- 1. By: Mary Ellen Weaver Summer PD 2013 Mary Ellen Weaver
2. What is literacy? Being literate means being able to read and
write at a level to be successful in today's world and also being
proficient at math, knowing how to use technology, and knowing how
to solve problems and make decisions. Mary Ellen Weaver 3. Is
literacy important in your subject? Science: Scientific literacy
encompasses written, numerical, and digital literacy as they
pertain to understanding Science, its methodology, observations,
and theories. Researching, reading higher level texts.Mary Ellen
Weaver 4. WORD CLOUD Mary Ellen Weaver 5. Mary Ellen Weaver 6.
Social Studies: providing materials for student interaction that
are not exclusively limited to social studies explicitly
demonstrating the patterns of text organization in nonfiction text,
and establishing the connection of how these structures support
comprehension providing multiple exposures and rehearsals with the
patterns of text organization providing opportunities for
expository writing, including self-selected patterns of
organization Mary Ellen Weaver 7. FRAYER MODEL Mary Ellen Weaver 8.
Mary Ellen Weaver 9. Physical Education: Incorporating reading into
lessons by posting game directions for students to read, asking
another student to reiterate what they heard and following up with
guiding questions. Using number sense in routines and activities.
Inserting content vocabulary into PE Class. Mary Ellen Weaver 10.
Mary Ellen Weaver 11. Mary Ellen Weaver 12. Art: Fostering a
students ability to describe and interpret art, and to apply these
skills to understanding written text. Connecting Art to the major
principles of literacy through extended focus, hypothesizing,
providing multiple interpretations, building background knowledge
base, giving evidence and thorough description. Mary Ellen Weaver
13. Mary Ellen Weaver 14. Mary Ellen Weaver 15. Music: Oral
language is an interactive and social process, and music is a
natural way for children to experience rich language in a
pleasurable way. Establishing a sense of rhythm can be used to
increase a student's awareness of rhyming patterns and alliteration
in other areas of reading and writing. Music and songs help
increase these listening skills in a fun, relaxed manner. Listening
skills are key in singing, language and expressive movement, and
later reading and writing. Mary Ellen Weaver 16. Mary Ellen Weaver
17. Mary Ellen Weaver 18. Technology: Today's students need
technology skills for communicating, investigating, accessing and
using information, computing, thinking critically about messages
inherent in new media, and understanding and evaluating data. Mary
Ellen Weaver 19. Mary Ellen Weaver 20. Mary Ellen Weaver 21. Lets
try an activity together! Math and PE Place Value Throwing
http://pecentral.com/lessonideas/ViewLesson.asp?ID
=3908#.UgJhzKjD_IU Mary Ellen Weaver 22. Music and Math- Okay Lets
Sing! (Yes, I mean everyone!) Hey Diddle Diddle the medians the
middle, you add and divide for the mean. The mode is the one that
you see the most and the range is the difference between. Yeah!
Mary Ellen Weaver 23. Mary Ellen Weaver 24. Mary Ellen Weaver 25.
And where do I find them? Mary Ellen Weaver 26. CoreStandards.org
Mary Ellen Weaver 27. EngageNY.org Mary Ellen Weaver 28. These are
broken down by grade and should be used as a quick reference sheet.
These are just overviews and you should take the time to read and
understand the complete standards. Lets take a look grade by grade:
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Mary Ellen Weaver 38. The ELA standards are not as concise as the
Math standards. They are much more specific and are divided into
Reading, Writing, Speaking and Listening, and Language Skills. All
of these areas should be addressed when incorporating literacy into
your lessons, so be sure to read the entire Core. Mary Ellen Weaver
39. Rather than listing multiple pages for you to read, I will sum
it all up for you The ELA standards are aimed at teaching the
students to THINK CRITICALLY! They should be able to READ, ANALYZE,
CONTEXTUALIZE, RESP OND TO and SHARE information from any written
document or spoken word! Mary Ellen Weaver 40. RCAs Focus for the
2013-2014 School Year 1. Close reading of passages: Close reading
means that the reader is paying attention to the details of a
passage. The reader will be very thorough-no skimming! 2. Making
evidence-based claims and arguments: Students will be validate
claims made in a passage by finding supporting facts and detail
directly found in a passage. Likewise, they will be able to build
their own argument and support it with details. 3. Researching to
deepen understanding: We expect that the students will become
authorities on many topics by seeking out additional information.
They need to know how and where they can find more information.
Mary Ellen Weaver 41. Typical NYS Math and ELA Test Questions After
reading a short non-fiction article, a third grader is asked: Read
the sentence from paragraph 7. When they are kept outside of their
natural environment, they may copy unusual sounds. What is the
meaning of environment in this sentence? A. the work a person or
animal does B. the place a person or animal lives C. the family a
person or animal has D. the noise a person or animal makes Mary
Ellen Weaver 42. In grade 6, the students must answer the following
question after reading a 2 page non-fiction article. Which sentence
would be most important to include in a summary of the article? A.
Many scientists perform research at the South Pole because the
skies are always clear and in the winter, always dark, making the
South Pole ideal for stargazing. B. Scientists set up a station at
the South Pole for studying the climate, stars, atmosphere, and
polar ice. C. Building a road to a scientific station at the South
Pole was a difficult task with many dangers, like cold weather and
deep crevasses. D. Construction of a road for travel to the South
Pole could only be done in the summer months. Mary Ellen Weaver 43.
A typical 5th grade Math problem: Mr. Morris built a fence to
enclose his yard. He put up of the fence on Monday. On Tuesday, he
put up 1/6 of the fence, and on Wednesday, he put up the rest of
the fence. What portion of the fence did he put up on Wednesday? A.
11/ 12 B. 3 /5 C. 2/ 5 D. 1/ 12 Mary Ellen Weaver 44. A typical 4th
grade Math problem: A clubs first meeting was attended by 28
people. The first meeting was attended by 4 times as many people as
the second meeting. How many people attended the second meeting?
A.7 B.24 C.32 D.112 Mary Ellen Weaver 45. Unless students are
accustomed to THINKING and READING with a CRITICAL eye, this is how
they feel! Mary Ellen Weaver 46. Mary Ellen Weaver 47. Mary Ellen
Weaver 48. Teach Critical Thinking Ask open-ended questions. Asking
questions that don't have one right answer encourages children to
respond creatively without being afraid of giving the wrong answer.
Example: Do you like strawberries? VS Why do you like strawberries
so much? Which of these two requires more thought in providing an
answer? Stay away from YES/NO questions and encourage WHY? Lets
practice with this painting! Mary Ellen Weaver 49. Van Gogh-Starry
Night Mary Ellen Weaver 50. Critical and classify. Classification
plays an important role in critical thinking because it requires
identification and sorting according to a rule, or set of rules,
that kids must discover, understand, and apply. If you play
classification games, be sure to follow up the activity with
questions about the similarities and differences between the
groups. You can sort everything from paper clips to Legos to books
to balls to promote critical thinking. Snack time: lets classify
these candies! Mary Ellen Weaver 51. Work in groups. In a group
setting, students are exposed to the thought processes of their
peers. Thus, they can begin to understand how others think and that
there are multiple ways of approaching problems not just one
correct way. Example: There are 24 students in the Art class, but
only 16 paint brushes. If each paint brush is shared by 2 students,
how many brushes will go unused? Mary Ellen Weaver 52. ALGORITHM
24/2=12 16-12=4 unused PICTURE 12 pairs so we need 12 brushes,
matched with the kids and that leaves 4 extra Mary Ellen Weaver 53.
Make decisions. Help students consider pros and cons, but don't be
afraid to let them make a wrong choice. Then evaluate the decision
later. Ask, How do you feel about your decision? What would you do
differently next time? Did you see a classmate use another way that
you might try next time? Why do you think your method did not work
in this situation? Mary Ellen Weaver 54. Find patterns. Whatever
you're doing, whether it's going to the painting or watching a
video, encourage students to look for patterns or make connections
for critical thinking practice. For example, relate a favorite
television show to a real-life situation. Or, in the way a ball
bounces or a chorus repeats, or a shape is actually a series of
shapes together or an artist uses the same color signature, etc
Mary Ellen Weaver 55. Collaborate with Math and ELA Teachers When
preparing your lesson plans for the following week or month, ask
what they are working on. Ask them how you could support them in
your class. Ask them for the standard or objective that you should
focus on. Build off their Unit Theme. Mary Ellen Weaver 56. For
example, Ms. K. is beginning to write her lesson plans for October
and wants to support the classroom teachers. She approaches a few
of the teachers and realizes that many will be working on Geometry
during that month. Combined with her Art Curriculum, she looks to
incorporate books and other language items. Here is a skeleton plan
for Ms. K. to build from: K a. pre assess for existing knowledge b.
read The Greedy Triangle c. use hands-on examples of shapes found
in a childs life d. create a visual arts project to support the
standards e. pose questions throughout the unit, with increasing
complexity, about shapes f. Play a game about naming shapes or have
students create stories about shapes to use as a post-assessment
Mary Ellen Weaver 57. Teach Using Themes Thematic units are units
of 10-12 lessons created using the content and structure for
organizing learning activities. Teaching themes is based on the
curriculum. Through units children are able to develop skills and
learn information as much as possible about the topic being
studied. Themes allow students to explore the content in a deep and
meaningful way. Themes are an EASY way to INVOLVE FAMILY in the
learning process! Mary Ellen Weaver 58. Here is a fantastic
example! Mary Ellen Weaver 59. Acquire, communicate, and
investigate worthwhile knowledge in depth With thematic
instruction, it is not necessary to divide the day into separate
learning periods. Instead, the day may be spent exploring an
interesting topic in a variety of ways over a longer period.
Students come to view school subjects as connected and
interrelated, rather than isolated and divided, because subject
areas such as math, science, social studies, art, and music may be
studied within the context of a given theme. This exploration may
include reading and writing about the topic, role-playing, art
projects, music, and research. Advantages of Cross-Curricular
Thematic Instruction Mary Ellen Weaver 60. Integrate and enrich the
language processes of reading, writing, listening, speaking, and
thinking Active exploration of a topic promotes discussion and the
use of all the language arts. Through these experiences, students
learn strategies and skills in meaningful situations. Practice
reading different kinds of materials for varied purposes Narrative
and expository literature serves as the focus of thematic
instruction, but there are also multiple opportunities for reading
other types of text, including poetry, student-written pieces, and
"real world" texts such as magazine articles that contain
challenging facts. Mary Ellen Weaver 61. Use prior knowledge of the
world and past experiences with language and text to create
relationships among various sources of information Students build
upon their current knowledge base and connect what they know with
what they are learning. As new ideas are gleaned from a variety of
reading experiences, they become integrated with previously learned
information. Make choices, interact, collaborate, and cooperate
Students explore topics individually, in small heterogeneous
groups, and together as a whole class. Reading and writing tasks
are authentic, interesting, relevant, and contextualized. Students
make choices based on their interests, abilities, and needs. Mary
Ellen Weaver 62. Apply what they learn in meaningful and "real
world" contexts As students explore topics in a variety of ways and
through various sources, they learn to relate what they are
learning to their own lives. Activities for home exploration help
students bridge school learning and their lives at home, with the
intent of helping students develop problem-solving and
decision-making skills. Informally assess their understanding and
application of what they are learning Students and teacher alike
share the responsibility for periodic progress checks as well as
ongoing evaluation. Students learn to set learning goals and
monitor their progress in attaining them. Mary Ellen Weaver 63.
Participate and learn, regardless of ability, level of language
development, or background Because a variety of reading resources
are utilized, all students have the opportunity to read materials
that are of interest to them and at the appropriate difficulty
level. Lessons are flexibly planned, based on students' needs and
interests. For example, while some students may need extra practice
with a strategy or skill, others may need additional time for
writing or independent reading. This flexibility is central to
thematic teaching. Mary Ellen Weaver 64. Planning for
Cross-Curricular Thematic Instruction Select a Theme select themes
that are not only interesting to students, but are meaningful and
substantive Choose a Key Concept to Guide Instruction select tasks
that encourage students to investigate, speculate, and
problem-solve, asking questions that enable them to explore other
topics more fully Identify Skills and Strategies to Be Taught USING
THE COMMON CORE STANDARDS Identify a Range of Appropriate Resources
variety of reading materials, outside experts, parents,
administrators/staff Mary Ellen Weaver 65. Organize your planning
with a web Mary Ellen Weaver 66. Rubric **the same way your
students know what is expected and if they have met that
expectation** Mary Ellen Weaver 67. Beginning 1 Developing 2
Accomplished 3 Exemplary 4 Score Instruction Goals and Objectives
Instructional goals and objectives are not stated. Learners can not
tell what is expected of them. Learners can not determine what they
should know and be able to do as a result of learning and
instruction. Instructional goals and objectives are stated but are
not easy to understand. Learners are given some information
regarding what is expected of them., but may not be able to
decipher what they should be able to do as a result.. Instructional
goals and objectives are stated. Learners have an understanding of
what is expected of them. Learners can determine what they should
know and be able to do as a result of learning and instruction.
Instructional goals and objectives clearly stated. Learners have a
clear understanding of what is expected of them. Learners can
determine what they should know and be able to do as a result of
learning and instruction. Instructional Strategies Instructional
strategies are missing or strategies used are inappropriate. Some
instructional strategies are appropriate for learning outcome(s).
Some strategies are based on a combination of practical experience,
theory, research and documented best practice. Most instructional
strategies are appropriate for learning outcome(s). Most strategies
are based on a combination of practical experience, theory,
research and documented best practice. Instructional strategies
appropriate for learning outcome(s). Strategy based on a
combination of practical experience ,theory, research and
documented best practice. Cross-curricular integration Standards
indication Math or ELA integration missing. No evidence of
integration. Attempt is made to bring in Math and ELA standards,
but it is poorly or marginally implemented. Math and/or ELA
standards present in lesson and assessment with some evidence of
thoughtful integration of best practices. Math and/or ELA standards
are clear and integrated well into primary subject activity. Rubric
for Lesson Plan Development Mary Ellen Weaver 68. Materials Needed
Material list is missing. Some materials necessary for student and
teacher to complete lesson are listed, but list is incomplete. Most
materials necessary for student and teacher to complete lesson are
listed. All materials necessary for student and teacher to complete
lesson clearly listed. Organization and Presentation Lesson plan is
unorganized and not presented in a neat manner. Lesson plan is
organized, but not professionally presented. Lesson plan is
organized and neatly presented. Complete package presented in well
organized and professional fashion. Assessment Method for assessing
student learning and evaluating instruction is missing. Method for
assessing student learning and evaluating instruction is vaguely
stated. Assessment is teacher dependent. Method for assessing
student learning and evaluating instruction is present. Can be
readily used for expert, peer, and/or self-evaluation. Method for
assessing student learning and evaluating instruction is clearly
delineated and authentic. Can be readily used for expert, peer,
and/or self- evaluation. TOTAL POINTS Mary Ellen Weaver 69. On-line
Resources
http://web001.greece.k12.ny.us/academics.cfm?subpage=42972
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.
htm
http://www.corestandards.org/the-standards/download-the-standards
http://www.engageny.org/
http://www.pelinks4u.org/archives/interdisciplinary/070107.htm
http://pecentral.com/lessonideas/ViewLesson.asp?ID=3908#.UgTeSqjD
_IV http://www.songsforteaching.com/lb/literacymusic.htm
http://www.readworks.org/books/passages http://www.nctm.org/
http://guidedmath.wordpress.com/ccss-resources/
http://pinterest.com/ http://www.teacherspayteachers.com/ Mary
Ellen Weaver 70. http://www.amle.org/
http://www.pgcps.pg.k12.md.us/~elc/readingacross.html
http://www.edutopia.org/blog/literacy-instruction-across-curriculum-
importance http://literacyteacher.com/
http://www.educationworld.com/a_curr/curr146.shtml
http://www.math.dartmouth.edu/~mqed/eBookshelf/
https://www.middlesex.mass.edu/math/projects.aspx
http://free.ed.gov/resource.cfm/?resource_id=1505&subject_id=226
Google Search Key Words: Literacy across the curriculum (or in your
subject area) Reading across the curriculum (or in your subject
area) Interdisciplinary lesson plans Math across the curriculum(or
in your subject area) Writing across the curriculum (or in your
subject area) Mary Ellen Weaver 71. Handouts Included: PPT outline
Common Core Standards, abbreviated Blooms Taxonomy Rubric Mary
Ellen Weaver
