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But I am not an English Teacher!!

But I am not an English Teacher!!. Content A rea Literacy Cindy Smith & Andrea Hnatiuk GSSD Coaches. What is Literacy?. Quick Write. Why do students have difficulty reading academic texts?. Commit and Toss.

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But I am not an English Teacher!!

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  1. But I am not an English Teacher!! Content Area Literacy Cindy Smith & Andrea Hnatiuk GSSD Coaches

  2. What is Literacy? Quick Write

  3. Why do students have difficulty reading academic texts? Commit and Toss

  4. “The need to guide adolescents to advanced stages of literacy is not necessarily the result of any teaching or learning failure in the preschool or primary years; rather, it is a necessary next step in normal reading development.” • -McCombs et al., 2005, pp. 2-3 as cited in Buehl, D. (2011)

  5. Basic Literacy • Intermediate Literacy • Discipline Literacy Model of Disciplinary Literacy

  6. What does the Curriculum Say about Literacy?

  7. Big Question! Why is literacy important in my subject area?

  8. Activity: In subject-alike groups, create a graphic organizer if how literacy is evident in your subject area: • Use the graphic organizer provided What is literacy in my subject area?

  9. Literacy Receptive Expressive Listen View Read Represent Write Speak Create Your Own Graphic Organizer using these headings

  10. Article Study

  11. Gradual Release of Responsibility: Learning Theory Model Buehl, 2011

  12. Graffiti Carousel Activity

  13. “I have a rain barrel that is 2 metres high, and has a diameter of 1.2 metres. How much water will it hold?” Think Aloud

  14. All too often, it is assumed that symbolic representation is the only way to communicate mathematically. The more flexible students are in using a variety of representations to explain and work with the mathematics being learned, the deeper students’ understanding becomes.

  15. Frontloading Vocabulary

  16. It is estimated that a high school student’s working vocabulary weighs in around 40,000 words -Stahl and Nagy, 2006 • Vocabulary is an important factor in academic success. -Short & Fitzsimmmons, 2007

  17. Means teaching the origins of words, the meaning of prefixes and suffixes • Ex: Poly = “many”. Polygon, polynomial, polydactyly, polyester, etc. • Saves time, because learners aren’t just memorizing words, they are understanding how words work • Helps students make connections to prior knowledge and across curriculum and subjects Teaching “Generative Vocabulary”

  18. Summarizing and Note Taking Effective Classroom Strategies

  19. Classroom Instruction That Works – Effect Size Effective Classroom Strategies

  20. Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement Cohen simplified the range of effect sizes Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above Classroom Instruction That Works Effect Size Effective Classroom Strategies

  21. The Instructional Strategy Focus for the Day • Summarizing and Note taking (ES 1.00) Effective Classroom Strategies

  22. Requires that students distill information into a concise, synthesized form and focus on important points. Research emphasizes the importance of breaking down the process of summarizing into a structure that can be easily understood by students. Verbatim note taking is the least effective note-taking technique Students should be encouraged to revisit and revise their notes after initial recording them. They should use different formats and make notes as complete as possible. Summarizing and Notetaking Effective Classroom Strategies

  23. Both require students to distill information into a concise, synthesized form. Effective learners are able to sift through a great deal of information, identify what is important and then synthesize and restate the information. Summarizing and Note Taking Effective Classroom Strategies

  24. Steps for Rule-Based Summarizing Delete trivial material that is unnecessary to understanding. Delete redundant material. Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut). Select a topic sentence or invent one if it is missing. Steps in Rule-Based Summarizing for Younger Students Take out material that is not important to your understanding. Take out words that repeat information Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). Find a topic sentence. If you cannot find a topic sentence, make one up. Rule-Based Summarizing Effective Classroom Strategies

  25. Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.” Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts. While practicing, students should adapt and shape what they have learned. Procedural Knowledge Effective Classroom Strategies

  26. A Rubric for Summarizing Effective Classroom Strategies

  27. Note Taking Effective Classroom Strategies

  28. Concept webs Flow charts Venn Diagrams Teacher-prepared guided notes Cloze notes Cornell Notes Other Note taking ideas Effective Classroom Strategies

  29. Understanding Vocabulary, Scholastic • Literature Review For More Information

  30. 3-2-1 Closure http://gssdcontentarealiteracy.wikispaces.com/Templates

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