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LITERACY SUCCESS 10 Part A A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE

LITERACY SUCCESS 10 Part A A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE. THE BIG PICTURE. Read “ Couple of Beers Teas” from the Mug and Anchor menu. Mug and Anchor is a Pub in Mahone Bay, Nova Scotia. THE BIG PICTURE. This does not mean that we should be complacent

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LITERACY SUCCESS 10 Part A A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE

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  1. LITERACY SUCCESS 10Part AA PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE

  2. THE BIG PICTURE • Read “Couple of Beers Teas” from the Mug and Anchor menu. Mug and Anchor is a Pub in Mahone Bay, Nova Scotia

  3. THE BIG PICTURE • This does not mean that we should be complacent • Rather keep a hold on reality and ultimately, “What can you do for kids”!

  4. WHAT’S IN A NAME • Literacy stereotypically takes us straight to the English teacher’s area of responsibility; reading and writing. • Comprehension is a different situation. If we use a variety of approaches which assist our students to gain a more complete understanding of the materials we ask them to read or view, then who wins?

  5. LITERACY TALK • Literacy talk is not intended to lead participants to predetermined “right answers” to the complexities of literacy teaching and learning. The talk sessions are designed to create opportunities from purposefully organized, focused professional dialogue in which participants share their beliefs about and knowledge of important literacy topics, and work togetherto clarify understandings and co-construct meaning. • Literacy Talk: Person Education Canada, 2006

  6. IT WAS THE BEST OF TIMESIT WAS THE WORST OF TIMES • Take a minute to reflect on your career, recalling the most incredible experience you have had with your students.

  7. IT WAS THE BEST OF TIMESIT WAS THE WORST OF TIMES • Please take a couple of minutes to think about the specifics that made the experience so successful.

  8. WHAT WERE THE SPECIFICS? • Write down the specifics that made the experience terrific. We will look at this later to see what specifics fall into the Before, During and After Scenario.

  9. Why Me? • Improvements in higher-level reading skills cannot come about by an emphasis on reading instruction in isolation from the other work students do in school. Students must learn to read in all content areas. Every teacher must be a reading teacher. (It’s all about comprehension and accurate expression skills!) Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition,1998, page 57.

  10. CHOOSE WHAT’S APPROPRIATE A lot of information is being presented to everyone in all courses Just take a look at the increasing list of educational acronyms. (Remember the Couple of Beers Teas Message)

  11. Acronyms ? LDP Leadership Development Plan PFI Planning for Improvement AYR Active Young Readers IB International Baccalaureate AP Advanced Placement PCF Position Control Form SIP School Insurance Program HR Human Resources ROCO Regional Code of Conduct LSP Learning Support Plans IPP Individual Program Plan SAC School Advisory Council PEBS Positive Effective Behavioral Supports EPA Educational Program Assistant EQA Educational Quality Accountability NSISP Nova Scotia International Student Program SLP Speech language Pathologist TILT Technology Integration Leadership Team SLD Severe Learning Disabilities GIFTS Genuine Innovative Functional Teaching Strategies O2 Options to Opportunities CUPE Canadian Union of Public Employees FOIPOP Freedom of Information Privacy of Property RFA Recommendation for Appointment OHS Occupation Health and Safety DIRT Directed Independent Reading Time LS Literacy Success PMI Pluses/Minuses/Interesting Points or Implications KWL What I Know/Want to Know/ Learned DR/TA Directed Reading/Thinking Activity PreP Pre-reading Plan SQ3R Survey/Question/Read/Recite/Review QAR Question Answer Relationships RAFT Role/Audience/Format/Topic SVES Stephens Vocabulary Elaboration Strategy

  12. CHOOSE WHAT’S APPROPRIATE • What is my current practice? • What do I already do? • Can I alter something I already do? • Should I subtract something from what I already do? • Can I add something to what I already do?

  13. “Teaching is a constant stream of professional decisions made before, during and after interaction with the students: decisions which, when implemented, increase the probability of learning.” Madeline Hunter, Author of Mastery Teaching

  14. We Generally Assist Students To • Prepare for learning through prereading activities • Ensure comprehension through the use of metacognitive strategies during reading • Extend and refine the new knowledge they acquire Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998, page 57.

  15. Strategic TeachingRichardson and Morgan (1994) • Preparation and Planning before reading: arousing students’ curiosity and need to know • Assistance and Associations while reading: helping students make connections and monitor their understanding while reading. • Reflection and Readiness for Application after reading: thinking, talking, and writing about key concepts and learning. Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998, page 58.

  16. Activity Resource • The following are a few of the strategies presented in the text, Teaching Reading in the Content Areas; If Not Me Then Who? by Rachel Billmeuer and Mary Lee Barton Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998.

  17. Before • Anticipation Guides p.104 (D) • Problematic Situations p.122 • K-W-L p.116 (A) • DR/TA p.92 (D,A) • PreP p.121 • Frayer Modelp.74 (D,A) Vocabulary Strategies

  18. During • Pairs Read p.119 • Reciprocal Teaching p.128 (B,A) • Graphic Organizers for mapping ideas and relationshipsp.109 (B,A) • SQ3R Survey, Question, Read, Recite, Review p.130 (B,A) • Structured Note-taking p.137 (B,A) • Sensory Imageryp.136

  19. After • Informational Paragraph Frames p.114 (B) • Proposition/Support Outlines p.124 (D) • QAR Question-Answer Relationships p.145 • RAFT Role, Audience, Format, Topic p.151 • Writing-to-Learn p.154 (B,D) • Learning Logs p.148 (B,D) • Creative Debatep.158 • Group Summarizing p.112 • Discussion Web p.160 • Scored Discussion p.163

  20. Teacher’s self-evaluation checklist • Billmeyer, Barton: Teaching Reading in the Content Areas If Not Me, Then Who?, Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, Colorado 80014, second edition, 1998, page 60.

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