Download
1 / 28
280 likes | 430 Vues
SASP Literacy Focus. Literacy Leadership Team. Purpose. To promote the philosophy of reading at Silver Palms (in a fun way )! The Literacy Leadership Team is a collaborative effort to help encourage a literate climate to support effective teaching and learning (in a fun way)!
E N D
SASP Literacy Focus Literacy Leadership Team
Purpose • To promote the philosophy of reading at Silver Palms (in a fun way)! • The Literacy Leadership Team is a collaborative effort to help encourage a literate climate to support effective teaching and learning (in a fun way)! • To work as a school literacy team, with everyone having a role in helping to foster a love of reading in the building.
What does the Literacy Team Look Like? • Administrators • Content Area/Grade Level Teachers (not only Chairs) • Special Area/Elective Teachers • Activities Director • Athletic Director • Clerical • Cafeteria
What is LITERACY? • Write your definition of literacy. • Share with a neighbor. • Revise your definition if necessary. • Share aloud.
Literacy Defined LITERACY IS…the ability to: identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts.
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
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
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 writingskills will students need to use those texts proficiently? • What discussion and presentation skills will students need to verbalize understanding?
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 thinkingskills will students need to use to move beyond basic understanding of content text?
If someone came to my room looking for a literacy-rich classroom, what would they see/not see? • Reading comprehension strategy instruction (PLORES, Chunking of text, marginal notes, etc.) • Writing instruction • Opportunities for listening and viewing • Opportunities for deep discussion and presenting • Instruction in use of higher-order thinking skills
Content Area Teachers have “Expert Blind Spots” • Secondary teachers tend to underestimate the literacy demands of their subject areas. • Content area teachers are largely unaware of their own specialized literacy expertise. • To support the content literacy learning of their students, teachers need to learn to see past their “expert blind spots.”
Roles and Responsibilities of content area teachers for Literacy Instruction • You will not be held responsible for teaching basic reading skills to middle and high school students. • Yet you should clearly understand that you do have the responsibility to provide instruction in the kinds of reading and writing that are specific to your academic discipline.
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.
How rigorous are theliteracy demands of secondary students? Let’s take a
A Day in the Life of an Adolescent Reader Act 1 - Scene 1 Venice. A street. Enter RODERIGO and IAGO RODERIGO Tush! never tell me; I take it much unkindlyThat thou, Iago, who hast had my purseAs if the strings were thine, shouldst know of this. IAGO 'Sblood, but you will not hear me:If ever I did dream of such a matter, Abhor me. RODERIGO Thou told'st me thou didst hold him in thy hate. IAGO Despise me, if I do not. Three great ones of the city,In personal suit to make me his lieutenant,Off-capp'd to him: and, by the faith of man,I know my price, I am worth no worse a place:But he; as loving his own pride and purposes,Evades them, with a bombast circumstance
A Day in the Life of an Adolescent Reader “Only Thing We Have to Fear Is Fear Itself”: FDR’s First Inaugural Address I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands of families are gone.
A Day in the Life of an Adolescent Reader Vincent Van Gogh Self Portraits In the most limited definition of the term, Impressionism as the objective study of light did not encourage so essentially a subjective study as the self-portrait but in the later expansion of the movement this self-representation was given renewed force by Cézanne and van Gogh. The latter has often been compared with Rembrandt in the number and expressiveness of his self-portraits but while Rembrandt's were distributed through a lifetime, van Gogh produced some thirty in all in the short space of five years --- fro m the end of the Brabant period (1885) to the last year of his life at St Rémy and Auvers. In each there is the same extraordinary intensity of expression concentrated in the eyes but otherwise there is a considerable variety. From the Paris period onwards he used different adaptations of Impressionist and Neo-Impressionist brushwork, separate patches of colour being applied with varying thickness and direction in a way that makes each painting a fresh experience. Self-Portrait Dedicated to Paul Gauguin 1888 (130 Kb); Oil on canvas, 60.5 x 49.4 cm (23 3/4 x 19 1/2 in); Fogg Art Museum, Harvard University, Cambridge, MA.
A Day in the Life of an Adolescent Reader Oven Baked Macaroni and Cheese Ingredients: 1 8oz. box of elbow macaroni, cooked and drained 2 Tablespoons butter 2 Tablespoons flour 2 cups milk salt and pepper to taste 2 cups shredded sharp Cheddar Directions: Preheat oven to 360 degrees. Prepare macaroni using directions on box and drain well. In a saucepan, melt butter over medium heat. Add flour and stir to remove lumps. Pour in milk and cook until thickened. Season with salt and pepper. Add cheese and stir until melted. Add macaroni and stir until all macaroni is incorporated. Pour mixture into 2 qt. casserole dish and bake for 20 minutes.
A Day in the Life of an Adolescent Reader Calculate Your Training Heart Rate Range Step1 Subtract your age from 220. (Example for an 18-year-old: 220 - 18 = 202.) Step2 Multiply the result by 0.55 to determine 55 percent of your estimated maximum heart rate. (For an 18-year-old: 202 x 0.55 = 111.1, or approximately 111 beats per minute). This is the low end of your training range, or the slowest your heart should beat when you exercise. Step3 Multiply the result from step 1 by 0.90 to calculate 90 percent of your estimated maximum heart rate. (For an 18-year-old: 202 x 0.90 = 181.8, or approximately 182 beats per minute). This is the high end of your training range, or the fastest that your heart should beat when you exercise. Step4 Use your answers from steps 2 and 3 to determine your training heart rate range. (An 18-year-old's training range is 111 to 182 beats per minute).
So… What can I do in my own classroom?
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 Try These Ideas:
