4. *“The need to guide
adolescents to advanced
stages of literacy is not
necessarily the result of any
teaching or learning failure in
the preschool or primary
years; rather, it is a necessary
next step in normal reading
development.”
* -McCombs et al., 2005, pp. 2-3 as cited in
Buehl, D. (2011)
8. * Activity: In subject-alike groups, create a graphic
organizer if how literacy is evident in your subject area:
* Use the graphic organizer provided
*
13. *“I have a rain barrel that is 2
metres high, and has a diameter
of 1.2 metres. How much water
will it hold?”
*
14. *All too often, it is assumed that
symbolic representation is the
only way to communicate
mathematically. The more
flexible students are in using a
variety of representations to
explain and work with the
mathematics being learned, the
deeper students’ understanding
becomes.
16. *It is estimated that a high school
student’s working vocabulary weighs
in around 40,000 words -Stahl and
Nagy, 2006
*Vocabulary is an important factor in
academic success. -Short &
Fitzsimmmons, 2007
17. *
* Means teaching the origins of words, the
meaning of prefixes and suffixes
* Ex: Poly = “many”.
Polygon, polynomial, polydactyly, polyester, etc.
* Saves time, because learners aren’t just
memorizing words, they are understanding how
words work
* Helps students make connections to prior
knowledge and across curriculum and subjects
19. *3 things that stood out for
you
*2 things you will try in
your classroom
*
*1 Question you still have
Editor's Notes
“Disciplinary Literacy” does not mean being able to read the suspension policy
Need to be able to understand text and resources for information, need to be able to understand questions, , summarizing and note taking, communicating ideas to others, communicating learning to me, and all the aims of the currm documents/ ie, full participants, lifelong learners, self reflection etc
How is literacy used? Where is it used? Answering questions, reading text, interpreting questions, communicating ideas, etc. Specific activities are presentations, exams, journals, text reading, media reading, exam writing, posters, etc.
Does not have to be a concept map, could be any format
20 minutes. Choose an article. Read and summarize on the “Article Notes”.
Explain this activity. Each group starts at a different station. Read the Comprehension Strategy at the station. Record your thoughts and ideas, these could be : Benefit, usefulness, potential use, strengths, disciplines (what subject), where and when you could use, assess or not assess, formative or summative, etc.
Give Handout, “Think Aloud”
Examine the snippets from Currm. Can you find common themes about what the currm tells us about literacy?
