1. Make It Happen Power of Communication 2007-2008
North Rockland High School
Communication – The key to a community of learners. The key to Making It Happen. Real talk equals real results. Good for students, good for adults. Classroom and community.
Make It Happen Power of Communication

2. Faculty Meeting Focus “The Power of Communication”
Developing student communication skills to build student proficiency/mastery through...
Reading-Writing in Content Areas
Student Talk – Discourse and Analysis
Explicit Reading Comprehension Instruction: Before, During and After (BDA)
Focusing on the learner through ongoing assessment
Character Education: Building the Community
*Good for everyone- specials, special education, differentiated instruction

3. Faculty Meeting September 20, 2008
Content Literacy
Focus Question: What is the purpose of utilizing literacy strategies across the curriculum and what is the effect upon student achievement?
Key Terms:
Initiating – Constructing – Utilizing
I-C-U
Refer to the connection between teacher effectiveness and student learning
PLC and CIA

4. Content Literacy “Where content and process connect”
ABT – “Always be Thinking”
“Always be Talking”
“Always be Tackling Text”

5. 90% Teach Others/ Use Immediately
Average Retention Rates
5% Lecture
10% Reading
20% Audio-Visual
30% Demonstration
50% Discussion Groups
75% Practice by Doing
90% Teach Others/ Use Immediately

6. Disciplinary Literacy - McConachie, S. , Educational Leadership, Vol
Disciplinary Literacy - McConachie, S., Educational Leadership, Vol. 64, No.2, Oct. 2006
“students can develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, talking and thinking which the discipline values and uses”
Institute for Learning, University of Pittsburgh, 2002

7. Attention to Process: Initiating Constructing Utilizing
Reading
Set a Purpose
Preview and Predict
Activate Schema
Build Background
Identify text structure
Writing without Composing
Ideas
Organization
Lists, Brainstorming, Graphically organizing, vocabulary reviews
Reading
Predict
Read with Purpose
Make Connections
Question
Code text
Visualize
Clarify
Writing to Learn
Voice Choice
Word Choice
Sentence Fluency
Quick writes, journals, rough drafts, content notes, post-it notes
Reading
Reflect
Reread
Summarize
Assess
Writing to Demonstrate Learning
Conventions
Assessment
Essays, reports, research papers, formal letters, expository/narrative/creative writing

8. Text to Self Connections (T-S) Text to Text Connections (T-T)
Making Connections to Build Understanding Instructional Strategy: Model thinking aloud
Text to Self Connections (T-S)
Text to Text Connections (T-T)
Text to World Connections (T-W)
T-S
Connections that readers make between the text and their past experiences or background knowledge
T-T
Connections that readers make between the text that they are reading and another text, including books poems, scripts songs, or anything that is written
T-W
Connections that readers make between the text and the bigger issues, events, or concerns of society and the world at large

9. BK = Background Knowledge ? = Question C = Confused I = Important
Making Connections to Build Understanding Instructional Strategy: Model text coding
* = Interesting
BK = Background Knowledge
? = Question
C = Confused
I = Important
L = Learning something new
(Nonfiction Matters, Harvey)
I= Important
PK= Prior knowledge
S= Synthesis
MI= Mental Image
!= An Inference (conclusion, judgement, belief, opinion based on text)
?= Questions
P= Prediction
C= Confirmed Prediction
D/C= Prediction Disconfirmed
?= I don’t understand a word or part
PS= Problem Solved
S= this part surprised me
T= I need to talk to someone
(Mosaic of Thought, Keene & Zimmerman)

10. Putting Instructional Strategies into Practice
1. Text to Self
Identify areas of text where T-S connections can be made
Complete T-Chart
2. Text to World
Identify area of text where T-W connections can be made
3. Text to Text
Identify area of text where T-T connections can be made
4. Coding Text
Identify areas of text that can be coded

11. Strategy Model What happens to a dream deferred? Does it dry up
Text
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore –
And then run?
Does it stink like rotten meat?
Or crust and sugar over –
Like a syrupy sweet?
Maybe it just sags
Like a heavy load.
Or does it explode?
My Connections
T-S, T-W. T-T
(T-T) Martin Luther King’s “I Have a Dream” speech.
(?) Was this poem by Hughes the inspiration for the play “A Raisin in the Sun” by ?
(T-W) Civil Rights Movement of MLK compared to the Blank Panther Movement and/or Malcolm X
Reference the play and how you didn’t remember the author
Why selected the poem – figurative language, reading between the lines, making abstract connections

12. Faculty Meeting September 20, 2008
Content Literacy
Guiding Question: What is the purpose of utilizing literacy strategies across the curriculum and what is its effect upon student achievement?
Key Terms:
Initiating – Constructing – Utilizing
I-C-U
Refer to the connection between teacher effectiveness and student learning
PLC and CIA