Literacy Across the Curriculum

1. Literacy Across the Curriculum May 19, 2009 Inservice Nicole Settanni Renée Finley

2. Opening Activity “I have….Who has?”

3. Why literacy across the curriculum? • All of our learning is connected. • Students use literacy skills throughout the day in all content areas. • We need to broaden ideas of literacy, and infuse it into the classroom.

4. Five Areas of Reading Instruction • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text Comprehension National Reading Panel (NRP) 2000

5. Phonemic Awareness The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words

6. Phonics Helps children learn the relationships between the letters of written language and the sounds of spoken language

7. How many syllables? agammaglobulinemia a condition of the blood, either congenital or acquired, in which there is near or complete absence of gamma globulin and a failure of the body to form antibodies, resulting in a frequent occurrence of infectious disease a⋅gam⋅ma⋅glob⋅u⋅li⋅ne⋅mi⋅a Pronounciation

8. Fluency The ability to read a text quickly and accurately

9. Text Comprehension Making meaning of the written word – reason for reading

10. Vocabulary The words we must know to communicate effectively • Listening • Speaking • Reading • Writing

11. Vocabulary is at the heart of conceptual understanding in all content areas.

12. What does vocabulary look like at RMS? • Go to assigned chart paper with your group and colored marker. • Write all of the strategies you use that coincide with the heading. • At the sound of the timer, move clockwise to the next piece of chart paper. • Check those things that you do. • Add to what was already written. • Continue through all stations.

13. What does the research say? • New vocabulary should be associated with prior background knowledge. • Students should develop elaborated word knowledge. • Students should be actively involved in learning new words. • Students should be exposed to words in multiple contexts (inside and outside of class).

14. New vocabulary should be associated with prior background knowledge. • Knowledge Rating Chart • Concept of Definition Map

15. Definition To cut zigzags in edges of fruit and vegetables halves To slice Synonyms/ Other ways to say the word To carve in a pretty fashion VANDYKE To create decorations in fruit Watermelon Fruit Basket Plate Garnish Incredible Edibles Examples

16. Students should develop elaborated word knowledge. • Expand the Word • “product” – production; productive; reproduction; productiveness • Similarities and Differences • Word Wrap • 10X

17. Students should be actively involved in learning new words. • Vocabulary Continuum Word: sweat Explanation: I placed sweat closer to soft because sweat means to cook vegetables over a gentle heat so they become soft but not brown. I didn’t put it all the way on the end because if the pan is not covered, the ingredients can become dry. Soft Hard sweat

18. Students should be actively involved in learning new words. • Word-of-the-Day Blog • Creating a Concept Map • Word Sorts

19. Students should be exposed to words in multiple contexts (inside and outside of class). • Assignment: Find at least one of the current vocabulary words in real world print. • Recipe • Directions • Book • Keep track of vocabulary words seen in print outside of the classroom material. • Vocabulary Runs!

20. “Words, so innocent and powerless as they are, as standing in a dictionary; how potent for good and evil they become in the hands of one who knows how to choose and combine them.” ~Nathaniel Hawthorne