Creating Literacy-rich classrooms

1. Creating Literacy-rich classrooms Spring Staff Development, 2009 Jackson County Schools

2. Fast-Write: What comes to mind when you hear the word “Literacy”? • Your response here: • Class responses: • Reading • Deciphering meaning from context • Awareness of things read and/or studied • Application of context • Personal connections between reading and reality

3. Reading Levels ~ Miscue AnalysisCTE has harder reading levels than all other academic areas because of the technical difficulty of our reading; most of it falls within the frustration level! • Easy • 1 Error per 100 words read orally • 100% comprehension • Instructional (where we teach) • 2 to 5 Errors per 100 words read orally • 80% comprehension when asked recall questions • Frustration • 5 or more Errors per 100 read orally • <70% accuracy on comprehension

4. Traditional “Views” of Literacy • Traditional ~ Works for some, but not all • Assign reading, then quiz, they fail, we are surprised? • Just reading = Remember 10% of what is read • Innovative = Literacy-Rich Classroom • Help setup (BDA Organizer) • Build, Construct, Inhabit (Literacy) • Only takes approximately 10 minutes creates tremendous results

5. Build the scene, Construct meaning, and Inhabit comprehension!!!Before, During and After Reading Share; make connections; share important points (VIPs); draw conclusions Build background knowledge, set the foundation, provide exciting examples, and relevancy, leading questions Provide direct points to consider while student is reading (VIPs); focuses reader attention and provides opportunity for greater retention

6. Before Reading • Brainstorm with group • What comes to mind when you think of marshmallows? • Clip: The Marshmallow Study • As you watch: • Think of how someone you love would react to this scenario…. • Link: Marshmallow Study Video from Youtube

7. During Reading • Read: One Marshmallow or Two? • During Reading: • Very Important Points(VIPs) to consider: Record anything you recognize/learn about kids who couldn’t wait and then those who could wait… (Use your BDA Organizer)

8. After Reading • Form Groups of 2-3. • Discussion: • Share in each group what you learned about the importance of waiting….what appears to be the connection between childhood patience and adult self-discipline and/or self-control?

9. BDA Process: Before, During, AfterBuild the scene, Construct meaning, and Inhabit comprehension!!! • Build the scene! • Choose exciting examples. • Use a variety of technology or media. Kids are wired use videos, music, commercials, newspapers, cartoons, etc. • You have to have a hook, or the fish will not bite!! • Construct Meaning! • Use Very Important Points (VIPs) to give students something to focus their attention. • Focusing attention and building the scene will increase comprehension of what is read. • Inhabit Comprehension! • Use discussion groups, whole group discussion, some method of sharing and discussing after reading. • Can serve as an assessment method to assess comprehension of reading. • Strive to LIVE or INHABIT the comprehension realm! Students will understand and be able to apply knowledge truly comprehended. • No understanding = No application and CTE is ALL application!!! • From Blooms’ Taxonomy, Understanding is a lower level verb than Applying!!! We have to get past remember and understanding to apply and do!!!

10. For Next Time….. • Try to use this technique at least once in your classroom in the next 3 weeks. • For next time, we will discuss this literacy-rich technique and will continue CONSTRUCTING!!!