Literacy+Roadshow

1. Anticipatory Set/Get to Know the Audience
//Take a few moments to list the ways we as teachers deliver content to our students. Recall recent learning objectives...How were they presented to students?//
 * __Introduction__: Why Literacy Strategies?**
 * __ACTIVITY: How do we deliver content?__**


 * DISCUSSION PROMPT:** In many cases, we are experts at delivering content, yet....when delivered, do students understand? What specific strategies or skills do you teach that to help students understand the delivered content?

What to consider when planning to present new content....
 * FACILITATOR DISCUSSION POINT**
 * Pre-content
 * During content
 * Post-content

Our Objective: To have teachers work with and understand one strategy for each phase of literacy when presenting new content to students.

STRATEGY: Read Around the Text (Pre-Reading)
1) Poster: //Read Around the Text// 2) Worksheet: //Teacher can introduce the Read Around the Text Strategy and allow students to practice it through a cooperative learning activity in which they look at a text together.//


 * Other Pre-Reading Strategies:**
 * **Gallery Walk:** //Before the reading, teacher posts pictures, posters, or statements around the room along with a question for students to answer. Students circulate around the gallery and choose one picture to respond to. Allow time to share their responses in either small or full group before doing the reading.//
 * **Pre-Text Reading:** //Teac[[file:Read Around The Text Worksheet.pdf]]her provides a selection of more easily comprehended texts on the topic of the reading. Students read and discuss before reading the lesson text. For example, as Bell Work, students are asked to respond to a provocative prompt about the topic to be covered in the text. The prompt could be as short as a paragraph and students are asked about their opinion or experiences with the topic or concepts.//
 * **Activating Schema Using Cluster Charts**: //Teacher identifies a nucleus word. Students work separately and then together to think of words and ideas that connect to the word, writing them around the circled word and drawing lines to connect them.//

2. Working with a text
//"What have you read in the last 48 hours?" (refer to checklist). Ask teachers to take a moment and think about what they have read in the last 48 hours using the checklist to guide them.//
 * __ACTIVITY: What have you read in the last 48 hours?__**
 * ..... DISCUSSION PROMPT:** Ask them to share their responses with those in their group.


 * FACILITATOR DISCUSSION POINTS:**
 * Emphasize that we are always reading and that we do so seamlessly because of highly developed literacy skills. Read examples from the "What have you read in the last 48 hours?" checklist.
 * What are our students reading on a daily basis?
 * Are we teaching students to read and/or understand content beyond a basic level? (Discuss)

> //es between the both of them. Share out as appropriate.//
 * STRATEGIES: During Reading Strategies to Increase Comprehension of Text **
 * 1) Reading with a purpose - //strategies to help students read through a text//**
 * **Sticky-Notes:** //Give each student 3 - 5 sticky notes (suggestion - cut one sticky note into 3-5 sections). Asked them to i////ndependently read the text and identify the important details using the sticky notes. Asked them to pair up with other readers to discuss parts of the text that they found to be the most important and why. Lastly, have them come up with a consensus list with only 3 sticky not//
 * **Turn the Title Around:** //During whole group instruction/discussion ask the students to read the title of the text. Using the title, can they brainstorm various questions that they would ask themselves while reading to determine the main idea of the text. Once the group has decided on an appropriate question, asked them to read through the text and ONLY underline phrases that answer the question. [ex. Text title: " When Nature Comes Too Close" by Anthony Brandt. Using TTTA: What are the consequences of nature coming too close according to author Anthony Brandt?]//

> RESOURCES: Text Structures Workmat, Text Structures (start at p15)
 * 2) Determine the purpose of a text - //strategies to help student identify text types//**
 * **Teaching Text Structures:** //Discuss with students that writers use text structures to organize information and by understanding how a writer organizes text will help them to comprehend at a deeper level. Introduce students to text structures using the sample paragraphs provided in the Text Structures worksheet (starts after pg 16) below. Use skim and scan techniques to predict the text structure - description, sequence, problem and solution, cause and effect, and compare and contrast. Teach and model the use of graphic organizers to help students organize ideas and supporting details within a text.//

>
 * 3) Organizing Ideas**
 * **PLAN Strategy:** //Help students organize their ideas during reading using the following strategy://
 * //**Predict** content and structure of text before reading based on titles, subtitles and graphics.//
 * //**Locate** known and unknown information on concept map.//
 * //**Add** words and phrases to map during reading.//
 * //**Note** new understanding by making changes in concept map.//
 * **Coding Text.** //Coding text involves teaching students a method of margin marking that helps them practice the metacognitive processes that happen naturally for independent readers. Teach students to place a question mark next to an underlined statement they don’t understand, an exclamation point next to something that surprised them, and a double-headed arrow and brief statement next to something that prompts them to make a connection to something they already are familiar with. Here is a quick reference chart://


 * **Say Something.** // This strategy builds in frequent but brief student-to-student conversations while reading. Ask students to stop after every stanza, paragraph, section, or set number of pages to engage in structured dialogue about what they are reading, to clear up any confusion before moving on, and to break the habit of reading without stopping to think. When implementing this strategy, students can work in pairs or small groups; either one person reads each section aloud, then “says something” to the group that others then respond to, or all students can read silently and a designated person must start the Say Something process. //

3. Extending the Learning
//Ask teachers to watch the video prompt and develop a claim based on evidence.//
 * __ACTIVITY: Provocative Prompts__**
 * ..... DISCUSSION PROMPT:** In your group, do you believe that she was a good teacher or a poor teacher? Support your claim using
 * ..... **evidence from the video.


 * FACILITATOR DISCUSSION POINTS:**

- reciprocal teaching
 * STRATEGIES: Post Reading Strategies to Increase Comprehension of Text **
 * **Reciprocal Teaching Cards:** // One of the most successful strategies for extending the learning is reciprocal teaching. Using reciprocal teaching cards helps to frame roles and responsibilities for students when interacting in small groups. //
 * **Very Important Points (VIPs):** //This exercise holds students accountable for picking out the key concepts in a passage by having students share their notes on the ideas after the class has read a text. This strategy is similar to the Save the Last Word for Me activity discussed above. Among the many ways to implement this strategy is the following approach://
 * //As students read, they write questions on sticky-notes about what they have read. In addition, encourage students to mark the three most important points of the text.//
 * //Then, as a post-reading activity, put students into groups of three or four and have them discuss the answers to their questions or why they chose to mark a point as very important. It is critical to have students justify what they have answered or marked as important.//
 * Compare & Contrast
 * My Final Answer
 * Write-pair-share
 * Five step process