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

Whole Group Share

Share Out

Literacy for Everyone

WELCOME

February 13, 2014

Equity of voiceActive listeningConfidentialityRespect for all perspectives

Self-monitor use of electronics

Collaborative Norms

Agenda

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

What is Literacy?

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…

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

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?

What should I do in my classroom?

So…

Reading Read a variety of text

Use before, during and after reading strategies

Allow students to read and annotate text

Reader’s Theatre

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

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

Draw, construct and describe geometrical figures and describe the relationships between them (CC)

Incorporate daily Do Now activities

Use creative Exit Slips

Writing/Representing

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

Structured debates

Allow students to “play” with vocabulary words

Require students to collaborate on projects

Explaining and/or defending responses

Retelling stories

Speaking

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

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

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

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

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

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