Nash-Rocky Mount Schools
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Transcript of Nash-Rocky Mount Schools
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Nash-Rocky Mount Schools
Literacy Plan OverviewSeptember 10th, 2013
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Nash-Rocky Mount SchoolsLiteracy Plan Overview
September 10, 20132:00 – 4:00
“Preparing ALL students for a bright and prosperous future by Deliberately and Intentionally providing Rigorous and Relevant instruction in every classroom, every day.”
North Carolina Professional Teaching Standards Addressed
Standard III: Teachers know the content they teach Standard IV: Teachers facilitate learning for their students
Standard V: Teachers reflect on their practiceLearning Targets:
I understand the types of materials that may be used as text. I understand how to integrate literacy into my content area.
I understand the connections between Reading, Writing, Speaking, Listening, Thinking and Creating.
What? Who? How? TimeLiteracy Plan Overview Bob Alexander- ELA
Amy Keith- ELAJennifer Curtis- MathMike Jones- MathDiane Rigsbee- SSMelissa Butts- STEM
PowerPoint Presentation 60 minutes
Thinking Maps & Task Content Specialist and Coaches PowerPoint Presentation 45 minutes
Closure/Q & AEvaluation
Facilitator/ Participants Group Discussion 15 minutes
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The VisionThe NRMPS literacy vision is to develop and support on-going comprehensive literacy expectations for all grades and content areas, K-12. Our goal is to build, refine, and practice the life-long literacy skills of reading, writing, speaking, listening, thinking, and creating through content and supporting projects in an effort to prepare all students to be college and career ready contributing members of our democratic society.
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What Does the NRMS Literacy Model Look like
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TEXT
Reading
Writing
Speaking
Listening
Thinking
Creating
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Text
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Text:a tangible artifact or document appropriate for students’ current level of social and intellectual development.
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We Believe…
• NRMPS believes that text is the primary lens for literacy.
• Through the text experience, literacy is engaged via a complete cycle of the reading, writing, speaking, listening, thinking, and creativity skills inherent in all content standards.
• Texts can take a variety of forms, both print and non-print.
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books articles essays paragraphs photos paintings sculptures raw data primary sources documents journals letters maps charts graphs word problems interviews speeches diagrams models music editorials political cartoons laws pamphlets technical plans art digital creations blue prints memoirs schematic drawings recipes film compound equations symbols
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Think out of the box
when it comes to selecting text.
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READING
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“Either write something worth
reading or do something worth
writing.”~ Ben Franklin
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We Believe…• We believe with
support, practice, and daily reading opportunities, both students and teachers can become partners in teaching and learning reading in the content areas.
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WRITING
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We Believe…• Writing clarifies and refines thinking.• For assessing student understanding, writing is a
non-negotiable. • Students need opportunities to write daily.• Students need coaching and feedback on creating
and refining a writing process in each content area.• The District Writing Plan outlines specific
assignments that should be included at each grade level from various content areas.
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NRMS Digital Writing Support Pieces
•Write to Learn (Grades 4-8)•Writing Coach•Essay Scorer
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Speaking
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Speaking
The ability to express and articulate thoughts and ideas and engage in dialogue is an essential component of the Common Core State Standards and a key life-long learning skill.
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We believe…Through the discussion and exchange of ideas, students and teachers are able to:• learn to agree and disagree in a civil
fashion,• examine and clarify various perspectives,• create new meaning,• articulate complex cognitive and
metacognitive information, observations, and thought.
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Listening
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Listening
• What did you say? • The ability to listen and think deeply
about what you hear is a crucial literacy skill.
• In what ways have you observed students practicing active listening?
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We Believe…
If you are going to survive in the 21st Century, filtering all the noise is going to save your life.
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Thinking
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ThinkingREADING
WRITING
SPEAKING
LISTENING
THINKING
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Thinking
• Thinking has been defined as the “…ability to explain and manipulate complex systems.”(Roberts and Billings)
• Teaching students to think creatively and critically is the essential function of literacy.
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We Believe…
We believe thinking can be taught with frequent and deliberate practice.
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CREATING
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Creativity Tools in NRMS
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We Believe…
Creating well-defined projects, developed for authentic audiences, generates opportunities to: • demonstrate and assess (formative,
benchmark, summative) mastery of standards,• practice life-long learning and
sophisticated literacy skills.
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Kick Starting Creativity• Graduation Project• The District Writing Plan• Transition Projects• STEM Projects• Problem-Based Learning• Project-Based Learning• Performance Tasks• The 8 Math Practices• Paideia Coached Project• Inquiry Projects
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Text
NRMS: Let’s stop talking
about Literacy….