1. Literacy Standards and Unit Planning: Session III
Christopherson
March 12, 2012

2. Who are you?
If you could be anywhere right now, where would you be?

3. Last time we met was January 23, 2012. What do you remember learning?

4. Revised Bloom’s Taxonomy!

8. *National Assessment of Education Progress
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP* Framework
Grade
Literary
Informational 4
50% 8
45%
55% 12
30%
70%
*National Assessment of Education Progress

10. Shifts in Literacy: Activity
On each table is a “Shift in Literacy” description.
You will have 5 minutes at each station for the following:
What does this mean? Translate it.
How could you implement this shift into your classroom?

16. How do we implement these shifts?

17. Methods: Deep Reading
This means slowing down -- even stopping and rereading a page or paragraph if it doesn't sink in -- to really capture what the author is trying to say.
"Deep reading” is a process in which people can critically think, reflect and understand the words they are looking at.

18. Methods: Close Reading
Reading with an emphasis on:
Understanding your purpose in reading
Understanding the author’s purpose in writing
Seeing ideas in a text as being interconnected


19. How can these strategies be implemented into the classroom?

20. 1. Selecting a Text/Article to Read
Questions to ask AFTER selecting a text/article,
Why am I having my students read this?
What will my students be able to know or do once they complete the reading?
Effective literacy begins with the teacher’s knowledge of the text

21. Where do you find articles for your class. http://avidweekly
Where do you find articles for your class? Any others?

22. Most students begin reading from top to bottom, left to right.
2. Pre-Reading
Most students begin reading from top to bottom, left to right.
Prereading helps engage students in the reading and helps them develop a basic understanding of a text.

23. Handout: Prereading Working Inside the Text

24. Handout: Quickwrite What do I know about the content?

25. Handout: 30-Second Expert

26. 3. Establish a Purpose for Reading
Every reading should begin with a prompt to communicate the expectations for reading and define what they should be thinking about while they read

27. Sample Prompt for Reading
Read the section on “Nutrition and Energy Flow” in your Biology textbook. This section is broken into four subsections. Briefly summarize each section. Summaries should include the definitions of key vocabulary, main ideas, and other essential information like descriptions and examples. Turn titles and subtitles into questions to help focus your summaries.

28. 4. Marking in the Text
Students need to focus on the text they read. Marking in the text gives students a way to isolate essential information.
Markings can be used in summary writing; to connect sections of the text; or to engage in other types of analysis

29. Handout: Marking in the Text - Science

30. Interactive Marking the Text

31. 5. Writing in the Margins
Once students mark the text, they can use the margins to record their thoughts. Writing in the margins will increase students’ comprehension by providing them with strategies to make their own meaning.

32. Handout: Writing in the Margins-Six Strategies at a Glance

33. Vocabulary, Vocabulary, Vocabulary
Vocabulary knowledge directly contributes to reading comprehension.

34. Handout: Vocabulary Awareness Chart

35. Word Wall

36. Wordle http://www.wordle.net/

37. Activity: Unit Plans using Essential Standards, RBT, and Literacy/Writing Standards
Get in your content groups.
Spend time dissecting the standards and relating RBT and the Literacy/Writing Standards for each.
Use the unit plan template provided on my WikiSpace

38. Lunch Time

39. Activity: Unit Plans using Essential Standards, RBT, and Literacy/Writing Standards
Get in your content groups.
Spend time dissecting the standards and relating RBT and the Literacy/Writing Standards for each.
Use the unit plan template provided on my WikiSpace