Literacy Standards and Unit Planning: Session III Christopherson March 12, 2012
Who are you? If you could be anywhere right now, where would you be?
Last time we met was January 23, 2012. What do you remember learning?
Revised Bloom’s Taxonomy!
*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
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?
How do we implement these shifts?
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.
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
How can these strategies be implemented into the classroom?
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
Where do you find articles for your class. http://avidweekly Where do you find articles for your class? http://avidweekly.org/ Any others?
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.
Handout: Prereading Working Inside the Text
Handout: Quickwrite What do I know about the content?
Handout: 30-Second Expert
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
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.
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
Handout: Marking in the Text - Science
Interactive Marking the Text http://www.awesomehighlighter.com/
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.
Handout: Writing in the Margins-Six Strategies at a Glance
Vocabulary, Vocabulary, Vocabulary Vocabulary knowledge directly contributes to reading comprehension.
Handout: Vocabulary Awareness Chart
Word Wall
Wordle http://www.wordle.net/
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 https://christophersonbiology.wikispaces.com/
Lunch Time
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 https://christophersonbiology.wikispaces.com/