Professional Development Southwest Middle School September 2011 S. Doering

 Why is literacy the job of every teacher?  What is the role of content area literacy in culturally responsive teaching?  How can teaching literacy skills help my students to access and transfer knowledge and skills from my content area?

1. the quality or state of being literate, especially the ability to read and write. 2. possession of education: to question someone's literacy. 3. a person's knowledge of a particular subject or field: to acquire computer literacy. dictionary.com

“Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas.”

LP:Students demonstrate effective communication in all subject areas by presenting to peers, teaching each other, and discussing learning with each other. LP: Students learn what is personally meaningful to them. (Pre-reading strategies) LP:Students will make meaning of content and learn with understanding. (During reading) LP:Students will be coached to transfer classroom experiences to daily, real-world applications. (After reading)

Teach essential vocabulary: (appeal to all types of learners)  display words on a word wall—visual reading  say words and have them repeat aloud—auditory  have student write the words and definition you give them—kinesthetic  draw a picture to represent the word’s meaning— visual spatial

Pique Curiosity: Ask students to graph how well they know each word (template is available). Give students a passage with key words missing and have them try to figure out where those words go (use chapter summary for this). Provide an agree/disagree list and have them respond. Students create advanced organizers with topic headings that you give them.

Make it Personal :  Students write what they know about a related topic.  Students do a “shout out” of what they think they know and all ideas are recorded.  Students use K-W-L to record.

 Note-taking scaffolds  Text features  Text structures  Close procedures: type notes with blanks for students who might struggle to write them all

 Talking like a scholar—use the vocabulary / sentence stems to answer questions about the content.  Writing to learn—use a concept circle with vocabulary words instead of a matching test.  Presenting—students share unique ways of applying the understanding outside of the classroom.

Professional collection in LMC: available for teacher check-out. Literacy Binder Literacy Binder Online: Interventions, Literacy Coach, Doering, Literacy Binder Online

Spend the next 30 minutes creating something that you will use to help your students access the content of your curricular area. Share out your ideas at the end.