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Literacy Resource Teacher Presentation

September 5th Literacy Presentation for Seine River School Division High School Teachers
by Jaymi Thiessen on 5 September 2012

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Transcript of Literacy Resource Teacher Presentation

Think Aloud
Annotating Text
QAR
Reciprocal Teaching High Leverage Routines Try It Out Groups Interest Inventory You can:
understand what you read
communicate with others
engage fully in life's activities and opportunities (ABC Literacy Canada Foundation) What does it mean to be literate? Is there a problem? Resources Introduction to Myra Introduction to Jaymi (tagul.com)
Using reading comprehension strategies is required to improve literacy in older students.

Content area teachers are more effective than 'reading support' classes on their own.

(Academic Literacy Instruction for Adolescents) Anticipation Guide - Make Predictions Role of the LRC: What it is and is not Literacy Resource Coach Role 88 000 Vocabulary Number Splash 3000-4000 1.67 minutes 4 times High school seniors near the top of their class knew
about four times as many words as their lower-performing classmates. Teachers spent an average of only 1.67 minutes on vocabulary during each reading lesson. Students must learn 88,000 words by ninth grade
to access materials they are being asked to read. A student should learn 3000-4000 new words each year. 95-98% Semantic Feature Analysis

Semantic Mapping New Language Building Strategies Goals for the Day Section 1
(70min.) Section 2
(70 min.) Section 3
(60 min.) Section 4
(45 minutes) General Literacy
Role of the LRC
Interest Inventory
"Before" Strategies Vocabulary Strategies
High Leverage Routines
Text Task Analysis Make exemplars
Gallery Walk Plan for Nov. 30th Take a Break "In the end, the words we use to explain concepts to our students are the words they will use to explain them to themselves"
-Ralph Fletcher Think Aloud Annotating Text Students co-construct meaning with designated roles Reciprocal Teaching Semantic Feature Analysis Teaching Adolescent English Language Learners (Cloud, Lakin, Leininger, Maxwell) A meta-cognitive modeling strategy

Teachers verbalize thoughts during reading

Shows moves students should be making to approach multimodal texts Multimodal Texts Technology Life Skills Academic Disciplines Reading Writing Speaking Academic Word List Media Research Social
Networking Financial Applications
and
Contracts Cultural
Literacy Disciplinary Thinking with Multimodal Texts September 5, 2012
Jaymi Thiessen and Myra Tillett Students need to understand 95-98% of words in a text in order to comprehend it. Learn key terms through organization and categorization Semantic Mapping How Successful Readers Approach Multimodal Texts Break Lunch Break It Is.. It Is Not A collaboration between resource and cross-curricular teachers that can include:
Co-Teaching
Lesson planning
Modeling strategies
Co-planning different assessment strategies
Helping to establish goals for a lesson or unit
Making suggestions for adaptations Removing students or groups of students from the classroom

A way of evaluating teachers

Conduct curricular assessments of students

Writing funding applications

Meeting with parents

Conducting IEP meetings

Writing report cards evaluate monitor plan Preview
Activate prior knowledge
Consider skills needed
Clarify purpose for reading Create mental images
Determine importance
Use fix-up strategies
Question Infer
Connect to self
Connect new ideas to prior knowledge
Strategize how to demonstrate learning 5 million adult Canadians do not have the literacy skills to fill out a job application or read a newspaper.
(Canadian Education Statistics Council) Learn key terms through comparison and discussion 5-16 It takes 5-16 encounters with a word to learn it. 1. Use post-it notes to outline what could be said in
a think-aloud Question Answer Relationship QAR Make a Plan for Nov. 30 1. Discuss methods of applying high leverage routines

2. Create exemplars of the presented routines/strategies using your own coursework

3. Gallery walk Complete knowledge rating chart of strategies (Have tried, will try, don't understand...)
Make a plan for Nov. 30th
Complete "I Need/I Will" Chart Laufer & Ravenhorst-Kalovski: Lexical threshold revisited cmec.ca
Academic Literacy Instruction for Adolescents (centeroninstruction.org)
Teaching and Learning Strategies that Foster Comprehension (Judy Wallis)
Improving Reading Strategies and Resources (Jerry Johns and Susan David Lenski)
Teaching Reading in the Content Areas (Rachel Billmyer, Mary Lee Barton) Reading is the best school-based predictor of graduation
(Snow, Burns, and Griffin 1997) "Approximately 40 per cent of 16-year-old Canadian
students do not reach expected levels of reading
proficiency"
(Education Quarterly Review 2000; Statistics Canada 2008) Students can improve their reading skills during the middle and high school years
(Alvermann and Moore 1991; Coulter 2004; Kamil 2003;Manset-Williamson and Nelson 2005; Biancarosa and Snow 2006; Phelps 2005) How important is it? What should be done? Please find "Anticipation Guide-LRC Role" in your booklet and complete "before" section Literacy fosters:
individual empowerment
healthy communities
lifelong learning
improved self-confidence
enhanced parenting skills
increased career choices
(Rob Norris, Sask. Minister) Features of Geographical Regions Technology Part of a divisional and school team A way for teachers to access resources A method to provide professional development A way to troubleshoot new literacy strategies Support in development of school literacy plans Teamness http://dww.ed.gov/Adolescent-Literacy/Comprehension-Strategies/see/index.cfm?T_ID=23&P_ID=60&c1=1085&c2=1087#cluster-1 add link meta
cognition Interpreting reading assessment data Building relationships with teachers 1. Choose a topic. 2. Brainstorm related terms. 3. Categorize terms into map or web. 4. Share reasoning. Talking to the Text Written form of a think aloud Text Task Analysis Activity Teachers have a blind spot due to their expertise Choose one of the sample texts that you are unfamiliar with
Annotate the text with a partner
Use the "Think Aloud Assessment Chart" to guide and evaluate your annotation. 1. Choose topic
2. Create matrix with key terms and characteristics
3. Students indicate if vocabulary fits category
4. Students explain reasoning Disciplinary Thinking A discipline is a branch of knowledge with specific content and training

Unique reading skills required for literacy in different content areas.

Useful for students with varying levels of reading skills Literacy Resource Coach Role Please find "Literacy Resource Survey" in your package.
When complete please give to Myra or Jaymi. "During" monitor Create mental images
Determine importance
Use fix-up strategies
Question Subject area groups will meet in separate classrooms after the break Fix-Up Strategies Re-read
Slow pace
Find meaning for unknown words Text: a set of symbols
that transmits a message Current Practice Michael Fullan http://www.winnipegfreepress.com/special/ourcityourworld/our-golden-chance-154386665.html http://tillett.edu.glogster.com/glog/ http://www.symbaloo.com/ Building Relationships on Collaboration
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