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1. Integrating Literacy Strategies into Gold Seal Lessonspresented by Nicole Hochholzer Consultant, International Center for Leadership in Education & Literacy Specialist, Kaukauna High School To hear this webinar you will need to choose your audio mode. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices: Use telephone Use mic & speakers If using mic & speakers make sure your volume is turned up so you can hear If using the telephone dial the number provided and enter the audio pin. Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact Jackie Gonyo at 518-723-2063. All participants are on mute.

2. Webinar Guidelines • All participants are on mute during the entire webinar. • Presentation portion will be 45 minutes • Questions and Answers portion will be 15 minutes • To ask a question type it in the question control panel in the upper right corner of your screen. • Content questions will be answered in the order they were received at the end of the webinar presentation. • We will send you a follow up email with the PowerPoint presentation and helpful resources

3. Does this make sense? With hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes are deceived” he had said. “An egg not a table correctly typified this unexplored planet.” Now three sturdy sisters sought proof. Forging along sometimes through calm vastness, yet more often over turbulent peaks and valleys. Days became weeks as many doubters spread fearful rumors about the edge. At last from somewhere, welcomed winged creatures appeared signifying momentus success. From: Subjects Matter by Daniels and Heinemann

4. COMPREHENSION • Sometimes we spend so much time thinking about the “new stuff” that we don’t realize kids might not know the hidden knowledge

5. Teaching to the “Match” • If you’re well matched you say, “I just read it.” • If you’re somewhat matched you say, “I got some of it.” • If you’re mismatched you say, “I didn’t get it at all.”

6. So what are your choices? • “You read it, come back and I’ll tell you what it said.” Or hold a “class” discussion. • “We don’t really DO reading in my class.” Kids remain frozen as readers during your hour. • You might need to build background knowledge FOR reading not THROUGH reading.

7. Content Area Strategies • Pre-Reading Strategies • During Reading Strategies • Post-Reading Strategies Let’s start with Pre-Reading…

8. Pre-Reading Strategies • Set a student up for success • Familiarize students with new vocabulary words, concepts and terms • Ignite interest in the reading • Establish purpose for reading • Make connections to their own life, prior knowledge and/or other courses

9. List of Quick Write Prompts • I learned… • I remember that… • I already knew that… • I was wrong to think… • I would explain… • The confusing thing… • I was surprised… • A person should know… • My definition of this… • A key term is…because • I can tell you that… • Something I should share about this is… • I want to learn more about… • Something that people get wrong about…is… • I changed my thinking about… • A brief summary of…should include…

10. Difference between: • Ask the whole class: “What is an integer?” • Ask the whole class: “Write down and explain what an integer is.”

11. What to do with the writing? • Collect the writings • Circuit the writings: pass two or three or ten times – as much as you like! • Create a gallery walk

12. Sequential Roundtable Alphabet

13. Sequential Roundtable Alphabet

14. Sequential Roundtable Alphabet • Use 7 – 10 minutes • Using every letter of the alphabet, try to come up with a word or phrase that fits the unit or topic • Ask, “Why should I accept that?” • Each group goes up with transparency and each group subsequently puts up only new words. Source: Doug Buehl

15. Just a thought… “If kids don’t ever have to access your discipline through reading it in your class, they’ll never do it on their own.” Doug Buehl

16. Story Impressions • Give students a list of words or phrases which they use to write a paragraph anticipating the content of a reading • Cut away everything but the key concepts and phrases • Advantages: builds anticipation for reading and also allows for more “quick writes” practice Doug Buehl, Classroom Strategies for Interactive Learning

17. Try this… The Great Depression: 1929 to the 1940’s Black Tuesday Failed banks Hobo camps Dust Bowl Young Adults

18. Story Impressions • Doing with a partner reduces anxiety and allows for more discussion of content • Use as a post-reading summary by adding 5 new words • Use this as an essay prompt

19. During Reading Strategies: • Help students “hold their thinking” • Help students make connections while they read • Encourages students to visualize • Encourages questioning • Helps students improve their ability to self-monitor as they read

20. Q-NOTES • Similar to Cornell Notes • Go through the text or reading, looking at titles, subheadings and topic sentences • Using the left-hand 1/3 of the paper, turn those titles, etc. into questions • On the right-hand 2/3 of the paper answer the question with information from the text or reading • Use bullets or dashes to help organize your ideas, use symbols and abbreviations to help you take notes more efficiently Source: Jim Burke

21. Q NOTES Name_________________ Date_____________ Topic________________ Period___________

22. Pairs Read • Put students in pairs (duh!) and ask students to determine who is “A” and who is “B”. • Students will read the text paragraph by paragraph, with Student A reading the paragraph and Student B paraphrasing what was read, then alternating. Source: ICLE Strategic Reading Kit

23. Alternatives for Pairs Read • Students can read silently, then take turns paraphrasing what was read. • Students can read, then choose one of the following: 1. Make a comment 2. Ask a question 3. Make a connection

24. The LessonResearch Suggests a New Format Traditional Format New Format Prereading Activities Discussions Predictions Questioning Brainstorming Setting Purpose Reading Assignment Given Guided ACTIVE Silent Reading Activities to clarify, reinforce, extend Knowl-edge Independent reading Discussion to see if students learned main concepts, what they “should have” learned Source: McRel

25. Post-Reading Strategies • Allows students to process their thinking more deeply and carefully • Gives students a clear “record” of their reading and their processing

26. Rock Around the Clock Source: ICLE Strategic Reading Kit

27. Rock Around the Clock Source: ICLE Strategic Reading Kit

28. Summary Pyramid Reading __________________________ __________________ 1 word to describe this topic _________ ________ 2 words to describe subheadings of the topic __________ __________ __________ 3 words to describe what you already know about the topic __________ __________ __________ __________ 4 words to describe what you learned ________ ________ ________ ________ ________ 5 words to describe other knowledge that connects to this knowledge One sentence summary: ____________________________________ Source: Doug Buehl

29. Summary Pyramid Reading The Great Depression 1929 to the 1940s The Great Depression 1 word to describe this topic Stocks Farming 2 words to describe subheadings of the topic Black Tuesday frugal 3 words to describe what you already know about the topic Dust Bowl Hobo Camps 4 words to describe what you learned Great Depression influenced future generations 5 words to describe other knowledge that connects to this knowledge One sentence summary: Many people endured hardship when stocks fell and people lost jobs, their money and their homes.

30. Nicole Hochholzer (920)766-5948 (920)766-6113 x5430 nhochholzer@hotmail.com