1. Literacy Across the Curriculum
May 19, 2009 Inservice
Nicole Settanni
Renée Finley

2. Opening Activity
“I have….Who has?”

3. Why literacy across the curriculum?
All of our learning is connected.
Students use literacy skills throughout the day in all content areas.
We need to broaden ideas of literacy, and infuse it into the classroom.

4. Five Areas of Reading Instruction
Phonemic Awareness
Phonics
Fluency
Vocabulary
Text Comprehension
National Reading Panel (NRP) 2000
NRP was a congressional mandate to help parents, teachers, and policy makers identify key skills and methods central to reading achievement. Through reviewing research in reading instruction, they identified methods that consistently related to reading success.

5. Phonemic Awareness
The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words
How many sounds to you hear in the word, articulation (direction or performance technique which affects the transition or continuity on single note or between multiple notes or sounds)? 8

6. Phonics
Helps children learn the relationships between the letters of written language and the sounds of spoken language

7. a⋅gam⋅ma⋅glob⋅u⋅li⋅ne⋅mi⋅a
How many syllables?
agammaglobulinemia
a condition of the blood, either congenital or acquired, in which there is near or complete absence of gamma globulin and a failure of the body to form antibodies, resulting in a frequent occurrence of infectious disease
a⋅gam⋅ma⋅glob⋅u⋅li⋅ne⋅mi⋅a
Pronounciation
a⋅gam⋅ma⋅glob⋅u⋅li⋅ne⋅mi⋅a

8. Fluency
The ability to read a text quickly and accurately

9. Text Comprehension
Making meaning of the written word – reason for reading

10. Vocabulary The words we must know to communicate effectively Listening
Speaking
Reading
Writing
Listening – words we need to know to understand what we hear
Speaking – words we use when we speak
Oral – words that we use in speaking or recognize in listening
Reading – words we recognize or use in print

11. Vocabulary is at the heart of conceptual understanding in all content areas.

12. What does vocabulary look like at RMS?
Go to assigned chart paper with your group and colored marker.
Write all of the strategies you use that coincide with the heading.
At the sound of the timer, move clockwise to the next piece of chart paper.
Check those things that you do.
Add to what was already written.
Continue through all stations.
Introducing Vocab
Reviewing Vocab
Assessing Vocab
Instruction
Retention of Vocab

13. What does the research say?
New vocabulary should be associated with prior background knowledge.
Students should develop elaborated word knowledge.
Students should be actively involved in learning new words.
Students should be exposed to words in multiple contexts (inside and outside of class).

14. New vocabulary should be associated with prior background knowledge.
Knowledge Rating Chart
Concept of Definition Map

15. To cut zigzags in edges of
Definition
To cut zigzags in edges of
fruit and vegetables halves
To slice
Other ways to say the word
Synonyms/
To carve in a
pretty fashion
VANDYKE
To create
decorations in fruit
Watermelon
Fruit Basket
Plate Garnish
Incredible
Edibles
Examples

16. Students should develop elaborated word knowledge.
Expand the Word
“product” – production; productive; reproduction; productiveness
Similarities and Differences
Word Wrap
10X

17. Students should be actively involved in learning new words.
Vocabulary Continuum
Word: sweat
Explanation: I placed sweat closer to soft because sweat means to cook vegetables over a gentle heat so they become soft but not brown. I didn’t put it all the way on the end because if the pan is not covered, the ingredients can become dry.
Soft
Hard
sweat

18. Students should be actively involved in learning new words.
Word-of-the-Day Blog
Creating a Concept Map
Word Sorts

19. Students should be exposed to words in multiple contexts (inside and outside of class).
Assignment: Find at least one of the current vocabulary words in real world print.
Recipe
Directions
Book
Keep track of vocabulary words seen in print outside of the classroom material.
Vocabulary Runs!

20. “Words, so innocent and powerless as they are, as standing in a dictionary; how potent for good and evil they become in the hands of one who knows how to choose and combine them.”
~Nathaniel Hawthorne