The document outlines an agenda for a workshop on promoting literacy across the curriculum. The goal is to provide strategies to help students develop strong reading and writing skills needed to be successful in various content areas. The workshop covers high-impact literacy strategies and online resources, and involves activities where participants preview materials, do quick writes, and coding exercises to engage with texts.

1. Promoting Literacy Across the Curriculum Facilitator: Roz Weizer, Literacy Consultant 508 Hooksett Road Auburn, New Hampshire, 03032 Telephone: (603) 483-2918 Cell: (603)-540-9938 Email: [email_address]

2. Agenda Introductions High Impact Literacy Strategies Online Resources

3. Workshop Goal To provide participants with literacy support strategies that can help all students develop the habits and skills of strong readers and writers that are needed to be successful in their content area classrooms. Think: What kinds of text do your students need to read in your classroom?

4. Adolescents who are literate… can use reading, writing, speaking, listening, and thinking to learn what they need/want to learn and can demonstrate/communicate that learning to others who need/want to know.

5. Strategy: Preview Take 2 minutes to skim the handouts. Focus on topic, structure, and vocabulary Make connections, visualize, question, predict and react to what you see. How can previewing help your students?

6. Strategy: Quick Write Write for 2-3 minutes to answer ONE of the following writing prompts: Think back to yourself as a high school student. What were you like as a reader and writer? What challenges did you face as a reader and writer? Think of your students. What challenges do they face reading materials necessary to learn content information? What strategies do you use to help students read the materials necessary to learn content information?

7. Strategy: Think Pair Share Exchange your Quick Write with another participant. Read the Quick Write and think of a question you would like to ask. Respond to each others questions.

8. Strategy: Anticipation/Reaction Guide Read each statement. Place an X next to each statement in the Before Reading column to show if you agree or disagree with the statement. Share your responses with a partner. Read the selection to find evidence that either supports or rejects each statement. After reading, put an X next to each statement in the After Reading column.

9. Before Reading Good Readers: Think about what they already know. Use background knowledge to make sense of text. Decide what they need to know from the text. Preview the material and make predictions. Ask questions.

10. During Reading Good Readers: Monitor their comprehension. Use fix-up strategies when meaning breaks down. Use strategies for determining unknown vocabulary. Draw inferences from the text. Determine what is important. Visualize what they are reading about. Ask questions. Make predictions. Connect what they are reading to what they already know.

11. After Reading Good Readers: React to whatever they have read. Summarize what they remember from the reading. Connect what they read to what they know. Ask questions and can answer questions. Use what they learned in other situations.

12. Strategy: Coding Helps students engage and interact with text; supports active reading as opposed to passive reading; and develops metacognitive awareness and ability to monitor one’s own comprehension.

13. Strategy: Coding Types of Coding Content reading: Code for content information. Directions and Processes: Code to highlight key words and phrases in directions or any process list. Comprehension Skills: Code to identify use of comprehension skills and strategies.

14. Coding Activity Using the Gradual Release Model of Instruction Assess Model/Explicit Teaching Guided Practice Independent Practice Compare codes with a partner. Be prepared to support your choices.

15. Vocabulary Strategies Triple Entry Journal Word Wall

16. Strategy: RAFT The RAFT Technique (Santa, 1988) is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content. It is an acronym that stands for:

17. Strategy: RAFT Role of the Writer - Who are you as the writer? Are you Sir John A. Macdonald? A warrior? A homeless person? An auto mechanic? The endangered snail darter? Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? A local bank?

18. Strategy: RAFT Format - What form will the writing take? Is it a letter? A classified ad? A speech? A poem? Topic + strong Verb - What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging?

19. RAFT Activity Brainstorm possible Roles , Audiences , Formats , and Topics for a unit that can be integrated into your curriculum next year.

20. Some of Roz’s Favorite Literacy Resources on the Web! Read-Write-Think www.readwritethink.org Think Literacy http://www.edu.gov.on.ca/eng/teachers/studentsuccess/specific.html Tools for Reading, Writing, and Thinking http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm

21. Some of Roz’s Favorite Literacy Resources on the Web! ReadingQuest http://curry.edschool.virginia.edu/go/readquest/ Writing http://www.sasked.gov.sk.ca/docs/ela102030/ each4.html Kathy Schrock’s Guide for Educators http://school.discovery.com/schrockguide/inde .html

22. What are some of your favorite literacy resources on the web?