Literacy Strategies
April 10 – May 16, 2013
Instructors: Sandi Hemmert and Thom Olsen
[email protected]
[email protected]
Required Text
Course Norms
&
Course Requirements
Participation
Actively & professionally engage
Attend each session in its entirety.
Weekly Reading Assignments

Use two-column note template located
on our class Wikispace site.
www.2011arlliteracystrategies.wikispaces.com
◦ During reading notes (left column)
◦ Responses to notes (right column)
◦ Include a one paragraph summary
Weekly Independent Study

Review one website highlighted at the end
of class.
◦ Use Website Review template located on our
class Wikispace site.
www.2011arlliteracystrategies.wikispaces.com
Weekly Literacy Strategies

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
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Teach a lesson using the strategy template,
your grade level and Core content.
The assigned strategy is described in the
book, discussed/highlighted in class.
Content aligned to your State Core
standards, objectives.
Include procedures for teacher modeling and
scaffolding (before, during, after reading).
Include any materials you produce needed to
implement strategy.
Due by 4:00 p.m. each Thursday.
Classroom Demonstration
On May 15th or May 16th, demonstrate a
content-specific, 15-20 minute literacy
strategy to the class.
 Include modeling, scaffolding, and specific
procedures that provide instructional
context for before, during, and after
reading.
 All support materials must be provided to
class and ready the day you present.

Syllabus Q & A
Enduring Understanding
When teachers provide content
literacy support before, during,
and after reading, students can more
successfully construct meaning from
text.
Essential Questions
What is literacy?
 How can before, during, and after reading
strategies help students construct
meaning?
 Why are all teachers considered literacy
teachers?
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Learning Task #1

Think of time you struggled with reading
a text. Describe the scenario and the
feelings the situation evoked.
What is literacy?
 Know
 Wonder / Want to know
 Learned
The meaning of text is not
contained in words on a page…
The Phaomnneil Pweor
of the Hmuan Mnid
Aoccdrnig to rscheearch at Cmabrigde Uinervtisy,
it deosn't mttaer in waht oredr the ltteers in a
wrod are, the olny iprmoetnt tihng is that the frist
and lsat ltteer be at the rghit pclae. The rset can
be a total mses and you can sitll raed it wouthit
porbelm. Tihs is bcuseae the human mnid deos
not raed ervey lteter by istlef, but the wrod as a
wlohe.
Pterty amzanig, huh?
The Gazorniplatz
was noving his tonk.
A Gazorniplatz
Making meaning from text
Learning Task #2
Learning Task #3
The reader constructs
meaning by making what
he/she thinks is a logical, sensible
connection between the new
information and what he/she
already knows about the topic.
Learning Task #4
The questions that p____face as they raise
ch______from in_____to adult life are not
easy to an_______. Both fa_____ and
m______can become concerned when
health problems such as co____ arise any
time after the e_____ stage to later life.
Experts recommend that young ch______
should have plenty of s____ and nutritious
food for healthy growth. B_____ and
g_____should not share the same b____ or
even sleep in the same r_____. They may
be afraid of the d_____.
The questions that poultrymen face as they
raise chickens from incubation to adult life
are not easy to answer. Both farmers and
merchants can become concerned when
health problems such as coccidiosis arise any
time after the egg stage to later life. Experts
recommend chicks should have plenty of
sunshine and nutritious food for healthy
growth. Banties and geese should not share
the same barnyard or even sleep in the same
roost. They may be afraid of the dark.
-Adapted from Madeline Hunter
“The single most important variable in
learning with texts is a reader’s prior
knowledge.” – Vacca & Vacca, 1993
Learning Task #4:
TEXTBOOK
SCAVENGER HUNT
BEFORE READING:
PREVIEW THE TEXT
•Five
Finger Rule (narrative)
•Titles
/ Heading (informational)
The Forest Has Eyes by Bev Doolittle