1. School-wide Literacy Todd County Middle School November 2, 2012

2. Remember why we’re here? ALL Students College And Career Ready

3. How do you contribute to Literacy Learning in your school?

4. What can (must) we ALL do? Reading must be authentic (related to what students are doing in class). Reading must be purposeful (students must be responsible for something in class). Comprehension strategies must be woven into ALL content.

5. Adolescent Literacy Strategies Monitoring for Meaning Use Schema (Prior Knowledge) Infer Ask Questions Create Images Determine Importance Synthesize Information

6. Determining Importance is… "making sense of reading and moving toward insight” ( Goudvis & Harvey) What are the most important ideas or information in this reading? What should I remember?

7. In determining importance, readers identify important ideas and facts, enabling them to mentally organize and thus more easily comprehend the essence of what they are reading.

8. Mini Lessons for Determining Importance Scanning Skimming Accessing text through the index Using headings as signposts Strolling through the pictures Noting characteristics of length and structure Noting organizational pattern

9. Mini Lessons for Determining Importance Deciding what to pay attention to and what to ignore. Looking for surprising information Resources

10. Keep it or Junk it Who is “driving” this lesson? How does the teacher keep the students focused on the important information in the text?

11. Found Poem Guiding Question: –What can a difficult journey teach us about ourselves? Task: –Using the assigned texts, write a found poem that will answer the guiding question.

12. Found Poem Text Sources: “A Song For Sacagawea” by Jane Yolen “600 Miles to Timbuktu” by Kira Salek from The Cruelest Journey

13. “A Song For Sacagawea” The Last Word Read the poem silently, annotate as you read. Choose a line that you believe connects with the guiding question. Write that on the index card. On the back of the card, explain the connection you made.

14. “A Song For Sacagawea” One person reads the line they chose and show where it is found in the text. Do not explain your connection. Each group member tells why they believe you chose that line. The Last Word-explain your connection or read the back of your card. Repeat until all group members have had The Last Word.

15. 600 Miles to Timbuktu Reciprocal Reading Read chunk 1 silently, and annotate as you read. Follow the instructions for Summarize, Clarify, and Ask a Question. Repeat process with each chunk of text. After each chunk, take turns going first.

16. Composing the Found Poem As a group, look over your annotations –What did you underline? –What words, details, and phrases help you answer the guiding question? Use pink handout (Found Poem Instructions) to create your poem. Record your poem on chart paper.

17. Reflection 3 new things I’ve learned 2 things I plan to try in my classroom 1 thing I have a question about