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But I Am N ot an English Teacher!

But I Am N ot an English Teacher!. Content A rea Literacy GSSD Coaches Cindy Smith & Andrea Hnatiuk. We start and end on time We are a community of professionals, we participate fully, encourage participation from others, and allow ourselves to be learners

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But I Am N ot an English Teacher!

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  1. But I Am Not an English Teacher! Content Area Literacy GSSD Coaches Cindy Smith & Andrea Hnatiuk

  2. We start and end on time • We are a community of professionals, we participate fully, encourage participation from others, and allow ourselves to be learners • We create a safe place to be heard, we can take risks • We respect everyone’s point of view • We use technology appropriately in the spirit of professional learning Our Professional Growth Commitment

  3. What is Literacy? Quick Write

  4. Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.

  5. Why do students have difficulty reading academic texts? Commit and Toss

  6. “The need to guide adolescents to advanced stages of literacy is not necessarily the result of any teaching or learning failure in the preschool or primary years; rather, it is a necessary next step in normal reading development.” • -McCombs et al., 2005, pp. 2-3 as cited in Buehl, D. (2011)

  7. Basic Literacy • Intermediate Literacy • Discipline Literacy Model of Disciplinary Literacy

  8. What does the curriculum say about literacy?

  9. Big Question! Why is literacy important in my subject area and What does it look like?

  10. Literacy Receptive Expressive Read View Listen Repre-sent Speak Write Create a subject specific graphic organizer using these headings

  11. Article Study

  12. Gradual Release of Responsibility Buehl, 2011

  13. Pros? Cons? What students will benefit? When to use it? Ease of use? Carousel Graffiti Activity

  14. “I have a rain barrel that is 2 metres high, and has a diameter of 1.2 metres. How much water will it hold?” Think Aloud

  15. All too often, it is assumed that symbolic representation is the only way to communicate mathematically. The more flexible students are in using a variety of representations to explain and work with the mathematics being learned, the deeper students’ understanding becomes.

  16. Frontloading Vocabulary

  17. It is estimated that a high school student’s working vocabulary weighs in around 40,000 words -Stahl and Nagy, 2006 • Vocabulary is an important factor in academic success. -Short & Fitzsimmmons, 2007

  18. Means teaching the origins of words, the meaning of prefixes and suffixes • Ex: Poly = “many”. Polygon, polynomial, polydactyly, polyester, etc. • Saves time, because learners aren’t just memorizing words, they are understanding how words work • Helps students make connections to prior knowledge and across curriculum and subjects Teaching “Generative Vocabulary”

  19. Classroom Instruction That Works – Effect Size Effective Classroom Strategies

  20. Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement Cohen simplified the range of effect sizes Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above Effect Size Effective Classroom Strategies

  21. Summarizing and Note Taking Effective Classroom Strategies

  22. Understanding Vocabulary, Scholastic • Literature Review • GSSD Content Area Literacy For More Information

  23. 3-2-1 3 – Important points 2 – Learning activities you will try 1 – Question you have Closure GSSD Content Area Literacy

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