How do I Incorporate Literacy Skills into My Curriculum? The Big Question? How do I Incorporate Literacy Skills into My Curriculum?

“COMMON” COMMON CORE STANDARDS Some of the literacy standards are the same across the curriculum: Cite specific textual evidence. Determine central ideas. Provide an accurate summary. Identify key steps in a process or procedure. Determine meaning of symbols, terms, or domain-specific words or phrases. Analyze author’s purpose and claim. Identify textual structure (sequential, comparative, cause/effect, etc.) Recognize primary versus secondary sources.

Am I Expected to be an English Teacher? No, of course not. The English Department will continue to teach the mechanics of English; however, ALL subjects will infuse writing and speaking into their coursework. That means providing opportunities for students to practice critical reading, process the information, and synthese their ideas into a written product, not necessarily essays. Oral presentations with a written component are also a great way to infuse literacy skills.

Some General Ideas: Vocabulary Graphic Organizers Finding the Main Idea Summarizing Paraphrasing Annotating Jigsawing Oral Presentations

VOCABULARY IDEAS: 1. Hold Your Hat! Teacher stands at door with new vocabulary words in a hat or other interesting, funky container. Students draw slips as they enter the room. Individuals, partners, or small groups work to define, illustrate, and teach their word(s) to the class. The best entries create a Word Wall for the duration of the unit. This activity prepares students to comprehend new content by learning the vocabulary first. (materials: construction paper, markers)

Twists on the Word Wall Concept: INTERACTIVE WORD WALL: Vocabulary word on the outside Definition under the flap Useful for self-quizzing

TWISTS, continued ASSOCIATION WORD WALL: Students think of all traits associated with the primary subject matter. Examples from a health class:

TWISTS, continued IMPROMPTU WHITE BOARD WALL: Students read material. Each student writes one concept they remember or thought important from the reading; OR they may write a question they have from the reading; OR they may write a word they learned from the reading. There is no particular order; students come to the board randomly, as they read. Class discussion based on board material.

Paraphrasing, Summarizing, Annotating POST IT! Students write questions, predictions, ideas, or observations (with page number) on Post-It notes as they read and put those in the margins. Class discussion fueled by the notes. Students transfer notes to notebook paper and record the follow up (the answer to the question, how the prediction turned out, etc.). Turn in the follow up piece for the grade. BOIL IT DOWN: Students take notes over reading or discussion on large index card. Transfer most important information to smaller card. One last extraction of absolutely essential info to small card. (Can also use notebook paper for this.)

JIGSAWING 1. Divide and Conquer: Mix and Mingle Students in groups of 3 - 5. Number off within each group. All 1’s gather to become experts on one section of material; 2’s become experts on another section, etc. Students return to original group and present their information to the others. Mix and Mingle Students draw slips with character, event, formula, number, or other applicable object. Students study and research their own card before mingling with others to coordinate ideas and match up events or concepts.

PEER EDIT/CRITIQUE Before students turn in formal essays, it is helpful to have peers give feedback. This helps the student perfect the paper, and it helps the students broaden their writing perspective by reading others’ work. Students tri-fold a piece of notebook paper lengthwise. At the top of each column, write “Questions,” “Comments,” and “Suggestions.” Line up the critique sheet with the essay, writing the questions, comments, and/or suggestions directly across from the text. This way, the original paper is not marked up by peers (sometimes incorrectly), and it compels the author to read his or her own paper again and more closely. It also teaches critical reading to the whole class.

GRAMMAR MONSTER QUESTIONS 1. Cone of confidentiality 2. no question is “stupid” 3. feel free to offer your ideas or suggestions