The document provides an agenda for a literacy network workshop. It includes:
- An introduction and welcome from the organizers
- Presentations on literacy factors, common core standards, and a related article
- Activities including a video, partner/group discussions, and a letter analysis
- The goal is to help educators increase students' reading, writing, and interaction with texts across subjects using effective strategies aligned with common core standards.
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Summarizing ppt: Summarizing is one of the 6 power comprehension strategies (summarizing, predicting, activating prior knowledge, making connections, questioning, and inferencing) that proficient readers utilize while reading. Knowing this, and seeing that this is also one of the strategies that many of our students have difficulty grasping, as it is reflected on ISAT, we have decided to continue presenting teachers with summarizing techniques/methods. We know that summarizing is one that will give students particular leverage, especially as they tackle complicated text in each of the different content-areas.
Here is the link to the PowerPoint presentation, which includes how I teach my emergent and beginning literacy learners and a story I created for them.
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Summarizing ppt: Summarizing is one of the 6 power comprehension strategies (summarizing, predicting, activating prior knowledge, making connections, questioning, and inferencing) that proficient readers utilize while reading. Knowing this, and seeing that this is also one of the strategies that many of our students have difficulty grasping, as it is reflected on ISAT, we have decided to continue presenting teachers with summarizing techniques/methods. We know that summarizing is one that will give students particular leverage, especially as they tackle complicated text in each of the different content-areas.
Here is the link to the PowerPoint presentation, which includes how I teach my emergent and beginning literacy learners and a story I created for them.
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think pair share
This is the 14th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
"Moving Students from Novice to Intermediate High"Becky Searls
A presentation I gave with three colleagues from Upper Arlington High School about how help students progress from novice to intermediate high language proficiency. Specific model tasks were provided for authentic, engaging speaking (interpersonal/presentational mode) and reading (interpretive mode) activities to use with students as well as how they align to the ACTFL (American Council on the Teaching of Foreign Languages) standards. Links to technology resources to facilitate all modes of communication provided on last two slides.
Presentation done by Jon Wright at the CLIL-Workshop in Catalonia 2011, at the Department of Education (Departament d'Ensenyament, Generalitat de catalunya,Barcelona 2011). organized by the Servei de Llengües estrangeres.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
1. Welcome
Please complete the 3x5 card
with your name, position and 3
things we should know about
you.
Find a partner for the day.
Sit with another pair.
2. Penn Literacy
Network
Critical Reading & Writing Strategies
Across the Curriculum
3. Today’s Agenda
Welcome
Hall of Fame
PLN Video & Introduction: Mr. Ortman
Literacy Factors: Mrs. Barone
Common Core Standards Connection: Mrs.Gehrens
Break
Dr. Kidder’s Letter: Mrs. Barone
Reflection/Assignment: Mrs. Geisel
5. Penn Literacy Network
As secondary educators we are
presented with the task of preparing our
students for the high stakes world of state
assessments and ultimately being
autonomous learners. Our students need
to be able to create meaning from the
various texts that they are exposed to in
all of their content areas. They will be
required to read and write critically to
analyze, synthesize and generate
knowledge that is related to the real
6. PLN Participants
Participants in the PLN Workshops will
have the opportunity to examine and
explore effective strategies, concepts, and
applications designed to increase reading
and writing across all content areas. We
will present the content of the workshop in
the PLN Framework. Day One of the
Workshop will focus on the research and
rational for the PLN Framework .
7. DO NOW!
List what you believe to be the 5
most influential factors for increasing
literacy.
Share and discuss with a partner
when you are finished.
8. 5 Most Influential Factors in
Literacy
1. Mother’s Level of Education
2. Socio-Economic Status
3. Amount/Exposure to Literacy
4. Vocabulary
5. Reading Level
(ETS Univ. Of NC Study)
What can we control? Discuss with your partner and be
ready to share.
9. What do we have control over?
Amount/Exposure to Literacy
Vocabulary
Reading Level
10. Common Core Standards
Connection
What’s the shift?
Share with your partner and then with group (2 minutes)
National Reading Association’s Recommendations for
Reading is 90 minutes a day
The PLN and PIIC model address the Common Core
Standards
11. Article
Reading for the 21st Century
Adolescent Literacy Teaching and
Learning
Highlight 5 Important Ideas (3 minutes)
Discuss with your partner:
What do our kids need to do?
What do we need to do?
13. What can we do to increase our
students’ interaction with texts?
• Choose something interesting
• Create an active reading
assignment (highlight and note)
• Allow opportunities for focused
discussion
• Teacher scripting with lots of
visuals
• Short lectures 5-7 minutes in
14. More We Can Do!
• Allow time to think, talk and process
• Need to show evidence of processing
accountability
• Write to summarize information
• Long term memory
• Depth of understanding
• Use of vocabulary
15. Text Rendering
• Dr. Kidder Letter
• Highlight any unfamiliar words.
• Underline ideas that are important.
• Note any questions/thoughts/ideas.
• Be ready to share.
16. Ticket Out!
Friendly Letter to Dr. Kidder
Summarize your understanding in 5 lines.
Be prepared to share.
Builds Fluency
Improves Revision
Allows information to go to long term memory.
Creates a depth of understanding.
Encourages use of vocabulary.
Rec 90 min by national Reading Assoc.Academic VocabData Driven
Big Drop in amount of time spent readingOur kids are asked to read less than any other countryNature of text changesShift from narrative to informational textThis is why it needs to be across all content areasStudies from Michigan State