literacy success 10 part a a provincial department of education innitiative

LITERACY SUCCESS 10Part A

A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE

THE BIG PICTURE

• Read “Couple of Beers Teas”

from the Mug and Anchor menu.

Mug and Anchor is a Pub in Mahone Bay, Nova Scotia

THE BIG PICTURE

• This does not mean that we should be complacent

• Rather keep a hold on reality and ultimately,

“What can you do for kids”!

WHAT’S IN A NAME

• Literacy stereotypically takes us straight to the English teacher’s area of responsibility; reading and writing.

• Comprehension is a different situation. If we use a variety of approaches which assist our students to gain a more complete understanding of the materials we ask them to read or view, then who wins?

LITERACY TALK

• Literacy talk is not intended to lead participants to predetermined “right answers” to the complexities of literacy teaching and learning. The talk sessions are designed to create opportunities from purposefully organized, focused professional dialogue in which participants share their beliefs about and knowledge of important literacy topics, and work together to clarify understandings and co-construct meaning.

• Literacy Talk: Person Education Canada, 2006

IT WAS THE BEST OF TIMESIT WAS THE WORST OF TIMES

• Take a minute to reflect on your career, recalling the most incredible experience you have had with your students.

IT WAS THE BEST OF TIMESIT WAS THE WORST OF TIMES

• Please take a couple of minutes to think about the specifics that made the experience so successful.

WHAT WERE THE SPECIFICS?

• Write down the specifics that made the experience terrific.

We will look at this later to see what specifics fall into the Before, During and After Scenario.

• Improvements in higher-level reading skills cannot come about by an emphasis on reading instruction in isolation from the other work students do in school. Students must learn to read in all content areas. Every teacher must be a reading teacher. (It’s all about comprehension and accurate expression skills!)

Why Me?

Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition,1998, page 57.

CHOOSE WHAT’S APPROPRIATE

A lot of information is being presented to everyone in all courses

Just take a look at the increasing list of educational acronyms.

(Remember the Couple of Beers Teas Message)

Acronyms ?

LDP Leadership Development PlanPFI Planning for ImprovementAYR Active Young ReadersIB International BaccalaureateAP Advanced PlacementPCF Position Control FormSIP School Insurance ProgramHR Human ResourcesROCO Regional Code of ConductLSP Learning Support PlansIPP Individual Program PlanSAC School Advisory CouncilPEBS Positive Effective Behavioral SupportsEPA Educational Program AssistantEQA Educational Quality AccountabilityNSISP Nova Scotia International Student ProgramSLP Speech language PathologistTILT Technology Integration Leadership TeamSLD Severe Learning DisabilitiesGIFTS Genuine Innovative Functional Teaching StrategiesO2 Options to OpportunitiesCUPE Canadian Union of Public EmployeesFOIPOP Freedom of Information Privacy of PropertyRFA Recommendation for AppointmentOHS Occupation Health and SafetyDIRT Directed Independent Reading TimeLS Literacy SuccessPMI Pluses/Minuses/Interesting Points or ImplicationsKWL What I Know/Want to Know/ LearnedDR/TA Directed Reading/Thinking ActivityPreP Pre-reading PlanSQ3R Survey/Question/Read/Recite/ReviewQAR Question Answer RelationshipsRAFT Role/Audience/Format/TopicSVES Stephens Vocabulary Elaboration Strategy

CHOOSE WHAT’S APPROPRIATE

• What is my current practice?

• What do I already do?

• Can I alter something I already do?

• Should I subtract something from what I already do?

• Can I add something to what I already do?

“Teaching is a constant stream of professional decisions made before, during and after interaction with the students: decisions which, when implemented, increase the probability of learning.”

Madeline Hunter, Author of Mastery Teaching

We Generally Assist Students To

• Prepare for learning through prereading activities

• Ensure comprehension through the use of metacognitive strategies during reading

• Extend and refine the new knowledge they acquire

Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998, page 57.

Strategic TeachingRichardson and Morgan (1994)

• Preparation and Planning before reading: arousing students’ curiosity and need to know

• Assistance and Associations while reading: helping students make connections and monitor their understanding while reading.

• Reflection and Readiness for Application after reading: thinking, talking, and writing about key concepts and learning.

Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998, page 58.

Activity Resource

• The following are a few of the strategies presented in the text,

Teaching Reading in the Content Areas; If Not Me Then Who?

byRachel Billmeuer

and Mary Lee Barton

Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998.

Before

• Anticipation Guides p.104 (D)

• Problematic Situations p.122

• K-W-L p.116 (A)

• DR/TA p.92 (D,A)

• PreP p.121

• Frayer Model p.74 (D,A) Vocabulary Strategies

During

• Pairs Read p.119

• Reciprocal Teaching p.128 (B,A)

• Graphic Organizers for mapping ideas and relationships p.109 (B,A)

• SQ3R Survey, Question, Read, Recite, Review p.130 (B,A)

• Structured Note-taking p.137 (B,A)

• Sensory Imagery p.136

After

• Informational Paragraph Frames p.114 (B)

• Proposition/Support Outlines p.124 (D)

• QAR Question-Answer Relationships p.145

• RAFT Role, Audience, Format, Topic p.151

• Writing-to-Learn p.154 (B,D)

• Learning Logs p.148 (B,D)

• Creative Debate p.158

• Group Summarizing p.112

• Discussion Web p.160

• Scored Discussion p.163

Teacher’s self-evaluation checklist

• Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998, page 60.