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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 Session 1- September 29th, 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 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
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
Goals/Expectations • Seek help/support from others • Deliver PD to your staff • Practice a strategy • Learn as a team • Plan as a team
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.
Jigsaw • Hubs, Bridges and Networking • Uncovering Teacher Leadership • Overcoming Obstacles to Leadership
Coding Text • Confirms what you thought • Contradicts what you thought ? Puzzles You *Strikes you as very important • Is new or interesting to you
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.
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.
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.
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
In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY
In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY
And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “We do it” Guided Instruction “You do it alone” Independent STUDENT RESPONSIBILITY
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
Help students to develop relationships between words Instructional Strategies…. • Wordles • Word Mapping • Word Sorts • Word Pairs • Concept Definition Map • Shades of Meaning • Connect Two
Multiple Exposures to Words Instructional Strategies…. • Semantic Feature Analysis • Frayer Model • Concept Ladder • Connect Two
Closers Should TIE things together…
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)