2. Welcome to Critical Literacy through Global Perspectives LEVEL 2 My name is Caryn Friedman Email: carynfriedman@wpcsd.k12.ny.us Website: http://www.wpcsd.k12.ny.us/Domain/704 carynfriedman@wpcsd.k12.ny.us http://www.wpcsd.k12.ny.us/Domain/704 Welcome to Critical Literacy through Global Perspectives LEVEL 2 My name is Caryn Friedman Email: carynfriedman@wpcsd.k12.ny.us Website: http://www.wpcsd.k12.ny.us/Domain/704 carynfriedman@wpcsd.k12.ny.us http://www.wpcsd.k12.ny.us/Domain/704

3. Our Mission Our mission as Critical Literacy teachers is to build a nurturing and safe learning community. We believe that students will challenge themselves to take educational risks in order to grow as learners and individuals when they feel safe. We want to challenge your children as readers, writers and thinkers. We are cultivating the whole child. Our mission as Critical Literacy teachers is to build a nurturing and safe learning community. We believe that students will challenge themselves to take educational risks in order to grow as learners and individuals when they feel safe. We want to challenge your children as readers, writers and thinkers. We are cultivating the whole child.

4. Building Relational Capacity Some of our community building activities include…  The Daily Letter  CPR  Fun Fridays  Learning Partners  Four Corners  Shared Inquiry Discussions  Team Huddle Some of our community building activities include…  The Daily Letter  CPR  Fun Fridays  Learning Partners  Four Corners  Shared Inquiry Discussions  Team Huddle

5. Fostering a Growth Mindset EFFORT What does it sound like? What does it look like? What happens when you use it? You get smarter. You get better at things. You are proud of yourself. You learn more. You can finish your work. You never give up. It is careful and neat. You try and think. You take the time. It does not matter if it is wrong or right if it is your best work. There is no fooling around. It is quiet. Asking for help Thinking out loud On task discussions Working collaboratively

6. Students in my class are expected to:  Come to class prepared to learn each day  Respect your classmates, teacher, and yourself.  Participate in all group activities  Complete assignments, projects, and take notes  Try your best Students in my class are expected to:  Come to class prepared to learn each day  Respect your classmates, teacher, and yourself.  Participate in all group activities  Complete assignments, projects, and take notes  Try your best Classroom Expectations

7. Grading Policy Classwork and Participation: 45% Assignments: 40% Homework ( √ -, √, or √ +) : 15% The Infinite Campus portal is a great tool to help you and your child keep track of their grades! Classwork and Participation: 45% Assignments: 40% Homework ( √ -, √, or √ +) : 15% The Infinite Campus portal is a great tool to help you and your child keep track of their grades!

8. Participation Rubric 100 (√+)85 (√)70 (√-)  I participate more than one time each class period  I attempt to complete all tasks assigned to me.  I complete all of my work.  I follow directions.  I ask questions.  I track the speaker.  I am engaged in my learning  I ask for clarification if I need it.  I participate once each class period  I complete the task, but I have to be redirected more than one time.  I complete some of my work.  I follow directions most of the time.  I ask questions sometimes.  I track the speaker sometimes.  I am engaged in my learning, but some times I am distracted  I ask for clarification if I need it sometimes.  I do not participate every day  I make little or no attempt to complete the tasks assigned to me.  I do not complete all of my work.  I do not consistently follow directions.  I do not ask questions.  I do not track the speaker.  I am not usually engaged in my learning.  I don’t ask the teacher to clarify what is being asked of me if I am unsure.

9. Routines and Grades 1. Each day we begin class with a Daily Letter 2. The course is divided into four units. Two projects or writing assignments and 2-4 tests/quizzes are assigned in each unit. 3. Each daily homework assignment is worth 5 points. 0 points if the assignment is not completed √ - (1 point) if it is somewhat complete √ (3 points) if it is mostly complete √ + (5 points) if it is fully complete 4. Classwork assignments are worth 10, 20, 50, or 100 points. They are usually graded using a √ +, √, √ - scale A criteria for success checklist will be shared with the students so they know what is expected of them 1. Each day we begin class with a Daily Letter 2. The course is divided into four units. Two projects or writing assignments and 2-4 tests/quizzes are assigned in each unit. 3. Each daily homework assignment is worth 5 points. 0 points if the assignment is not completed √ - (1 point) if it is somewhat complete √ (3 points) if it is mostly complete √ + (5 points) if it is fully complete 4. Classwork assignments are worth 10, 20, 50, or 100 points. They are usually graded using a √ +, √, √ - scale A criteria for success checklist will be shared with the students so they know what is expected of them

10. Course Objectives By the end of this course, your child will be able to: Mark the text while reading fiction or non-fiction texts Take Cornell Notes about fiction and non-fiction texts Create questions about fiction and non-fiction texts Participate in Socratic Seminars and Shared Inquiry Discussions Read at least four independent reading books and complete an assignment about each book Share what has been learned from reading and analyzing texts through a variety of oral and written assessments including writing pieces, projects, skits, and videos. By the end of this course, your child will be able to: Mark the text while reading fiction or non-fiction texts Take Cornell Notes about fiction and non-fiction texts Create questions about fiction and non-fiction texts Participate in Socratic Seminars and Shared Inquiry Discussions Read at least four independent reading books and complete an assignment about each book Share what has been learned from reading and analyzing texts through a variety of oral and written assessments including writing pieces, projects, skits, and videos.

11. Course Outline Unit 1: Introduction to Questioning and Shared Inquiry How does inquiry help readers construct meaning as they interact with print and non-print texts? Unit 2: Using Claim and Evidence to explore ideas about government How can we support our claims by using text evidence? Unit 3: Social Commentary What is social commentary and what is its purpose in texts? Unit 4: Investigating Experiences beyond my own Why is it important that human rights are universal? What are factors that infringe upon human rights? What challenges inhibit human rights for all?

12. Some texts we will use…

13. Skills & Strategies we focus on  Writing  Using Evidence and RAFFT  Inquiry  Costa’s Questions  Collaboration  Formulating Positions Shared Inquiry 30 Second Speeches Philosophical Chairs  Organization  Binder Checks  Reading  CUBA?, Cornell Notes, One-Pagers  Writing  Using Evidence and RAFFT  Inquiry  Costa’s Questions  Collaboration  Formulating Positions Shared Inquiry 30 Second Speeches Philosophical Chairs  Organization  Binder Checks  Reading  CUBA?, Cornell Notes, One-Pagers Summary Questions Important information (people, places, dates)

14. Marking the Text Marking a text is an excellent way to make the most out of the reading we do. Marking the text makes it easy to find important information quickly when we look back and review a text. Marking the text helps us to make reading an active process!

15. We will do Binder Checks this year! We will have binder checks twice per month to help your child keep their binder neat and organized.

16. Any questions?  Please write any questions that you have for me on the LINED side of the index card that is on your desk  Please write a brief note to your child on the BLANK side of the index card. I will share it with them tomorrow  Please write any questions that you have for me on the LINED side of the index card that is on your desk  Please write a brief note to your child on the BLANK side of the index card. I will share it with them tomorrow

17. Upcoming Assessments New York State ELA Exam: Tuesday, April 5 –Thursday, April 7 Resources for Parents and Students: https://www.engageny.org/ New York State ELA Exam: Tuesday, April 5 –Thursday, April 7 Resources for Parents and Students: https://www.engageny.org/

18. We use the strategy RAFFT to write short responses! R estate the question A nswer the question F act One- Write the text detail. Explain how it connects to the question. F act Two – Write the text detail. Explain how it connects to the question. T ie up your answer. R estate the question A nswer the question F act One- Write the text detail. Explain how it connects to the question. F act Two – Write the text detail. Explain how it connects to the question. T ie up your answer. Ask to see the RAFFT dance!