1. Creating Literacy-rich classrooms
Spring Staff Development, 2009
Jackson County Schools

2. Fast-Write: What comes to mind when you hear the word “Literacy”?
Your response here:
Class responses:
Reading
Deciphering meaning from context
Awareness of things read and/or studied
Application of context
Personal connections between reading and reality
Beginning course details and/or books/materials needed for a class/project.

3. Reading Levels ~ Miscue Analysis CTE has harder reading levels than all other academic areas because of the technical difficulty of our reading; most of it falls within the frustration level!
Easy
1 Error per 100 words read orally
100% comprehension
Instructional (where we teach)
2 to 5 Errors per 100 words read orally
80% comprehension when asked recall questions
Frustration
5 or more Errors per 100 read orally
<70% accuracy on comprehension
Objectives for instruction and expected results and/or skills developed from learning.

4. Traditional “Views” of Literacy
Traditional ~ Works for some, but not all
Assign reading, then quiz, they fail, we are surprised?
Just reading = Remember 10% of what is read
Innovative = Literacy-Rich Classroom
Help setup (BDA Organizer)
Build, Construct, Inhabit (Literacy)
Only takes approximately 10 minutes creates tremendous results
Introductory notes.

5. Build the scene, Construct meaning, and Inhabit comprehension
Build the scene, Construct meaning, and Inhabit comprehension!!! Before, During and After Reading
Share; make connections; share important points (VIPs); draw conclusions
Build background knowledge, set the foundation, provide exciting examples, and relevancy, leading questions
Provide direct points to consider while student is reading (VIPs); focuses reader attention and provides opportunity for greater retention
Relative vocabulary list.

6. Before Reading Brainstorm with group Clip: The Marshmallow Study
What comes to mind when you think of marshmallows?
Clip: The Marshmallow Study
As you watch:
Think of how someone you love would react to this scenario….
Link: Marshmallow Study Video from Youtube
A list of procedures and steps, or a lecture slide with media.

7. During Reading Read: One Marshmallow or Two? During Reading:
Very Important Points(VIPs) to consider: Record anything you recognize/learn about kids who couldn’t wait and then those who could wait… (Use your BDA Organizer)
A list of procedures and steps, or a lecture slide with media.

8. After Reading Form Groups of 2-3. Discussion:
Share in each group what you learned about the importance of waiting….what appears to be the connection between childhood patience and adult self- discipline and/or self- control?
Conclusion to course, lecture, et al.

9. BDA Process: Before, During, After Build the scene, Construct meaning, and Inhabit comprehension!!!
Choose exciting examples.
Use a variety of technology or media. Kids are wired use videos, music, commercials, newspapers, cartoons, etc.
You have to have a hook, or the fish will not bite!!
Construct Meaning!
Use Very Important Points (VIPs) to give students something to focus their attention.
Focusing attention and building the scene will increase comprehension of what is read.
Inhabit Comprehension!
Use discussion groups, whole group discussion, some method of sharing and discussing after reading.
Can serve as an assessment method to assess comprehension of reading.
Strive to LIVE or INHABIT the comprehension realm! Students will understand and be able to apply knowledge truly comprehended.
No understanding = No application and CTE is ALL application!!!
From Blooms’ Taxonomy, Understanding is a lower level verb than Applying!!! We have to get past remember and understanding to apply and do!!!
An opportunity for questions and discussions.

10. For Next Time…..
Try to use this technique at least once in your classroom in the next 3 weeks.
For next time, we will discuss this literacy-rich technique and will continue CONSTRUCTING!!!
An opportunity for questions and discussions.