Presentation on theme: "Common Practices to Promote Literacy"— Presentation transcript:
1Common Practices to Promote Literacy Park City PrepAugust 26 & 27Jennifer Chomiak & Pat DeCosterC.E.S.
2Rationale: What are we doing and why? Consistency – a powerful toolRole of C.E.S. at Park CityOverview of Game PlanDevelopmentImplementationKeep It Simple SamPat – overview with emphasis on KISS
3What does it look like in your content area? Non-Fiction ReadingWhat does it look like in your content area?What (reading) skills do students need to have to be successful in (your) content area?Pair share-written response
4Explicit Small Group Instruction: Non-Fiction ReadingExplicit Small Group Instruction:The Key to SuccessJenn -
5Understanding Explicit Instruction Building Background—setting the stageExplaining the strategy—what to doModeling—how to do itGuided practice—opportunity for student practice in groups or with partnersGradual release of responsibility—students do more, teacher does lessIndependence—students successfully complete task
6Gradual Release of Responsibility TOBYWITHIndependent PracticeModelingDemonstrationGradual Release of ResponsibilityGuided PracticeThis graphic illustrates Margaret Mooney’s TO-WITH-BYTO: The teacher does the modelingWITH: This is a joint responsibility between the teacher and the students. Teachers scaffold instruction and allow students ample opportunities to practice their skills and strategies. As students assume more responsibility they are ultimately approaching independence.BY: Independent Use of the skill or strategyJoint ResponsibilitySource: Margaret Mooney
7Why work with small groups? Skill instruction can be tailored to students’ needsLearning styles may differTeachers can observe students’ use of skills and strategies taught in a large group and reteach/reinforce information immediately
8Where Do I Find Materials? National Geographic booksTeacher resourcesLeveled booksMagazine or Newspaper Articles (short)Science News for KidsTime for Kids, National Geographic for KidsSports Illustrated for KidsScholastic (SCOPE, Action, Junior Scholastic, Math, Science World, Choices)Pat/JennPass out National Geographic materials and have participants practice strategies individually. Then share in small groups before coming back together.
9Nancy Boyles’ Six Kid-Friendly Comprehension Strategies ConnectingPicturingWonderingGuessingNoticingFiguring OutLook at cards, review each strategy, give participants opportunity to practice using short text
10Three—Two—OneWhat are three new ideas/understandings you gained from today’s session?What are two things you will try out as a result of today’s session?What is one thing you are mulling over or thinking about?
12Vocabulary The Frayer Model Tier I, Tier II and Tier III Words Word SortsPat – Gallery walk/Jenn
13Choosing Words to Teach Word Tiers32Tier one consists of approximately 8000 words.Tier two words are of high frequency use. About 7000 words fall in this category and are necessary for mature language.1
14Three Tier Vocabulary Tier One: Tier Two: Tier Three: basic vocabulary (rarely requires instructional attention)(ex: clock, happy, baby)Tier Two:high frequency/academic vocabulary(more precise or sophisticated terms to describe what students already know)(ex: absurd, fortunate, industrious)Tier Three:limited use vocabulary(content specific words)(ex: stalactite, peninsula, vertex)Dr. Mary Curtis , a professor at Lesley College, presented at the 2004 International Reading Conference.Dr. Curtis (2004) succinctly summarized the three tiers by stating that Tier one consists of words that children typically hear orally. While we may teach to decode, we usually do not have to teach meaning. Tier two words cut across all content areas and are considered universal academic vocabulary. Tier three words are usually content specific words. Usually young English Language Learners have Tier one in their native language but not a large bank of Tier two and three words.
15Word Sorts Extension activities Choose words from your lesson/unit that are critical to student understanding of your objectiveWrite Key words on index cards, post-itsHave students work individually, in pairs, or in small groups to categorize wordsExtension activitiesSorting words is a strategy used to reinforce new vocabulary within a subject area. This strategy is most effective when introducing new vocabulary, assessing student understanding of difficult concepts and helping students to recognize common relationships between core concepts that are critical to the understanding of content material.
16Writing Strategies Writing journals – the mechanics of use ImplementationWhat to includeHow to assessUsing Graphic Organizers – help student organize their thoughtsThinking Maps – metacognitionOther graphic organizersUse of the 6 point CMT-like rubricPat
17Next Steps Modeling and Coaching in the classroom with Pat and Jenn Literacy maps will be modified throughout the yearEvaluating resources for future use