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Literacy Standards and Unit Planning: Session III

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Title: Literacy Standards and Unit Planning: Session III Author: Cari Christopherson Last modified by: Cari Christopherson Created Date: 3/9/2012 6:53:31 PM – PowerPoint PPT presentation

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Title: Literacy Standards and Unit Planning: Session III


1
Literacy Standards and Unit Planning Session III
  • Christopherson
  • March 12, 2012

2
  • Who are you?
  • If you could be anywhere right now, where
    would you be?

3
Last time we met was January 23, 2012. What do
you remember learning?
4
Revised Blooms Taxonomy!
5
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8
Distribution of Literary and Informational
Passages by Grade in the 2009 NAEP Framework
Grade Literary Informational
4 50 50
8 45 55
12 30 70
National Assessment of Education Progress
9
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10
Shifts in Literacy Activity
  • On each table is a Shift in Literacy
    description.
  • You will have 5 minutes at each station for the
    following
  • What does this mean? Translate it.
  • How could you implement this shift into your
    classroom?

11
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16
How do we implement these shifts?
17
Methods Deep Reading
This means slowing down -- even stopping and
rereading a page or paragraph if it doesn't sink
in -- to really capture what the author is trying
to say.
"Deep reading is a process in which people can
critically think, reflect and understand the
words they are looking at.
18
Methods Close Reading
  • Reading with an emphasis on
  • Understanding your purpose in reading
  • Understanding the authors purpose in writing
  • Seeing ideas in a text as being interconnected?

19
How can these strategies be implemented into the
classroom?
20
1. Selecting a Text/Article to Read
  • Questions to ask AFTER selecting a text/article,
  • Why am I having my students read this?
  • What will my students be able to know or do once
    they complete the reading?

Effective literacy begins with the teachers
knowledge of the text
21
Where do you find articles for your
class?http//avidweekly.org/Any others?
22
2. Pre-Reading
Most students begin reading from top to bottom,
left to right. Prereading helps engage students
in the reading and helps them develop a basic
understanding of a text.
23
Handout Prereading Working Inside the Text
24
Handout QuickwriteWhat do I know about the
content?
25
Handout30-Second Expert
26
3. Establish a Purpose for Reading
Every reading should begin with a prompt to
communicate the expectations for reading and
define what they should be thinking about while
they read
27
Sample Prompt for Reading
Read the section on Nutrition and Energy Flow
in your Biology textbook. This section is broken
into four subsections. Briefly summarize each
section. Summaries should include the
definitions of key vocabulary, main ideas, and
other essential information like descriptions and
examples. Turn titles and subtitles into
questions to help focus your summaries.
28
4. Marking in the Text
Students need to focus on the text they read.
Marking in the text gives students a way to
isolate essential information.
Markings can be used in summary writing to
connect sections of the text or to engage in
other types of analysis
29
Handout Marking in the Text - Science
30
Interactive Marking the Text
http//www.awesomehighlighter.com/
31
5. Writing in the Margins
Once students mark the text, they can use the
margins to record their thoughts. Writing in the
margins will increase students comprehension by
providing them with strategies to make their own
meaning.
32
Handout Writing in the Margins-Six Strategies
at a Glance
33
Vocabulary, Vocabulary, Vocabulary
Vocabulary knowledge directly contributes to
reading comprehension.
34
Handout Vocabulary Awareness Chart
35
Word Wall
36
Wordlehttp//www.wordle.net/
37
Activity Unit Plans using Essential Standards,
RBT, and Literacy/Writing Standards
  • Get in your content groups.
  • Spend time dissecting the standards and relating
    RBT and the Literacy/Writing Standards for each.
  • Use the unit plan template provided on my
    WikiSpace
  • https//christophersonbiology.wikispaces.com/

38
Lunch Time
39
Activity Unit Plans using Essential Standards,
RBT, and Literacy/Writing Standards
  • Get in your content groups.
  • Spend time dissecting the standards and relating
    RBT and the Literacy/Writing Standards for each.
  • Use the unit plan template provided on my
    WikiSpace
  • https//christophersonbiology.wikispaces.com/
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