Southern Regional Education Board

1. Welcome! Please complete the “People Search” onpage 3of your print packet. Then read the workshop overview and key ideas on page 1. Whichkey idea do you think is the most important one for your school? Discuss with someone at your table. SouthernRegionalEducationBoard

2. Lumberton Junior High The “Big Six” Literacy Strategies February 26, 2011 Jeanette Hodges HSTW/MMGWLiteracy Provider jhodges@insightbb.com SouthernRegionalEducationBoard

3. Objectives: • Identify the literacy skills necessary for success in the “Information Age” • Review the reading process and strategic teaching • Identify reading behaviors that interfere with comprehension • Practice specific reading strategies using our own text materials SouthernRegionalEducationBoard

4. Literacy Skills in the “Information Age” • What do “literacy skills” include? • How do the demands of the “Information Age” impact teaching and learning? SouthernRegionalEducationBoard

5. The Seven “Survival” Skills • Wagner, T. (2008). The global achievement gap. New York: Basic Books. ISBN 978-0-465-00230-6 • Critical thinking and problem solving • Collaboration across networks and leading by influence • Agility and adaptability • Initiative and entrepreneurialism • Effective oral and written oral communication • Accessing and analyzing information • Curiosity and imagination SouthernRegionalEducationBoard

6. Essential Reading Skills • Summarizing • Interpreting vocabulary • Paraphrasing • Categorizing • Inferring • Predicting SouthernRegionalEducationBoard

7. 1. Summarizing Capturing the main ideas in as few words as possible SouthernRegionalEducationBoard

8. 2. Interpreting vocabulary Using context clues or morphology to determine meanings of content-specific language SouthernRegionalEducationBoard

9. 2. Paraphrasing Putting another’s ideas into one’s own words SouthernRegionalEducationBoard

10. 3. Categorizing Classifying items based on similarities and differences SouthernRegionalEducationBoard

11. 4. Inferring Reading “between the lines” to connect ideas, determine themes or analyze implied meaning SouthernRegionalEducationBoard

12. 5. Predicting Making inferences about future events based on current evidence; “forward thinking based on backward reading” SouthernRegionalEducationBoard

13. The Montillation of Traxoline attributed to Judy Lanier It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristanniansgristerlate large amounts of febon and then bracter it to quaseltraxoline. Traxoline may well be one of our most lukizessneziaus in the future because of our zionterlexcelidge.   SouthernRegionalEducationBoard 1. What is traxoline? 2. Where is traxolinemontilled? 3. How is traxolinequaselled? 4. Why is it important to know about traxoline?

14. What is “reading?” Text Context SouthernRegionalEducationBoard Reader

15. What do proficient readers do? • Please read “Reading and Writing Enhances Learning in All Classes” in your Literacy Across the Curriculum guide on pages 102-105. • Complete the Cornell notes on, using 1 of 3 methods: • Read the text and then complete the template. • Complete the left side as you read; then complete the right side after you read. • Complete the template as you read, alternating between the left and right side. SouthernRegionalEducationBoard

16. Reading Behaviors that Commonly Interfere with Comprehension SouthernRegionalEducationBoard

17. GIST • Part I • Please work individually to summarize the first paragraph in 20 words or less in the provided blanks (p. 10). • Next work with your table group to write a summary statement in 20 words or less on the white strip. • We will share and choose the best one from the entire group. • Part II • Working individually, summarize the second paragraph in 20 words or less in the provided blanks, including information from the first paragraph. • Work with your table group to write a summary statement in 20 words or less on the white strip. • We will share and choose the best one from the entire group. SouthernRegionalEducationBoard

18. Home group/expert group • PROCESS • The students are placed into “home” groups of 4-6 students each. • Each individual within the home group is assigned a topic or a task in which s/he will become an “expert.” • One student from each home group will now meet with the “expert” group to study the same topic or to complete the same task. • The experts will now go back to their home groups to teach the topic or task to the group. • TODAY’S USES OF HOME GROUP/EXPERT GROUP: • Jigsaw articles • Strategy sharing SouthernRegionalEducationBoard

19. Foldables • 3-D, interactive graphic organizers • Usage • helps students to organize, learn, review, and remember information • involves kinesthetic learning • encourages creativity SouthernRegionalEducationBoard

20. Home group/expert group • Home group - table group • Expert group - summarizing strategy • Acronym/mnemonic • Backwards summary • Carousel brainstorming • Inner/outer circles • Lyrics summarization SouthernRegionalEducationBoard

21. Vocabulary Strategies • Word sort • Frayer model • Power verbs SouthernRegionalEducationBoard

22. Power Verbs Task: • Write a simple definition. • Draw a visual cue. • Create a graphic organizer. Power verbs: identify list define describe summarize evaluate justify explain discuss trace predict interpret support infer formulate criticize compare SouthernRegionalEducationBoard

23. analyze – break apart SouthernRegionalEducationBoard

24. Exit Slip What? What are the main points of today’s professional development training? What is new information? So what? Why is this important information? How does this connect to what I already knew? Now what? How can I use this information? What other information do I need? What are my next steps in order to ensure implementation? SouthernRegionalEducationBoard