Literacy Across the Curriculum. with Kate Ellis North Tonawanda City School District email@example.com. Welcome!. Today’s Agenda: What is literacy? Identifying the need for secondary literacy instruction The changing demands of literacy instruction
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
with Kate Ellis
North Tonawanda City School District
LITERACY IS…the ability to identify,
understand, interpret, create, communicate,
compute, and use printed and written
materials associated with varying contexts.
Literacy involves a continuum of learning to
enable an individual to achieve his or her
goals, to develop his or her knowledge and
potential, and to participate fully in society as
“Literacy in the 21st Century will mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries, and find meaningful ways to share it with others. Information is raw material — students will need to learn to build with it.”
From: The World is Flat by Thomas Friedman
“Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. In a complex and sometimes even dangerous world, their ability to read will be crucial.”(IRA, 1999)
(Barton, 2000; Reading Next, 2004)
(Reading Between the Lines, ACT, 2006)
--Grade 4 38%
--Grade 8 29%
--Grade 12 26% (2002)
--Grade 4 71%
--Grade 8 71%
--Grade 12 64% (2002)
If students do not have the opportunity to learn subject area knowledge, concepts, and vocabulary, then their capacity to read a broader range of texts will be further diminished.
Across all content areas students should be able to…
Act 1 - Scene 1
Venice. A street.
Enter RODERIGO and IAGO
Tush! never tell me; I take it much unkindlyThat thou, Iago, who hast had my purseAs if the strings were thine, shouldst know of this.
'Sblood, but you will not hear me:If ever I did dream of such a matter, Abhor me.
Thou told'st me thou didst hold him in thy hate.
Despise me, if I do not. Three great ones of the city,In personal suit to make me his lieutenant,Off-capp'd to him: and, by the faith of man,I know my price, I am worth no worse a place:But he; as loving his own pride and purposes,Evades them, with a bombast circumstance
“Only Thing We Have to Fear Is Fear Itself”:
FDR’s First Inaugural Address
I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days.
In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands of families are gone.
Vincent Van Gogh Self Portraits
In the most limited definition of the term, Impressionism as the objective study of light did not encourage so essentially a subjective study as the self-portrait but in the later expansion of the movement this self-representation was given renewed force by Cézanne and van Gogh. The latter has often been compared with Rembrandt in the number and expressiveness of his self-portraits but while Rembrandt's were distributed through a lifetime, van Gogh produced some thirty in all in the short space of five years --- from the end of the Brabant period (1885) to the last year of his life at St Rémy and Auvers. In each there is the same extraordinary intensity of expression concentrated in the eyes but otherwise there is a considerable variety. From the Paris period onwards he used different adaptations of Impressionist and Neo-Impressionist brushwork, separate patches of colour being applied with varying thickness and direction in a way that makes each painting a fresh experience.
Self-Portrait Dedicated to Paul Gauguin 1888 (130 Kb); Oil on canvas, 60.5 x 49.4 cm (23 3/4 x 19 1/2 in); Fogg Art Museum, Harvard University, Cambridge, MA.
Oven Baked Macaroni and Cheese
1 8oz. box of elbow macaroni, cooked and drained
2 Tablespoons butter
2 Tablespoons flour
2 cups milk
salt and pepper to taste
2 cups shredded sharp Cheddar
Preheat oven to 360 degrees.
Prepare macaroni using directions on box and drain well.
In a saucepan, melt butter over medium heat. Add flour and stir to remove
lumps. Pour in milk and cook until thickened. Season with salt and pepper.
Add cheese and stir until melted. Add macaroni and stir until all macaroni is
incorporated. Pour mixture into 2 qt. casserole dish and bake for 20 minutes.
Calculate Your Training Heart Rate Range
Subtract your age from 220. (Example for an 18-year-old: 220 - 18 = 202.)
Multiply the result by 0.55 to determine 55 percent of your estimated
maximum heart rate. (For an 18-year-old: 202 x 0.55 = 111.1, or approximately
111 beats per minute). This is the low end of your training range, or the
slowest your heart should beat when you exercise.
Multiply the result from step 1 by 0.90 to calculate 90 percent of your
estimated maximum heart rate. (For an 18-year-old: 202 x 0.90 = 181.8, or
approximately 182 beats per minute). This is the high end of your training
range, or the fastest that your heart should beat when you exercise.
Use your answers from steps 2 and 3 to determine your training heart rate
range. (An 18-year-old's training range is 111 to 182 beats per minute).
What can I do in my own classroom?
Use Graphic Organizers to help kids capture thoughts and meaning
Use Before, During, and After Reading strategies
Allow kids to annotate text
Differentiate assignments by choice
Allow kids to talk
Use Admit and Exit Slips
Allow kids to “play” with vocabulary words
Provide time for and require written reflection
Plan structured debates
Require kids to make presentations
Require kids to collaborate on projects
Require kids to create original productsTry These Ideas: