Download - Content Literacy Practices 2011
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Content Content Literacy Literacy
Practices Practices 20112011
Session OneSession One
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OUTCOME:
Improve Student
Achievement
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Quick Write
Complete the following sentence.
I know Johnny is learning when…
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FiveEssential Elements
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Five Essential Elements
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What Is Strategic Teaching All About?
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• Strategic teaching IS NOT just for reading and language arts classes.
• Strategic teaching IS best practices designed to increase student achievement in ALL content classes.
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• Strategic Teaching IS NOT just for struggling readers.
• Strategic Teaching IS for all students regardless of their reading abilities.
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• Strategic Teaching IS NOT something that you do once a week or on every other Thursday.
• Strategic Teaching IS part of every lesson, every day.
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• Strategic Teaching IS NOT something your principal came up with to torture you.
• Strategic Teaching IS based on scientific research about adolescent learning.
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BRAIN RESEARCH
AN INCREDIBLE JOURNEY
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Brain Research Lesson PlanOutcomes: Participants will discover characteristics of the
adolescent brain.Participants will make connections between the developing brain and
adolescent learning.
Before: Anticipation GuidePurposes: activate prior knowledge; establish a purpose for reading;
make predictionsDuring: Jot NotesPurposes: organize information; summarize and practice note taking;
make connections After: Anticipation GuidePurposes: reflect and correct predictions; integrate new information
with prior knowledge
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Left-Brain/Right-Brain Partners
• Select two partners by signing up with a left-brain and a right-brain partner (make two clock appointments basically).
• When directed, meet and discuss a given topic.
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Before: Anticipation Guide
• Read each statement.• Mark in the left-hand column
whether you agree or disagree with the statement.
• When directed, locate your left-brain partner and discuss your predictions.
• Prepare to share whole group.
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During: Jot Notes
“Jot” notes (or marginal notes) are based on key points, concepts, or ideas as the text is read.
Use single words and/or phrases to keep notes brief and to the point.
This may include:• brief notes about the important points in the text;• sketches of images constructed as the text is read;• connections to the text; • questions about the text; and• first reactions to the text.
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Brain Research: An Incredible Journey
Chunk 1: “We Do”
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Examples of Jot Notes
• 7 to 10 percent of brain is pruning away• lacks reasoning and judgment• hormones are not completely responsible• acts childishly• physical appearances deceiving
Connection: Adolescent students look mature, but act
childishly.
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Chunk 2: “Y’all Do”
• Read the text. • Write jot notes that are short
and to the point.• Sketching is encouraged.• Share notes with a partner.• Share notes with the whole
group.
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Chunk 3: “Y’all Do”
• Read Chunk 3 with a partner.• Take jot notes.
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Chunk 4: “You Do”
• Read text.• Reflect individually.• Take jot notes.• Meet with your right-brain
partner and reflect on your jot notes.
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After: Anticipation Guide
• Reread the statements from the beginning of the lesson.
• Mark new responses in the right-hand “After” column.
• Justify any corrections made after reading.
• Write justifications under the appropriate statements.
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Parking Lot Postings
Reflect on the learning from Session 1:
• Questions• Concerns• Comments
The questions, concerns, and comments will be addressed at our next meeting.