words into one of three categories: battles, government, or both. I’ve been eavesdropping. The discussions are fascinating, especially for words like liberty and independence. They’re really thinking!”
Beginning readers like Jeremy need meaningful, familiar text to read and reread. They also need to work with words, particularly to develop and maintain their sight vocabularies and to discover features of the graphophonic cueing system. Older students, like those in Chris’s class, need opportunities to think about and use academic vocabulary. Word banks and word sorts, the focus of this chapter, are very useful for these purposes (Stauffer 1980).
11.1 What Is a Word Bank?
A word bank is a collection of words that a child knows (or is in the process of learning). Beginning readers primarily use word banks to reinforce word learning. Beyond the beginning stages of reading, word banks are used as a reference for spelling and writing and as a source of words for instruction and practice in phonics or other related reading skills. Hall (1981) outlines several major functions for word banks:
· To serve as a record of individual students’ reading vocabularies
· To serve as a reference for writing and spelling
· To serve as examples and context for group language study or skills instruction
· To provide reinforcement through repeated exposure to words
Word bank words can come from anywhere. In fact, the child’s own name, family members’ names, and words related to outsideofschool interests often appear in children’s word banks. Inside the classroom, dictations, predictable pattern books, poems, and songs are supportive texts for beginning reading instruction. As children read and reread these texts, they learn the words within them. Older students also keep word banks, in which they deposit interesting or important words they encounter from the liter ...
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- 1. Building Based Literacy Strategies Across the Content Areas SIS Professional Development November 4, 2008 Provided by the SIS Literacy Team
- 3. Goal: Closing the SIS Achievement Gap With Direct Vocabulary Instruction Techniques and Tools to Improve Reading Comprehension and Vocabulary Development Across the Content Areas
- 30. Now, to the “How To”…
- 33. Provide a description, explanation, or example of the new term. Emancipation To free someone from bondage Czar Alexander “emancipated”, or freed the Russian serfs in 1861. Abraham Lincoln “emancipated”, or freed the slaves in the south in 1863.
- 34. Ask students to restate the description, explanation, or example in their own words . Emancipation To free someone from bondage Notes: Emancipation became the law when the 13 th Amendment freed the slaves after the Civil War
- 35. Ask Student to Compare with a Venn
- 36. Periodically ask students to discuss the terms with one another. Think Pair Share Let’s do a Frayer!
- 38. The Frayer Model
- 39. Definition Characteristics Examples Non-Examples Culture Culture is the total pattern of human behavior and its by-products Customs, beliefs, social forms and material traits of ethnic, racial, religious and social groups In the Mid-East many men wear robes to work. Many people in Asia eat with chop sticks. We live in a house. We wear clothes. We eat rice.
- 40. The Frayer Model Achievement Gap Your turn!
- 41. Involve students periodically in activities that allow them to learn terms. Vocabulary Charades Name That Category Draw Me Vocabulary Jeopardy (What is the Question?) Other PowerPoint Games
- 42. Vocabulary Jeopardy and other PowerPoint Games
- 44. Building Essential Vocabulary Lists What have we done and where do we go from here?
- 48. Lecture Reading Audiovisual Demonstration Discussion Group Practice by Doing Teach Others / Immediate Application 5% 10% 20% 30% 50% 75% 90% Average Retention Rate After 24 Hours Power of Collaboration
- 52. Other versions of Vocabulary Building Templates Where can I find these templates? Others and some more … Go to the SIS LMC Website / Teacher’s Toolkit
- 57. Verbal and Visual Word Association
- 59. Latitude Visual Representation Definition Personal Association or Characteristic
- 60. Reading Quest / Making Sense in Social Studies
- 62. Texas Region 13 Education Resource Center Word: In my own words: __________________________________ _______________ _ is a synonym. _______________ _ is an antonym. Picture:
- 63. The Frayer Model Perdurable (To become more durable) To ingrain in my memory so well that I will not forget it.
Editor's Notes
- Carolyn greets and moderates first half of presentation to faculty.
- Table Leaders will distribute these for individuals to complete.
- Table Leaders will distribute these so individuals can complete.
- Transition to Terry
- Break for table exercise using department specific word examples.
- Have participants fill out Frayer handout for Achievement Gap; then have partners/tables do a “Think, Pair, Share”; then have tables do report out.
- Launch link to display variety of powerpoint game options.
- Brief table activity; pause slide advancement; Table Leaders distribute Six Steps handout for review activity; advance to right side of slide until after break. Encourage tables to share discussions.
- Solicit responses from participants.
- This graphic is used to show the power of collaboration. In order to help students retain information after a 24 hour period, it is important that they become personally involved with the information. Students will only retain 5% of what they hear in a lecture. As they move “down” the period, their retention rate grows at each additional step. Also as they move “down” the pyramid, their active involvement / participation increases in each activity. The greatest opportunity for retention of information occurs when students teach others and immediately apply the information.
- Launch links as time permits
- Have participants discuss at their tables, then tables do a “report out” on discussion.
- Have teachers fill out Frayer for “perdurable” as time permits
- Table activity as time permits
- End.