Literacy Strategies – EDUC 5555 May 7 – May 26, 2011 Instructors: Sandi Hemmert and Thom Olsen

Required Text

Course Norms & Course Requirements

Weekly Quizzes & Participation Daily Quizzes: Randomly called on to summarize and share questions and insights. 10 % of grade Participation: Actively & professionally engage Attend each session in its entirety. 10 % of grade

Weekly Reading Assignments Use two-column note template located on our class Wikispace site. ◦ During reading notes (left column) ◦ Responses to notes (right column) ◦ Include a one paragraph summary 10% of grade

Weekly Independent Study Review one website highlighted at the end of class. ◦ Use Website Review template located on our class Wikispace site % of grade

Weekly Literacy Strategies Using strategy template, your grade level and content. The assigned strategy is described in the book, discussed/highlighted in class. Content aligned to your State Core standards, objectives. Include procedures for teacher modeling and scaffolding (before, during, after reading). Include any materials you produce needed to implement strategy. Due by 10:00 p.m. on Monday of each week class is held. 20 % of grade

Classroom Demonstration Demonstrate a content-specific, minute literacy strategy to the class. Include modeling, scaffolding, and specific procedures that provide instructional context for before, during, and after reading. All support materials must be provided to class and ready the day you present. 40 % of grade

Syllabus Q & A

Enduring Understanding When teachers provide content literacy support before, during, and after reading, students can more successfully construct meaning from text.

Essential Questions What is literacy? How can before, during, and after reading strategies help students construct meaning? Why are all teachers “literacy teachers”?

Learning Task #1 Think of time you struggled with reading a text. Describe the scenario and the feelings the situation evoked.

What is literacy? K now W onder / W ant to know L earned

The meaning of text is not contained in words on a page…

The Phaomnneil Pweor of the Hmuan Mnid Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the human mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Pterty amzanig, huh?

The Gazorniplatz was noving his tonk.

A Gazorniplatz A Gazorniplatz

Making meaning from text

Learning Task #2

Learning Task #3

The reader constructs meaning by making what he/she thinks is a logical, sensible connection between the new information and what he/she already knows about the topic.

Learning Task #4 The questions that p____face as they raise ch______from in_____to adult life are not easy to an_______. Both fa_____ and m______can become concerned when health problems such as co____ arise any time after the e_____ stage to later life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____should not share the same b____ or even sleep in the same r_____. They may be afraid of the d_____.

The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. -Adapted from Madeline Hunter

“The single most important variable in learning with texts is a reader’s prior knowledge.” – Vacca & Vacca, 1993

Learning Task #4: TEXTBOOK SCAVENGER HUNT

Five Finger Rule (narrative) Titles / Heading (informational) BEFORE READING: PREVIEW THE TEXT

The Forest Has Eyes by Bev Doolittle