Transcript School-wide Literacy - Betsy Madison, NBCT

School-wide Literacy
Todd County Middle School
November 2, 2012
Remember why we’re here?
ALL
Students
College
And
Career
Ready
How do you contribute to Literacy Learning
in your school?
What can (must) we
ALL do?
• Reading must be authentic (related to what students are doing
in class).
• Reading must be purposeful (students must be responsible for
something in class).
• Comprehension strategies must be woven into ALL content.
Adolescent Literacy Strategies
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Monitoring for Meaning
Use Schema (Prior Knowledge)
Infer
Ask Questions
Create Images
Determine Importance
Synthesize Information
Determining Importance is…
"making sense of reading and moving toward insight”
(Goudvis & Harvey)
What are the most important ideas or information in this reading?
What should I remember?
In determining importance, readers identify important
ideas and facts, enabling them to mentally organize
and thus more easily comprehend the essence of
what they are reading.
Mini Lessons for
Determining Importance
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Scanning
Skimming
Accessing text through the index
Using headings as signposts
• Strolling through the pictures
• Noting characteristics of length and
structure
• Noting organizational pattern
Mini Lessons for
Determining Importance
• Deciding what to pay attention to
and what to ignore.
• Looking for surprising
information
Resources
Keep it or Junk it
• Who is “driving” this lesson?
• How does the teacher keep the students focused on
the important information in the text?
Found Poem
• Guiding Question:
– What can a difficult journey teach us about ourselves?
• Task:
– Using the assigned texts, write a found poem that will answer the
guiding question.
Found Poem
• Text Sources:
“A Song For Sacagawea” by Jane Yolen
“600 Miles to Timbuktu” by Kira Salek from The Cruelest Journey
“A Song For Sacagawea”
The Last Word
• Read the poem silently, annotate as you read.
• Choose a line that you believe connects with the guiding
question. Write that on the index card.
• On the back of the card, explain the connection you made.
“A Song For Sacagawea”
• One person reads the line they chose and show where it is found in the
text. Do not explain your connection.
• Each group member tells why they believe you chose that line.
• The Last Word-explain your connection or read the back of your card.
• Repeat until all group members have had The Last Word.
600 Miles to Timbuktu
Reciprocal Reading
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Read chunk 1 silently, and annotate as you read.
Follow the instructions for Summarize, Clarify, and Ask a Question.
Repeat process with each chunk of text.
After each chunk, take turns going first.
Composing the Found Poem
• As a group, look over your annotations
– What did you underline?
– What words, details, and phrases help you answer the guiding
question?
• Use pink handout (Found Poem Instructions) to create your
poem.
• Record your poem on chart paper.
Reflection
• 3 new things I’ve learned
• 2 things I plan to try in my classroom
• 1 thing I have a question about