Literacy Training

1. Literacy Training Grades 6-8 Team Members: Ruth Alford, Dale Locklear, Michael S. Fletcher, Rob White, Velinda Locklear, Brenda Allison, Linda Dial, Mary Ann Prevatte, Shaneitha Lee Nance, Ronnie Chavis, and Leon Maynor

2. Definition of Literacy The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."

3. “Every Teacher is a Teacher of Reading” • Reading strategies can be addressed in all subject areas. • Social Studies • Science • Physical Education • Math • Etc.

4. 6-8 Data • Goal Summaries • District • School • Teacher • Formative Data • Discovery • STAR Tests • Success Maker • Teacher Assessments (varied)

6. THE BASICS:T e x t F e a t u r e s http://link2literacy.blogspot.com/2010/01/best-ideas-teaching-text-features.html (used as a resource for presentation)

7. What is it? • A title is the name of a book, essay, article, etc. • Purpose: • To hint at what the text might be about. • To give a brief summary of the text content. Title

8. What is it? • The table of Contents is a list of chapters or article titles found at the beginning of the text. • Purpose: • To help readers, at a glance, find out about topics or concepts discussed in the book or magazine. Table of Contents

9. What is it? • Pictures are images or graphics often found in writing. • Purpose: • To help us VISUALIZE what we are reading about. • To catch readers’ attention and make the text seem more interesting. Pictures

10. Caption • What is it? • A caption is text in smaller print that is found next to a picture inserted in the main body of the text. • Purpose: • To give a brief explanation of the picture.

11. Heading“Myths Explain the World” What is it? A heading is the title of a short section within the main body of a text. Purpose: To give readers clues as to what they will read about next. To make it easy to find the main ideas/topics within the body of the text.

12. What is it?A subheading is the title of a small section found underneath a heading. Subheadings give clues about what’s coming next. • Purpose: • To help organize the text into sections of information that support the main topic. • To make it easy to find important topics within the body of the text. Subheading“Greek Gods”

13. Bold Words What is it? Bold Words are words in the text printed in darker ink; sometimes highlighted. Purpose: To show readers important words. concepts, or ideas that should be studied or remembered. These words are the key to understanding the main ideas in the text.

14. Rob and Big Rob & Big was an American reality television series that followed the lives of professional skateboarder, Rob Dyrdek, and his best friend and body guard, Christopher "Big Black" Boykin. The Beginnings The show premiered on November 2, 2006 and ended on April 15, 2008. The series was produced by Ruben Fleischer and directed by Mark Jacobs. Episode 1 After moving in, Big Black suggests to Rob that they get a bulldog, to complete the new family. The two fly to Arizona on a private jet to pick up their new little puppy. To welcome their new family member, the guys host a party with a surprise appearance by Three Six Mafia1.  1Three Six Mafia is an Oscar-Award winning American rap group originating from Memphis, Tennessee Footnote What is it? A footnote is an explanatory note inserted at the bottom of the page referring to a specific word or phrase in the text. Purpose: To give readers extra information they may need to fully understand the word or idea in context.

15. Bullet Points What is it? Bullet Points are graphics that are used to list items or ideas in a text. Purpose: To break up a lot of text into chunks of important info. To create lists, summarize key ideas at the end of a chapter, etc.

16. Charts and Tables What are they? Tables are summaries of facts or data written in columns or rows. Charts are visual representations of quantities or results. Purpose: To organize information into a small space and an easy-to-read format.

18. What is it? • Graphs are visual comparisons of data and information in a bar/pie/line format. • Purpose: • To help us read facts and figures in a short amount of time. Graphs

19. Skateboard Glossary 360: when a skateboarder and his board turns 360 degrees while in the air. Axle: the metal rod that runs through the hangar of a skateboard’s truck. Deck: the flat, long, oval/rectangular, wooden part of the skateboard you stand on. • What is it? • A glossary is an alphabetized list of terms and definitions found in the back of the book or at the end of an article. • Purpose: • To provide an easy-to-access reference for important vocabulary. Glossary

20. What is it? • An insert is a small section of text inserted into the main body of the text. • Purpose: • To provide additional information that is not vital to the text, but is supplemental or interesting. Insert

21. What is it? • A map is a diagrammatic representation of a specific location. • Purpose: • To help us visualize where something is taking place. Map

22. What is it? • Colored Print is text printed in a color other than black. • Purpose: • To make important ideas, interesting facts, or titles/headings stand out. Colored Print

23. Font Size and Type Changes

24. What is it? • A change in the size of the text or the style in which it is written. • Purpose: • To hint at important ideas that readers should pay close attention to.

25. What is it? • An alphabetical list of names and/or topics as well as lists of page numbers on which each item is mentioned. • Purpose: • To help readers find all the pages in the text where each subject is discussed. Index

26. Resources http://www.montgomeryschoolsmd.org/schools/westlandms/agopp/textfeatures.pdf (matching game) http://www.timeforkids.com/TFK/class/pdfs/2006F/060901_wr2.pdf (sample passage) http://skyways.lib.ks.us/tricon/2005/handouts/nonfiction_text.pdf (text structures) http://www2.scholastic.com/browse/lessonplan.jsp?id=232 (toppling tower passage ) http://teachingtoday.glencoe.com/userfiles/file/BIG%20FOX%20graphic%20organizer.pdf (BIG FOX graphic organizer) http://www.cia.indiana.edu/files/ITRI_3_TF.pdf (text feature pdf) http://link2literacy.blogspot.com/2010/01/best-ideas-teaching-text-features.html (pretest, Power point, etc.)

27. Grammar/Basic punctuation • 4 basic rules for the use of a comma • End punctuation • Capitalization • Parts of Speech • Activity: Editing

32. Reasons to Read Personal Informational

33. Reasons People Read • For Pleasure • For Academic Success • For Work (technical guide) • For Information • For understanding directions • For keeping touch with family and friends • For understanding the world we live

34. Activity • Create a T-Chart and list pleasure and informational text. Pleasure Informational

35. Clues/strategies to attain meaning from the written word: • Cloze procedure • Context clues/Content Clues • SQ3R • Outlining • Underlining • Etc.

37. How the Butterflies Came to Be by Joseph Brachac Cloze Activity Long ago, not long after Earth-Maker shaped the world out of dirt and sweat he scraped from his skim. Iitoi or __________________________was walking around during the time of year when the ____________________ came, that made the _____________________bloom and the ____________________ green and bright. During this season it also made his ________________ glad to see children___________ and ___________________. He became ____________ when he realized the children would grow __________ and weaken and _______________. That was the way it was made to be. The red, yellow, white and blue of the _____________________ would fade. The __________________would fall from the trees. The ______________would grow short and the ___________________ would be cold. The _________________ brushed pass Elder Brother, making some leaves ___________ in the sunlight. Then an idea came to him. He would make something to make the children ________________and his ___________________ glad again. He took a ______________ and placed bright-colored __________________, fallen ______________________, yellow___________________, white __________________, green _________________________, shining gold _____________________and the _________________________ of birds. The _____________________ opened the Elder Brother's __________ and out flew the first __________________________. Their __________________ were bright as sunlight and held all of the __________________ of the flowers, the leaves, the cornmeal, the pollen and the green pine needles. They looked like flowers, ___________ in the __________________. The first butterflies___________________ about the heads of the children they ____________________. As they flew, they______________ and the children _____________________. Everyone was happy with the butterflies except the _______________________. They told Elder Brother that the __________________ belonged to them and not the butterflies and Elder Brother agreed. To this day butterflies dance as they __________, but they are __________________________. Children's hearts remain glad. That is how Elder Brother meant it to be.

39. How the Butterflies Came to Be

44. Major Reading Focus Strategies(Content and Informational Literacy) • Comprehension/High Level Critical Thinking Skills • Main Idea • Predicting outcomes • Identify chronological order • Cause and Effect • Context clues • Compare and contrast • Identify steps in process • Use visuals • Draw conclusions • Fact and opinion • Author’s purpose

45. How to Help Struggling Readers • Question Answer Relationships (QARs) • Directed Reading • Directed Reading-Thinking Activity

46. Directed Reading Activity • Preparation and Background • Introduce new vocabulary • Ask questions about title or pictures • Give focus question that is open-ended • Silent Reading • Discussion and rereading • Ask questions - students support/prove answers • Skills development and practice • Direct instruction in specific reading skills • Follow-up and enrichment activities • Drama, writing, discussions, art or music Source – Remediating Reading Difficulties. Sharon Crawley and King Merritt. 4th Ed. 2004.

47. Directed Reading-Thinking ActivityNarrative Text • Survey title • What do you think this story is about? Why? • Read assigned section silently (cover unread portions • Repeat step 1 questions • Continue Reading to next stop. • Repeat step 1 questions • Continue to end • Engage reflection and thoughtful responses Source (current and following slide) – Content Area Reading: Literacy and Learning Across the Curriculum 9th Edition, Richard and Jo Anne Vacca. 2008.

48. Directed Reading-Thinking ActivityInformational Text • Set reading purpose • Chapter titles/headings/subheadings • What do you think the author will present? • Record speculations – Ask why do you think that? • Use discussion to explore inaccurate or weak knowledge base and further clarify concepts • Poll class for predictions • Adjust rate of reading based on purposes • Tell students to read to see if predictions are correct • Observe reading and assist students who need help • Guide reader-text interactions • Accept, reject, or redefine purposes • Extend learning through discussion, additional study, or writing • Whole class or small groups • Compare predictions to outcomes • How do you know that? • Can you prove it/what made you think that way?

49. Literary Terms • From all subjects • Cross-curricular

50. Grade Level Reading Lists You must be signed into the PSRC website to view this page