litercay for everyone march 20, 2014 providence public schools workshop
DESCRIPTION
Slide Show Objectives: Teachers will understand the four dimensions of literacy: reading, writing/representing, speaking, and listening/viewing. Teachers will plan ways to apply literacy strategies to classroom practice.TRANSCRIPT
![Page 1: Litercay For Everyone March 20, 2014 Providence Public Schools Workshop](https://reader036.vdocuments.site/reader036/viewer/2022062617/54baaba34a7959bd6e8b45df/html5/thumbnails/1.jpg)
You have three minutes to work with your team to create a poster that answers the following question:
"What does literacy look like in a classroom?”
Do Now
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Whole Group Share
Share Out
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Literacy for Everyone
WELCOME
February 13, 2014
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Equity of voiceActive listeningConfidentialityRespect for all perspectives
Self-monitor use of electronics
Collaborative Norms
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Agenda
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Teachers will understand the four dimensions of literacy: reading, writing/representing, speaking, and listening/viewing.
Teachers will plan ways to apply literacy strategies to classroom practice.
Objectives
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What is Literacy?
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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 disciplines
Cross-curricular (every discipline)
But Literacy is also…
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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
Literacy Across the Curriculum
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Reading comprehension strategy instruction
Writing instruction Opportunities for listening and viewing Opportunities for deep discussion and
presenting Instruction in use of higher-order thinking
skills Presentation of ideas through various
means Inquiry and investigation
If someone came to a classroom looking for a literacy-rich classroom, what would they see?
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What should I do in my classroom?
So…
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Reading Read a variety of text
Use before, during and after reading strategies
Allow students to read and annotate text
Reader’s Theatre
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Cite textual evidence to support analysis of text and/or topic… (CC)
Write arguments to support claims in an analysis of topics or texts, using valid reasoning and evidence (CC)
Require students to predict, infer, collect, organize, and interpret data, and formulate conclusions
Writing/Representing
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Students describe their physical world using geometric ideas and vocabulary (CC)
Students use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes (CC)
Students formulate and reason about expressions and equations (CC)
Writing/Representing
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Draw, construct and describe geometrical figures and describe the relationships between them (CC)
Incorporate daily Do Now activities
Use creative Exit Slips
Writing/Representing
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Participate in a range of collaborative discussions with diverse partners about topics and texts with peers and adults (CC)
Report on a topic or text or present an opinion (CC)
Present information, findings, and supporting evidence clearly, concisely, and logically (CC)
Literacy Centers
Literary Circles
Speaking
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Structured debates
Allow students to “play” with vocabulary words
Require students to collaborate on projects
Explaining and/or defending responses
Retelling stories
Speaking
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Utilize guest lectures to supplement the class instruction
Evaluate a speaker’s reasoning and use of evidence
Participate in a range of collaborative discussions
Listening/Viewing
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Include multimedia components (e.g. graphics, sound) and visual displays in presentations (CC)
Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic (CC) Compare and contrast activity
Listening/Viewing
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For your understanding, review sample grade standard and curriculum unit as a table group. (What content is to be learned? What are the essential questions? What are the main standards addressed in the unit?)
Using the graphic organizers #1-4, brainstorm specific instructional activities that address listening, writing, speaking, and reading within the provided unit (for example, if teaching fractions, what listening activities might you use in your classroom?).
Applying Literacy
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Select 1 instructional activity from each dimension and transfer to graphic organizer #5.
Choose 1 dimension and plan a possible way to differentiate the chosen activity.
Record your differentiated instruction in the center circle.
Your table group has approximately 20 minutes to complete this activity.
Differentiation Activity
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All A’s and B’s, remain at your tables.
All C’s and D’s, stand and move to another table together. Bring your graphic organizer #5 with you.
Discuss the planned activities and differentiated instruction for your unit.
Share Out
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Return to your original tables.
Revisit the poster that your group created.
"What does literacy look like in a classroom?”
With your group, discuss and add any new revelations to your poster.
Poster/Exit Activity