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by Taylor Livingston3 views·Updated Jan 20, 2023
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  1. Hey guys I'm Taylor Livingston and I'm your professional development
  2. coordinator uh for the subject literacy in all content areas.
  3. So we're gonna split this up into three sections.
  4. Today we're gonna talk about what's the point then?
  5. We're gonna get into knowing your impact as a teacher and then what's next,
  6. what is your next steps that you could take?
  7. So we're gonna start with, what's the point?
  8. So I always like to start with a small question. So here's my question to you,
  9. how many of you have said I don't teach L. A. So it's not my problem.
  10. I'm so guilty as well.
  11. I have totally said this before,
  12. I teach math science and social studies so I've heard it, I've said it,
  13. I completely understand where you're coming from
  14. in reading this incredible book. Learning that last by Ron Berger.
  15. I had one really good quote that stuck with me. Um It talked about a teacher.
  16. Peter Hill was talking to his friend and
  17. His friends a scientist and stated my job is 10% experimenting 40%
  18. writing and 50% reading and I went whoa a scientist job,
  19. I have never even thought of it like that.
  20. Um so one of my girlfriends, she's actually a chemistry
  21. Um she was a chemistry major,
  22. she's a chemist now and so I asked her about this and she's like I completely
  23. agree most of the time I am reading and writing guys that is 90% of their career
  24. 90%.
  25. So here are here's my next question to you who have
  26. different subject areas that aren't reading and writing in L.
  27. A.
  28. How satisfied are you
  29. on your students reading and writing in your
  30. content area on the assignments you give.
  31. Yeah I completely had that concept to, yep not too great.
  32. So know your impact and what is your impact?
  33. You can choose, that is your impact. You get to choose the cool text.
  34. Now, what does that mean?
  35. Instead of using the boring old book all the time,
  36. which we know the book has incredible things and resources,
  37. you can use primary sources.
  38. Um This is gonna bring an engagement
  39. and deepen students learning through vocabulary.
  40. They're gonna learn vocabulary that maybe they haven't learned before.
  41. Um They're gonna see different tech structures and different textiles.
  42. I always like to say if it's boring to you it's probably boring to them,
  43. they're a lot younger than you.
  44. So if it's a boring to our adult minds it's not gonna be fun to their student minds.
  45. So you're gonna like this as a teacher in my what's next?
  46. You're doing too much and I know we don't usually hear
  47. that we usually you're like oh we're not doing enough,
  48. we're not doing enough.
  49. No you are doing too much now, you might be like you're crazy,
  50. what are you saying about that?
  51. What I'm saying is you need to incorporate student
  52. led learning connect your standards to the student lives
  53. that's gonna engage and inspire,
  54. teach them that Reading and writing curriculum can improve lives.
  55. Teach your students to persevere.
  56. We might not be good the first time,
  57. especially if we're um digging deep and analyzing text.
  58. It's gonna take practice. Tell your students your you might fail
  59. but that's okay. Don't give up.
  60. You also need to create a culture of validation, a safe place for these students.
  61. So really what's next as a school you need to come together for instance,
  62. editing corporation,
  63. maybe you have fifth graders that could edit 1/4 grade writing,
  64. it's all holding them accountable for their
  65. peers and themselves practice practice practice.
  66. Students aren't gonna be able to go into your
  67. content area and be able to um analyze the text
  68. at first it's gonna take you taking out sections of
  69. a text and having students practice through text dependent questions
  70. that you're creating through the text. Um
  71. this is going to help them grapple which what that means is they
  72. can get the gist of the text and understand the meaning first.
  73. They're gonna have to do that
  74. next you can grow background knowledge through
  75. experiments before them deepening their text,
  76. deepening and reading their text.
  77. You have got a creative purpose.
  78. Um for instance I just want to pull in my um own example.
  79. So we've been learning a lot about pollution and how it's affecting us.
  80. So I left my kids with a time around um
  81. around Robin which is like a timeshare around their table
  82. and I asked them this,
  83. how can our learning of pollution help you become better citizens guys?
  84. I got incredible answers and it deepened their
  85. text through the literacy they read about.