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Secondary Literacy Support

Secondary Literacy Support. Session 1- September 29 th , 2008. Openers. B reak Preoccupation A llow Networking R elate to curriculum (content) Openers should guarantee everyone 100% chance to be successful Start on time/end on time. Openers.

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Secondary Literacy Support

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  1. Secondary Literacy Support Session 1- September 29th, 2008

  2. Openers • B reak Preoccupation • A llow Networking • R elate to curriculum (content) • Openers should guarantee everyone 100% chance to be successful • Start on time/end on time

  3. Openers Brings every person’s voice into the room in a friendly manner Encourages everyone to connect with another and establishes or sets the need for a community of learners Sets the norm for active participation Establishes the need for active listening Causes everyone to focus on the topic and assess prior knowledge

  4. Today’s Agenda • Opener • Goals/Expectations • Why us? (Distributed Leadership) • Vocabulary-Best Practices • Gradual Release of Responsibility Model • Strategies to Support Multiple Exposures to Vocabulary • Content Area Literacy Article • Planning for PD with Team

  5. Goals/Expectations • Seek help/support from others • Deliver PD to your staff • Practice a strategy • Learn as a team • Plan as a team

  6. Today’s Goals • Learn some vocabulary strategies • Understand the characteristics unique to adolescents and reading in the content areas • Understand the importance of openers and closers • Understand the roles of teachers and administrators • Understand the basics of the gradual release of responsibility model • Begin discussing how you will monitor the success of your PD and your staff’s use of the strategies.

  7. Jigsaw • Hubs, Bridges and Networking • Uncovering Teacher Leadership • Overcoming Obstacles to Leadership

  8. Coding Text • Confirms what you thought • Contradicts what you thought ? Puzzles You *Strikes you as very important • Is new or interesting to you

  9. Reflect and Share

  10. Comprehensive Vocabulary Includes Teach students how to learn words independently. Teach students the meaning of specific words. Help students to develop an appreciation for words and to experience enjoyment and satisfaction in their use.

  11. Friendly Definitions • Explain words in every day “connected” language • Complete sentence that includes the target word using words such as someone, something, if, and you.

  12. In your groups… Using the words on each sheet of paper… develop student friendly definitions that are connected to words that students are already familiar with.

  13. So NOW what do I do with them??

  14. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

  15. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY

  16. In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY

  17. And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “We do it” Guided Instruction “You do it alone” Independent STUDENT RESPONSIBILITY

  18. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

  19. Where do you want to be as teacher??

  20. Where do you want your staff to be??

  21. Help students to develop relationships between words Instructional Strategies…. • Wordles • Word Mapping • Word Sorts • Word Pairs • Concept Definition Map • Shades of Meaning • Connect Two

  22. Multiple Exposures to Words Instructional Strategies…. • Semantic Feature Analysis • Frayer Model • Concept Ladder • Connect Two

  23. Closers Should TIE things together…

  24. Benefits of Closers • Sort and store information into long term memory • Develop a community of learners • Invite reflection and inquiry • Promote personal growth • Support commitment for future learning Garmston (1997)

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