2. What is LITERACY?

3. Literacy LITERACY IS…the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in society as a whole.

4. But Literacy is also…  The ability to interpret graphics and visuals  The ability to speak properly in multiple situations and communicate ideas effectively  The ability to comprehend what is heard  The ability to navigate through a technological world  The ability to write effectively in multiple genres

5. Literacy in the 21 st Century “Literacy in the 21 st Century will mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries, and find meaningful ways to share it with others. Information is raw material — students will need to learn to build with it.” From: The World is Flat by Thomas Friedman

6. Literacy for the 21 st Century “Adolescents entering the adult world in the 21 st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. In a complex and sometimes even dangerous world, their ability to read will be crucial.” (IRA, 1999)

7. Changing Literacy Demands  Between 1996 and 2006, the average literacy required for all American occupations increased by 14%.  The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands. (Barton, 2000; Reading Next, 2004)

8. Opportunity for Content Area Literacy Learning: A Matter of Equity If students do not have the opportunity to learn subject area knowledge, concepts, and vocabulary, then their capacity to read a broader range of texts will be further diminished.

9. What are Academic Literacy Demands? Across all content areas students should be able to… Read Write Listen/view Discuss/present Think critically and creatively Use language and vocabulary to read and comprehend text to support the learning of content

10. Reflection: What are the Academic Literacy Demands of my content area? What type of activities or tasks are required of students in my content area? What type of texts do students read in my content area? What reading and writing skills will students need to use those texts proficiently? What discussion and presentation skills will students need to verbalize understanding?

11. Reflection: What are the academic literacy demands of my content area? (continued) What listening and viewing skills will students need to connect with the standards and objectives of my specific content area? What higher-order thinking skills will students need to use to move beyond basic understanding of content text?

12. If someone came to my room looking for a literacy-rich classroom, what would they see/not see?  Strategies used for reading comprehension  Students writing  Opportunities for listening and viewing  Opportunities for deep discussion and presenting  Instruction in use of higher-order thinking skills

13. Core Beliefs Content area teachers should know what is distinct about the reading, writing, and reasoning processes of their discipline and how to give students frequent and supported opportunities to read, write, and think in these ways. The best teachers of discipline-based literacy practices are themselves able to read, write, and think like specialists in their fields.

14. What can I do in my own classroom?

15. Try These Ideas:  Read multiple varieties of text  Use Graphic Organizers to help kids capture thoughts and meaning  Use Before, During, and After Reading strategies  Allow kids to annotate text  Differentiate assignments by choice  Allow kids to talk  Use Admit and Exit Slips  Allow kids to “play” with vocabulary words  Provide time for and require written reflection  Plan structured debates  Require kids to make presentations  Require kids to collaborate on projects  Require kids to create original products