Literacy in Every Classroom Questions? Ayn Grubb

1.Understand how to help students improve their reading and deepen their learning OBJECTIVE

2. Learn a few easy-to-use strategies that will help students read like … OBJECTIVE a Scientist an Historian a Mathematician

R. A. F. T.  You are a quadrilateral looking for a date. Write a personal ad describing yourself. This is Strategy #1. Take three minutes and write an answer.

 Students will adopt the ROLE of a particular character...  RAFT =  role  audience  format  topic  like a professor,  a farmer,  an igneous rock,  a loyalist...  or a quadrilateral. R.A.F.T.

 Students consider an AUDIENCE, the person or people who will read/hear their writing  like an enemy,  a group of legislators,  the king,  some senior citizens...  or a shape reading the want ads.  RAFT =  role  audience  format  topic R.A.F.T.

 Students must write within a certain FORMAT…  like a 30-second commercial,  a persuasive letter,  a song or poem,  a comic strip...  or a personal ad.  RAFT =  role  audience  format  topic R.A.F.T.

 Students cover the TOPIC the teacher assigns, like  characterization,  how rocks are formed,  Revolutionary War…  or quadrilaterals R.A.F.T.  RAFT =  role  audience  format  topic

0 Students will 0 adopt the ROLE of a character 0 consider their AUDIENCE 0 write within a specific FORMAT 0 cover the teacher-assigned TOPIC R. A.F. T.

R OLE A UDIENCE F ORMAT T OPIC Science U.S. History Geography P. E. Music H atomO atomsmemo how water is formed LoyalistP. Henry passionate speech why we should not go to war map student instructions how to get the most info from a map volleyball net series of pushy text messages stop interfering! Mozartprincipal resume to be the new music teacher

Geometry History Literature Writing R OLE A UDIENCE F ORMAT T OPIC one angle of a scalene triangle the other angles our unequal relationship BrutusCaesar letter of advice please step down as emperor Marco Polo potential recruits recruiting poster Come see the Silk Road! writer friends of the words: said, nice, think, and like eulogy why we must bury overused words

It’s Reading Writing Speaking Listening Thinking Literacy includes more than just reading… At one time, we called it “Reading Across the Curriculum.” But that doesn’t really cover all of it anymore…

Now we call it… Literacy in Every Classroom Teachers and students must understand literacy in ways that actually lead to improved literacy.

Literacy in Every Classroom Students must: Grapple with a problem Interact with a text Collaborate with each other Write with regularity

Literacy in Every Classroom Teachers must focus on: Before reading During reading After reading and build activities for: Individual Small Group Large Group

All students think.

Some think more slowly…or faster…or in a different order… but all students think.

They know whether we believe this about them or not, and what we believe matters.

70 %  …how much students remember when we allow them to discuss with each other

a vocabulary exercise Frayer Model This is Strategy #2. Take a few minutes and write your answers for the word GRAPPLE.

grapple definition in your own words an example non-example possible connotations

word dictionary definition essential characteristics used as a symbol for…? a quote from the text

area right triangle circumferenceperpendicular purpose topic reader writer One of these things is not like the others. Choose one to eliminate. Explain the relationship among the remaining three. Concept Circles

Civil War Lincoln Gettysburgfreedom nitratesecosystem food chain predator Concept Circles This is Strategy #3. Choose one concept circle to work, eliminate one word of the four in the circle, and explain the relationship among the remaining three words.

Write one of your own. Concept Circles

Individual Small Group Large Group THREELEARNINGMODES

ConceptsStrategies All students think. R.A.F.T. Frayer Model T-Chart Concept Circles individual, sm grp,lg grp 70% = This is Strategy #4. You probably already use T-charts, so keep thinking of ways to use them to deepen students’ engagement with a text.

ConceptsStrategies All students think. R.A.F.T. Frayer Model Add to the chart as we continue… T-Chart Concept Circles individual, sm grp,lg grp 70% = how much students remember when they get to talk to each other

Concepts Strategies All students think. R.A.F.T. Frayer Model 3-Chart Concept Circles individual, sm grp,lg grp 70% = how much students remember when they get to talk to each other Add another column to your T-chart, and you suddenly have Strategy #5, the 3-Chart. One more column means one more level of thinking students have to complete. Relationship How do these two things work together to increase rigor?

 Writing an explanation of a process leads to a better understanding of the process. —Mark Forget, teacher, author MAX Teaching with Reading and Writing Math Translation

Solve two-step equations 3x + 5 = x = 21 ÷3 x = 7 Math Translation

Solve two-step equations 3x + 5 = x = 21 ÷3 Explain A two-step equation is given. Two operations are involved. One is addition, and the other is multiplication. To get the variable all by itself, you first use the inverse operation of addition (subtraction) by taking five away from both sides. Now the variable is almost all alone on the left side, but it is still multiplied by three. So, you again use an inverse operation (division this time) to get the variable all by itself. Anything you do to one side, you have to do to the other side as well, so you divide both sides by three. The equation is then solved because you have an x on one side and a seven on the other side. The answer is x equals seven. ÷3 x = 7 This is Strategy #6, which is just for math. Try a little math translation on the paper provided in your packet.

READING Making Meaning =

This is Strategy #7, word cloud predictions. Use these words to make a prediction about the article you are preparing to read. Make your own word clouds at

C Circle—what you don’t understand U Underline—main ideas S Star— moments a-ha! C. U. S. This is Strategy #8. C.U.S. works well during reading and as a guide to a discussion after reading.

Students must Four Components Of a RIGOROUS Lesson grapple with a problem interact with a text collaborate with each other write

 F.F.W.  just write  for a specified time  don’t judge as you write  great “brain dump” exercises  great exit tickets F. F. W. This is Strategy #9. Focused Free-Write is a great way to wrap up after a lively discussion and give every individual student an opportunity to record their thoughts.

0 Write for four minutes. Describe a few of the concepts and strategies you want to remember from today. How will you put them to use in your classroom? F. F. W.