joyce gerald - director of title i 1 literacy across the curriculum staff development day...

Joyce Gerald - Director of Title IJoyce Gerald - Director of Title I 11

Literacy across the Literacy across the curriculumcurriculum

Staff Development DayStaff Development DayHardeeville Middle High Hardeeville Middle High

SchoolSchool10-22-201010-22-2010

ByBy


Focusing on School-Wide Focusing on School-Wide Literacy ImprovementLiteracy Improvement

Speaking,Observing, Writing, Reading, Listening,


Essential Question Essential Question

What can we do to seriously What can we do to seriously improve literacy in schools?improve literacy in schools?


SpeakingSpeaking

Students having academic or high-level conversations in small and Students having academic or high-level conversations in small and large group settings does not happen overnight. It takes time -- and large group settings does not happen overnight. It takes time -- and scaffolding -- to create a Socratic Seminar setting in your classroom.scaffolding -- to create a Socratic Seminar setting in your classroom.

In order for our students to engage in academic conversation, or In order for our students to engage in academic conversation, or accountable talkaccountable talk, they need plenty of practice with informal , they need plenty of practice with informal conversation in pairs and triads. conversation in pairs and triads.

Use the following strategies frequently for building students' oral Use the following strategies frequently for building students' oral skills: think-pair-share, elbow partner, shoulder share, and chunk skills: think-pair-share, elbow partner, shoulder share, and chunk and chew. Kids need to be talking and not sitting passively in their and chew. Kids need to be talking and not sitting passively in their seats. Remember, seats. Remember, VygotskyVygotsky believed learning to be a very social believed learning to be a very social act!act!

For every 5-8 minutes you talk, give them 1-2 minutes to talk to For every 5-8 minutes you talk, give them 1-2 minutes to talk to each other. You can walk around and listen, informally assessing each other. You can walk around and listen, informally assessing and checking for understanding.and checking for understanding.

Conversation helps immensely when processing new content and Conversation helps immensely when processing new content and concepts. Students also will surely have more fruitful answers to concepts. Students also will surely have more fruitful answers to share (be sure to always provide share (be sure to always provide think timethink time when asking questions when asking questions of students).of students).

http://community.scholastic.com/scholastic/blog/article?blog.id=highschoolblog&message.id=18

http://www.learning-theories.com/vygotskys-social-learning-theory.html

http://www.atozteacherstuff.com/pages/1884.shtml


What Is Think-Pair-Share?What Is Think-Pair-Share? Think-Pair-ShareThink-Pair-Share is a cooperative discussion strategy developed is a cooperative discussion strategy developed

by Frank Lyman and his colleagues in Maryland. It gets its name by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on what from the three stages of student action, with emphasis on what students are to be DOING at each of those stages.students are to be DOING at each of those stages.

How Does It Work?How Does It Work?1) Think.1) Think. The teacher provokes students' thinking with a question The teacher provokes students' thinking with a question or prompt or observation. The students should take a few or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question.moments (probably not minutes) just to THINK about the question.

2) Pair.2) Pair. Using designated partners (such as with Clock Buddies), Using designated partners (such as with Clock Buddies), nearby neighbors, or a desk mate, students PAIR up to talk about nearby neighbors, or a desk mate, students PAIR up to talk about the answer each came up with. They compare their mental or the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most written notes and identify the answers they think are best, most convincing, or most unique.convincing, or most unique.

3) Share.3) Share. After students talk in pairs for a few moments (again, After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around thinking with the rest of the class. She can do this by going around in round-robin fashion, calling on each pair; or she can take in round-robin fashion, calling on each pair; or she can take answers as they are called out (or as hands are raised). Often, the answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the teacher or a designated helper will record these responses on the board or on the overhead.board or on the overhead.


We know that students learn, in part, by being able to talk about We know that students learn, in part, by being able to talk about the content. But we do not want that to be a free-for-all. Think-the content. But we do not want that to be a free-for-all. Think-Pair-Share is helpful because it structures the discussion. Students Pair-Share is helpful because it structures the discussion. Students follow a prescribed process that limits off-task thinking and off-task follow a prescribed process that limits off-task thinking and off-task behavior, and accountability is built in because each must report behavior, and accountability is built in because each must report to a partner, and then partners must report to the class.to a partner, and then partners must report to the class.

Because of the first stage, when students simply THINK, there is Because of the first stage, when students simply THINK, there is Wait Time: they actually have time to think about their answers. Wait Time: they actually have time to think about their answers. Because it is silent thinking time, you eliminate the problem of the Because it is silent thinking time, you eliminate the problem of the eager and forward students who always shout out the answer, eager and forward students who always shout out the answer, rendering unnecessary any thinking by other students. Also, the rendering unnecessary any thinking by other students. Also, the teacher has posed the question, and she has teacher has posed the question, and she has EVERYONEEVERYONE thinking thinking about the answer, which is much different from asking a question about the answer, which is much different from asking a question and then calling on an individual student, which leads some and then calling on an individual student, which leads some students to gamble they won't be the one out of 30 who gets students to gamble they won't be the one out of 30 who gets called on and therefore they don't think much about the question. called on and therefore they don't think much about the question.

Why Should I Use Think-Pair-Share?Why Should I Use Think-Pair-Share?


Students get to try out their answers in the Students get to try out their answers in the private sanctuary of the pair, before having private sanctuary of the pair, before having to "go public" before the rest of their to "go public" before the rest of their classmates. Kids who would never speak up classmates. Kids who would never speak up in class are at least giving an answer to in class are at least giving an answer to SOMEONE this way. Also, they often find out SOMEONE this way. Also, they often find out that their answer, which they assumed to be that their answer, which they assumed to be stupid, was actually not stupid at stupid, was actually not stupid at all...perhaps their partner thought of the all...perhaps their partner thought of the same thing. Students also discover that they same thing. Students also discover that they rethink their answer in order to express it to rethink their answer in order to express it to someone else, and they also often elaborate someone else, and they also often elaborate on their answer or think of new ideas as the on their answer or think of new ideas as the partners share. These, it seems, are partners share. These, it seems, are powerful reasons to employ Think-Pair-Share powerful reasons to employ Think-Pair-Share in order to structure students' thinking and in order to structure students' thinking and their discussion.their discussion.


Chunk and ChewChunk and Chew

Chunk and Chew ensures that students are not Chunk and Chew ensures that students are not inundated with input from the teacher without inundated with input from the teacher without being given appropriate time to process being given appropriate time to process information. By following the Chunk and Chew information. By following the Chunk and Chew strategy, teachers deliver their lessons in small strategy, teachers deliver their lessons in small "chunks" giving students time to "chew" the "chunks" giving students time to "chew" the information either individually, with partners, or in information either individually, with partners, or in small groups. Follow this simple rule: For every 10 small groups. Follow this simple rule: For every 10 minutes of teacher input, students should be given minutes of teacher input, students should be given 2 minutes to process information. (This is known 2 minutes to process information. (This is known 10 and 2). Time frames vary and should be 10 and 2). Time frames vary and should be adjusted according to language proficiency and adjusted according to language proficiency and grade level of the students. When students are grade level of the students. When students are aware of the strategy of the Chunk and Chew aware of the strategy of the Chunk and Chew technique, they will anticipate the processing time technique, they will anticipate the processing time and let the teacher know when they have reached and let the teacher know when they have reached their limit on input. their limit on input.


ReadingReading The days of believing that we could hand informational text or a The days of believing that we could hand informational text or a

novel to a student and assume he or she makes full meaning of novel to a student and assume he or she makes full meaning of it on their own is a teaching mode of the past. Whether we like it it on their own is a teaching mode of the past. Whether we like it or not, regardless of the content we teach, we are all reading or not, regardless of the content we teach, we are all reading instructors.instructors.

Scaffolding the reading by using effective strategies for pre-, Scaffolding the reading by using effective strategies for pre-, during, and after reading, such as: previewing text, reading for a during, and after reading, such as: previewing text, reading for a purpose, making predictions and connections, think alouds, and purpose, making predictions and connections, think alouds, and using graphic organizers will support all our students, and not using graphic organizers will support all our students, and not just struggling readers and English learners.just struggling readers and English learners.

Another onus not only on English teachers, but all teachers as Another onus not only on English teachers, but all teachers as reading instructors? We need to inspire both a love for reading, reading instructors? We need to inspire both a love for reading, and build reading stamina in our students (this means eyes and and build reading stamina in our students (this means eyes and mind on the page for more than a minute!)mind on the page for more than a minute!)

But, how do we do this? A high-interest classroom library is a But, how do we do this? A high-interest classroom library is a great place to start. If you are a Title I school, there should be great place to start. If you are a Title I school, there should be funds set aside for classroom libraries. If not, advocate for all funds set aside for classroom libraries. If not, advocate for all classrooms at your school site to have a library, even if it's just a classrooms at your school site to have a library, even if it's just a handful of books to get you going.handful of books to get you going.

You can make the investment yourself, or have a book-raiser You can make the investment yourself, or have a book-raiser party. Email all your friends a wish list for books that students party. Email all your friends a wish list for books that students have requested and those easy sells (have requested and those easy sells (Twilight, Guinness Book of Twilight, Guinness Book of World RecordsWorld Records...). ...).

Ask them to bring one or two of the books to your Ask them to bring one or two of the books to your cocktail/appetizer party. cocktail/appetizer party. Ideas for a classroom library).Ideas for a classroom library).


If you are a physics teacher, do all your books need to If you are a physics teacher, do all your books need to be about science? Absolutely not! But you might want be about science? Absolutely not! But you might want to focus primarily on informational, non-fiction books. In to focus primarily on informational, non-fiction books. In fact, with the new national standards for English fact, with the new national standards for English emphasizing more non-fiction text and quite a bit less emphasizing more non-fiction text and quite a bit less literature, I say all K-12 teachers need to enhance their literature, I say all K-12 teachers need to enhance their libraries with more non-fiction (this can include libraries with more non-fiction (this can include newspaper and magazine subscriptions as well).newspaper and magazine subscriptions as well).

(I'm not going to go into listening as a communication (I'm not going to go into listening as a communication skill, since I think our students do plenty of that skill, since I think our students do plenty of that already, but here's a great Web site with already, but here's a great Web site with characteristicscharacteristics of an effective listener you can share with your of an effective listener you can share with your students and they can practice with each other.)students and they can practice with each other.)

IN YOUR TEAMS DEFINE WHAT ROLE:IN YOUR TEAMS DEFINE WHAT ROLE: What role does literacy play in your classroom? What role does literacy play in your classroom? What are some ways you weave instruction in reading, What are some ways you weave instruction in reading,

writing, and speaking into the content you teach? writing, and speaking into the content you teach? Please share!Please share!

http://www.head-start.lane.or.us/family/parent-information/listening-effectively.html


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The Importance of a Classroom LibraryThe Importance of a Classroom Library

By Heather Wolpert-Gawron By Heather Wolpert-Gawron

I believe a classroom library is the heartbeat of a teacher's I believe a classroom library is the heartbeat of a teacher's environment. It is the window into an educator's own environment. It is the window into an educator's own personality, and it reflects the importance of literacy in the personality, and it reflects the importance of literacy in the classroom. I believe every teacher -- no matter what classroom. I believe every teacher -- no matter what subject he or she teaches -- should have one.subject he or she teaches -- should have one.

We should provide access to books in our classes with the We should provide access to books in our classes with the same differentiated approach we bring to any other lesson, same differentiated approach we bring to any other lesson, assessment, or activity because there are, I believe, four assessment, or activity because there are, I believe, four categories of students who pursue books.categories of students who pursue books.


And it's up to us -- the classroom teachers -- to attract all And it's up to us -- the classroom teachers -- to attract all these students, like moths to a flame. My stacks have every these students, like moths to a flame. My stacks have every genre and every level: picture books, chapter books, fiction, genre and every level: picture books, chapter books, fiction, and nonfiction.and nonfiction.

The shelves are also peppered with realia from my own The shelves are also peppered with realia from my own background, giving life and texture to the look of the background, giving life and texture to the look of the library. A Shakespeare action figure with a removable quill library. A Shakespeare action figure with a removable quill sits between a full-text edition of sits between a full-text edition of A Midsummer Night's A Midsummer Night's DreamDreamand the manga version of and the manga version of As You Like ItAs You Like It. My . My childhood childhood Clash of the TitansClash of the Titans lunch box bookends the lunch box bookends the fantasy section, and a knight rides among the historical-fantasy section, and a knight rides among the historical-fiction section. A figurehead of Captain Morgan that hung in fiction section. A figurehead of Captain Morgan that hung in my room all through high school glares down at a sign that my room all through high school glares down at a sign that reads, "Any who dare not use the proper means of checking reads, "Any who dare not use the proper means of checking out a book." They're all there. Each little tchotchke has a out a book." They're all there. Each little tchotchke has a purpose. Each helps entrap students in the web of literacy purpose. Each helps entrap students in the web of literacy that is my classroom library.that is my classroom library.


I have set up a checkout system in my room I have set up a checkout system in my room wherein a student fills out a slip with the date and wherein a student fills out a slip with the date and the book's title and name and then drops the slip the book's title and name and then drops the slip into a file. When the student returns the book, she into a file. When the student returns the book, she shows me that she's filing the book on the correct shows me that she's filing the book on the correct shelf and then, with permission, tears up the slip.shelf and then, with permission, tears up the slip.

I have stickers on every book with icons I have stickers on every book with icons representing each genre to help categorize the representing each genre to help categorize the books correctly. That way, even a struggling books correctly. That way, even a struggling student can select and return books correctly. student can select and return books correctly. When I inject new books into the stacks, I select When I inject new books into the stacks, I select volunteers to decide which stickers to place on volunteers to decide which stickers to place on them, thus turning a chore into a mini-lesson in them, thus turning a chore into a mini-lesson in one fell swoop.one fell swoop.

Ripley's Believe It or NotRipley's Believe It or Not has a sticker stating that has a sticker stating that this book is for classroom reading only (too many this book is for classroom reading only (too many kids want to read it after finishing their work), kids want to read it after finishing their work), and and Diary of a Wimpy KidDiary of a Wimpy Kid has a seven-day-limit has a seven-day-limit sticker on its spine.sticker on its spine.


When interest tapers off, I start classroom-library When interest tapers off, I start classroom-library scavenger hunts with questions on the board such scavenger hunts with questions on the board such as the following:as the following:

Which book has a map of Guilder inside its front Which book has a map of Guilder inside its front cover? (cover? (The Princess BrideThe Princess Bride))

Which author has written books in each of the Which author has written books in each of the genres in our library? (Avi)genres in our library? (Avi)

Which book on Mrs. Wolpert's fantasy shelf Which book on Mrs. Wolpert's fantasy shelf inspired the book inspired the book WendyWendy? (? (Peter PanPeter Pan))

What is the title of the biography about that What is the title of the biography about that fantasy book's author? (fantasy book's author? (J.M. Barrie and the Lost J.M. Barrie and the Lost BoysBoys))

Weave your library into your lessons. Have the Weave your library into your lessons. Have the students pull golden lines from the books for a students pull golden lines from the books for a homework assignment. Have them design homework assignment. Have them design persuasive ads and write reviews to get other persuasive ads and write reviews to get other students to read a book that they may have loved.students to read a book that they may have loved.


To hold them accountable for how much they To hold them accountable for how much they read, have them recreate book covers once they read, have them recreate book covers once they are done reading a book. By the end of the year, are done reading a book. By the end of the year, these art pieces will overwhelm the room and be these art pieces will overwhelm the room and be proof of your students' literacy.proof of your students' literacy.

The classroom library should be an interactive The classroom library should be an interactive part of your classroom. One day, the books may part of your classroom. One day, the books may fall apart with use, but remember, there is no fall apart with use, but remember, there is no better death for a book than it having been read better death for a book than it having been read too much and by too many.too much and by too many.

What are some of the creative strategies and What are some of the creative strategies and lessons you use to motivate students and inspire lessons you use to motivate students and inspire independent reading?independent reading?


Think AloudsThink AloudsBackgroundBackground Think Alouds help students learn to monitor their Think Alouds help students learn to monitor their

thinking as they read an assigned passage. thinking as they read an assigned passage. Students are directed by a series of questions which Students are directed by a series of questions which they think about and answer aloud while reading. they think about and answer aloud while reading. This process reveals how much they understand a This process reveals how much they understand a text. As students become more adept at this text. As students become more adept at this technique they learn to generate their own technique they learn to generate their own questions to guide comprehension.questions to guide comprehension.

BenefitsBenefits Think Alouds are practical and relatively easy for Think Alouds are practical and relatively easy for

teachers to use within the classroom. Teachers are teachers to use within the classroom. Teachers are able to model the Think Aloud technique and able to model the Think Aloud technique and discuss how good readers often re-read a sentence, discuss how good readers often re-read a sentence, read ahead to clarify, and/or look for context clues read ahead to clarify, and/or look for context clues to make sense of what they read. Think alouds slow to make sense of what they read. Think alouds slow down the reading process and allow students to down the reading process and allow students to monitor their understanding of a text.monitor their understanding of a text.


Create and use the strategyCreate and use the strategy Begin by modeling this strategy. Model your thinking as Begin by modeling this strategy. Model your thinking as

you read. Do this at points in the text that may be you read. Do this at points in the text that may be confusing for students (new vocabulary, unusual sentence confusing for students (new vocabulary, unusual sentence construction). Then introduce the assigned text and construction). Then introduce the assigned text and discuss the purpose of the Think Aloud strategy. Then discuss the purpose of the Think Aloud strategy. Then develop the set of questions to support thinking aloud develop the set of questions to support thinking aloud (see examples below).(see examples below).

What do I know about this topic?What do I know about this topic? What do I think I will learn about this topic?What do I think I will learn about this topic? Do I understand what I just read?Do I understand what I just read? Do I have a clear picture in my head about this Do I have a clear picture in my head about this

information?information? What more can I do to understand this?What more can I do to understand this? What were the most important points in this reading?What were the most important points in this reading? What new information did I learn?What new information did I learn? How does it fit in with what I already know?How does it fit in with what I already know?


Teachers should next Teachers should next (1) give students opportunities to practice the technique, (1) give students opportunities to practice the technique,

either in pairs, small groups or individually; andeither in pairs, small groups or individually; and (2) offer structured feedback to students.(2) offer structured feedback to students.

Initially, the teacher reads the selected passage aloud as the Initially, the teacher reads the selected passage aloud as the students read the same text silently. At certain points the students read the same text silently. At certain points the teacher stops and "thinks aloud" answers to some of the pre-teacher stops and "thinks aloud" answers to some of the pre-selected questions. selected questions.

Teachers should demonstrate how good readers monitor their Teachers should demonstrate how good readers monitor their understanding by:understanding by: rereading a sentence, rereading a sentence, reading ahead to clarify, reading ahead to clarify, and/or looking for context clues. and/or looking for context clues.

Students then learn to offer answers to the questions as the Students then learn to offer answers to the questions as the teacher leads the Think Aloud strategy. teacher leads the Think Aloud strategy.

As students become familiar with the Think Aloud process, they As students become familiar with the Think Aloud process, they may work individually or in small groups. Teachers may choose may work individually or in small groups. Teachers may choose to have students write down responses to the Think Aloud to have students write down responses to the Think Aloud strategy which provides a record of learning.strategy which provides a record of learning.


WritingWriting When was the last time your students had sore hands from When was the last time your students had sore hands from

writing in your class? Just like conversation, writing helps us writing in your class? Just like conversation, writing helps us make sense of what we are learning and helps us make make sense of what we are learning and helps us make connections to our own lives or others' ideas.connections to our own lives or others' ideas.

You can't avoid thinking when you write.You can't avoid thinking when you write. Students need to be writing every day, in every classroom. Students need to be writing every day, in every classroom.

How about adding to your instruction more informal and fun How about adding to your instruction more informal and fun writing activities like quick writes, stop and jots, one-minute writing activities like quick writes, stop and jots, one-minute essays, essays, graffiti conversationsgraffiti conversations? Not all writing assignments ? Not all writing assignments need be formal ones.need be formal ones.

If you haven't heard of the If you haven't heard of the National Writing ProjectNational Writing Project (NWP), (NWP), it's the largest-scale and longest-standing teacher it's the largest-scale and longest-standing teacher development program in U.S. history. Workshops are offered development program in U.S. history. Workshops are offered nationwide (usually through a local university) where nationwide (usually through a local university) where teachers of all content areas learn new and exciting teachers of all content areas learn new and exciting strategies to encourage, support, and grow the young strategies to encourage, support, and grow the young writers in their classrooms.writers in their classrooms.

Two tenets of the NWP that I think produce wide gains in Two tenets of the NWP that I think produce wide gains in student writing: teachers writing side-by-side with students, student writing: teachers writing side-by-side with students, and creating time on a regular basis in your classroom for and creating time on a regular basis in your classroom for writer's workshop that follows a type of writer's workshop that follows a type of writing process writing process that that puts the writer in charge (of content, voice, and structure).puts the writer in charge (of content, voice, and structure).

http://www.nwp.org/

http://www.angelfire.com/wi/writingprocess/


Graffiti ConversationsGraffiti Conversations Graffiti Conversations can be used to access prior Graffiti Conversations can be used to access prior

knowledge or to connect students back to an important knowledge or to connect students back to an important topic or key idea at the beginning of a lesson; as a strategy topic or key idea at the beginning of a lesson; as a strategy to check for understanding of new learning; or as a to check for understanding of new learning; or as a reflective or connecting piece at the conclusion of a lesson.reflective or connecting piece at the conclusion of a lesson.

This strategy serves as an effective formative assessment, This strategy serves as an effective formative assessment, providing evidence of student understanding (or lack providing evidence of student understanding (or lack thereof) and allows students to engage in content dialogue thereof) and allows students to engage in content dialogue around specified topics and purposes.around specified topics and purposes.

Similar to café conversations, graffiti conversations are in Similar to café conversations, graffiti conversations are in response to a content-specific prompt (quote, question, response to a content-specific prompt (quote, question, image, etc.) and require students to collect their thoughts image, etc.) and require students to collect their thoughts on paper in words, images, or a combination of the two in on paper in words, images, or a combination of the two in order to make their thinking visible. Students work order to make their thinking visible. Students work individually to respond, but once thoughts are recorded can individually to respond, but once thoughts are recorded can verbally share their reflections or rotate among and read verbally share their reflections or rotate among and read the responses of their peers. Graffiti can be recorded on the responses of their peers. Graffiti can be recorded on bulletin boards, white boards, paper “tablecloths”, or bulletin boards, white boards, paper “tablecloths”, or sidewalks (using sidewalk chalk).sidewalks (using sidewalk chalk).


Suggestions for Developing a Suggestions for Developing a Three-Year Literacy PlanThree-Year Literacy Plan

Analyze your Analyze your HSTWHSTW and state test data and state test data Where are the achievement gaps?Where are the achievement gaps? What are students doing well? What are students doing well? What are the specific reading/writing What are the specific reading/writing

deficiencies?deficiencies? Survey students and staffSurvey students and staff Have literacy committee draft or revise a planHave literacy committee draft or revise a plan Determine practical implementation list for Determine practical implementation list for

each goaleach goal


Read the equivalent of 25 Read the equivalent of 25 booksbooks

per year across the curriculum.per year across the curriculum. Determine how much school-related Determine how much school-related

reading students are doing now.reading students are doing now. Survey teachers to determine what/how Survey teachers to determine what/how

much reading they require.much reading they require. Have teachers in every class assign Have teachers in every class assign

appropriate course-content reading.appropriate course-content reading. Give students choices in their reading.Give students choices in their reading. Have students demonstrate understanding Have students demonstrate understanding

through written reports, oral presentations through written reports, oral presentations and performance tasks.and performance tasks.


Read 25 Books A YearRead 25 Books A Year

Reading expectations Reading expectations in every classin every class

Reading logs in Reading logs in language arts classeslanguage arts classes

Teachers’ reading logs Teachers’ reading logs on displayon display

Oral reading modeled Oral reading modeled dailydaily

Ample classroom Ample classroom reading materialsreading materials

Structured book Structured book conferences weeklyconferences weekly

Parental awareness of Parental awareness of program and goalsprogram and goals

Community-wide book Community-wide book clubclub

Summer reading Summer reading requirementsrequirements

Awards for meeting Awards for meeting goalsgoals


Write weekly in all classes.Write weekly in all classes.

JournalsJournals LettersLetters EditorialsEditorials EssaysEssays Open-response Open-response

questionsquestions Lab ReportsLab Reports Short stories Short stories MemoirsMemoirs SpeechesSpeeches ProposalsProposals

Writer’s NotebooksWriter’s Notebooks Learning logsLearning logs Exit and admit slipsExit and admit slips Mathematics logsMathematics logs ParagraphsParagraphs Research assignmentsResearch assignments PoemsPoems Inquiry LogsInquiry Logs ArticlesArticles


Three Types of Writing Three Types of Writing for Every Classroomfor Every Classroom

Writing-to-learnWriting-to-learn

Writing-to-demonstrate-learning: Writing-to-demonstrate-learning: we we discusses this type of writing at discusses this type of writing at

length during our sessionlength during our session

Authentic writingAuthentic writing


Writing To LearnWriting To Learn


Writing To Demonstrate LearningWriting To Demonstrate Learning

Paragraphs orParagraphs or

Graffiti ConversationsGraffiti Conversations

EssayEssayss

Open-response ?sOpen-response ?s Lab ReportsLab Reports

Research AssignmentsResearch Assignments


Authentic WritingAuthentic Writing

ArticlesArticles

Short StoriesShort Stories

EditorialEditorialss

ProposalsProposals

SpeechesSpeeches

LettersLetters

MemoirsMemoirs

PoemsPoems


Use reading and writing Use reading and writing strategies to enhance learning strategies to enhance learning

in all classes.in all classes.Design a lesson or activity for your Design a lesson or activity for your

discipline or area that uses a strategy we discipline or area that uses a strategy we have discussed today.have discussed today.

Share with the group.Share with the group.


Literacy StrategiesLiteracy Strategies

Preparation Assistance Preparation Assistance Reflection Reflection

KWLKWL Mnemonic Device Mnemonic Device

Strategic Strategic Two-Column Two-ColumnOverviewOverview Notes Notes

Post-graphicPost-graphic OrganizerOrganizer

Data on Data on

Display Display


Write research papers in all Write research papers in all classes.classes.

Formal Research PapersFormal Research Papers

Choose and limit a topicChoose and limit a topicMake a working bibliographyMake a working bibliography

Conduct researchConduct researchOutline and plan the paperOutline and plan the paper

Draft the paperDraft the paperRevise and edit the paperRevise and edit the paper

Submit the final paper for assessmentSubmit the final paper for assessment


““Researched” PiecesResearched” Pieces

Foreign language travel brochureForeign language travel brochure Commentary on controversial topic in Commentary on controversial topic in

science or social studiesscience or social studies PowerPoint on how math or English is used PowerPoint on how math or English is used

in a specific career or technical areain a specific career or technical area How-to manuals for career or technical How-to manuals for career or technical

areasareas Personal fitness plan for health and Personal fitness plan for health and

physical educationphysical education


Complete a rigorous language Complete a rigorous language arts curriculum taught like arts curriculum taught like college-preparatory/honors college-preparatory/honors

English.English. Work toward Work toward

mastery.mastery. Evaluate with rubrics.Evaluate with rubrics. Require frequent Require frequent

revisions.revisions. Balance three types Balance three types

of writing.of writing. Read widely in and Read widely in and

out of class.out of class.

Use a variety of Use a variety of resources and resources and assessments.assessments.

Avoid “tracking.”Avoid “tracking.” Apply learning Apply learning

through writing through writing and speaking.and speaking.

Provide for oral Provide for oral communication.communication.


What I Want To KnowWhat I Want To Know

Look back at your KWL chart.Look back at your KWL chart.

Do you have any questions we have Do you have any questions we have not answered?not answered?


One Last StrategyOne Last Strategy

Graffti Conversation Graffti Conversation

Jot down anything you are taking away Jot down anything you are taking away from this staff development that you from this staff development that you will be using in your classroom with will be using in your classroom with your students.your students.


ResourcesResourcesBenjamin, Amy. (1999). Benjamin, Amy. (1999). Writing in the Content Writing in the Content

AreasAreas. Larchmont, New York: Eye on . Larchmont, New York: Eye on

Education, 1999.Education, 1999.

Booth, David, and Jennifer Rowsell (2002) TheBooth, David, and Jennifer Rowsell (2002) The

Literacy Principal. Markham, Ontario: Literacy Principal. Markham, Ontario:

Pembroke Publishers, 2002.Pembroke Publishers, 2002.

Wolpert-Gawron, Heather.The importance of a classroom Library. Retrieved Wolpert-Gawron, Heather.The importance of a classroom Library. Retrieved from http://www.edutopia.org/classroom-library-importance from http://www.edutopia.org/classroom-library-importance

Promoting Literacy Across the Middle School Curriculum (2010). Retrieved from Promoting Literacy Across the Middle School Curriculum (2010). Retrieved from http://teachingtoday.glencoe.com/howtoarticles/promoting-literacy-across-http://teachingtoday.glencoe.com/howtoarticles/promoting-literacy-across-the-curriculum-in-the-middle-gradesthe-curriculum-in-the-middle-grades

Literacy across the high school curriculum retrieved from Literacy across the high school curriculum retrieved from http://www.principalspartnership.com/literacyacross.pdf http://www.principalspartnership.com/literacyacross.pdf

Teaching middle and high school students how to read. Teaching middle and high school students how to read. http://cela.albany.edu/publication/brochure/guidelines.pdfhttp://cela.albany.edu/publication/brochure/guidelines.pdf

joyce gerald - director of title i 1 literacy across the curriculum staff development day...

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