1. Literacy in the Content Area Kathy Sampogna Mathematics Instructional Specialist, Klein High School ksampogna@kleinisd.net

2. Session Norms Actively participate in discussion/activities Respect others’ opinions Limit side bar conversations Tame Technology Silence cell phones

3. Objectives: The participant will develop various strategies for increasing student literacy within his/her content area The participant will discuss with colleagues how to implement literacy strategies within his/her content area

4. “Learning is a consequence of thinking.” David Perkins (1992)

5. AGENDA One-Day Format MorningAfternoon Beliefs and Practices 8:30-9:30Engagement12:45-1:30 Rigor vs. Hard 9:30-10:30 Inner Voice 1:30-2:30 Thinking Strategies 10:30-11:30Annotating2:30-3:30 Lunch will be from 11:30 am– 12:45 pm

6. Part 1 Beliefs and Practices

7. “When our core beliefs match our practice, teachers are energized.” ~ Samantha Bennett

8. Teaching students with diverse needs forces teachers to make choices about: what they believe about their learners’ capabilities. what they believe about how efficacious they are when it comes to meeting students’ needs. what they decide matters most to learning.

9. Beliefs Drive Practice What do you believe about teaching and learning?

10. Part 2 Rigor vs. Hard

11. What conditions make something rigorous? What conditions make something hard? What are the emotions attached to each condition? RigorHard I embrace rigor. I have a chance of being successful. I avoid hard. No chance of being successful. Handout 4

12. Part 3 Literacy and Text

13. What is “literacy”? Comprehension of text Understanding of text

14. 4-Corners: What is your “text”?

15. With your Content Colleagues (4-Corners): CommonalitiesDifferences

16. Pair Think Aloud: Answer a question or solve a problem from your content area and script your thought processes.

17. Observations: Do the think aloud processes depend on the type of question? Do the think aloud processes depend on the type of text given?

18. Thinking Strategies Used by Proficient Readers—Pearson & Dole Activate background knowledge Question the text Draw inferences Determine importance Monitor comprehension Reread and employ fix-up strategies Use sensory images Synthesize

19. Can you identify any of the strategies in what you scripted with your content colleagues?

20. Learning by Doing: With your teaching team, prepare one lesson in which you incorporate modeling your think process to problem solve. You are the experts of your content, how can you show your students your thinking? How can you make your thinking transparent? (what images does this invoke?) How can you make your thinking transparent? (what images does this invoke?)

21. Resources All hand-outs and powerpoints are accessible from the link on my website. http://classroom.kleinisd.net/webs/ksampo gna/ http://classroom.kleinisd.net/webs/ksampo gna/ The link is Literacy 2012 The username is: Literacy The password is: 2012