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LITERACY WORKSHOPS Secondary Content AreasSYLLABUSBackground: The State of Washington has identified four over-arching learning goals for all students to achieve. The first goal states that students should be able to, “Read with comprehension, write effectively, and communicate successfully and responsibly in a variety of ways and settings and with a variety of audiences” (Retrieved on 12/26/08 from http://www.k12.wa.us/CurriculumInstruct/default.aspx). The other three goals rely heavily on students’ literacy skills and motivation to use those skills. In fact, the ability to succeed in public schools, in the world of work, and as citizens relies heavily on developing effective literacy skills and positive attitudes toward literacy. This does not mean, of course, that people without significant literacy skills do not or cannot enjoy happy and productive lives. In general, though, literacy is predictive of success in school and in thework arena.However, a number of indicators, including teachers’ reports of experiences with students, indicate that not all adolescents learn to read and write well, and, perhaps more disturbing, that many students who CAN read and write choose not to. For example, a recent study (Guthrie, University of Maryland) indicated that 69% of middleschool students choose not to read for pleasure. A 1999 Gallup Poll revealed that 59% of Americans reported reading fewer than 10 books in the previous year. The researchers stated that the number of people who don't read at all has been rising for the past 20 years (Retrieved on 12/26/08 from http://www.washingtonpost.com/ac2/wp-dyn/A23370-2001May13?language=printer). OSPI’s 2007-08 report on the WASL indicated 36.9% of 7th grade students, and 18.2% of 10th grade students tested in Washington did not meet the reading standard. On writing, 30.0% of 7th graders, and 13.2% of 10th graders did not meet standard (Retrieved on 12/26/08 from http://reportcard.ospi.k12.wa.us/summary.aspx?year=2007-08). According to OSPI, a disproportionate number of those who did not meet standard are students of color and/or students who live in poverty.Teachers affect what happens in the classroom. A newly released international study of effective schools indicated that, “The available evidence suggests that the main driver of the variation in student learning at school is the quality of the teachers. . . . Studies that take into account all of the available evidence on teacher effectiveness suggest that students placed with high performing teachers will progress three times as fast as those placed with low performing teachers.” Among the six most significant indicators of high performing teachers were well-developed skills in literacy, numeracy, and communication (How the World’s Best-Performing School Systems Come Out on Top, McKinsey & Co., 2007). Given these issues and the significant factors of high performing teachers, we will explore implications for content area teachers. What is literacy and what role does it play in defining subjects across the curriculum? How can the implementation of literacy strategies enhance content area instruction? What does it mean to develop content literacies? Secondary Content Literacy Goals Students will be able to:- Define and describe the role of metacognition in the literacy/learning process;- Describe the reading process and identify specific teaching strategies to engage students in each step;- Identify three types of assessment criteria for classroom practice and apply these criteria to teacher decision-making;- Apply a variety of pre, guided, and post reading strategies to content reading material and effectively analyze teacher decision-making for the choices;- Effectively conduct the Burke Reading Inventory as a reading diagnostic tool; and - Analyze readers’ responses to the Burke Reading Inventory and apply appropriate teaching strategies;- Identify and assess multimodal literacies in relation to content area.Assignments:Reading Log: Two-three typed pages addressing the readings. In the log, please discuss issues and ideas that draw/intrigue you, questions and puzzlements that you would like to explore, and implications for your own teaching.Burke Reading Inventory: Administer the Burke Reading Inventory to a minimum of five students. Write up summaries of the interviews for each. Then, provide an analysis of what the main issues are for the students, andyour proposed strategies to assist these readers. See Inventory on course website.Lesson Plan: Develop a lesson plan that incorporates literacy strategies in your content area. Plan to teach lessonto a small group of your peers for 30 minutes.Technology Resource Notebook: See description on course website.Required Text:Hinchman, K.A., & Sheridan-Thomas, H.K. (2008). Best practices in adolescent literacy instruction. New York: Guilford.Weekly Schedule for Winter Quarter 2009(Subject to change)WEEKWINTERQUARTERFOCUS ASSIGNMENT FOR FOLLOWING WEEK1January 8- Introduction- Exploring the literacy of your content area- Literacy processes- Assignments1) Read the following policy research briefs and position statement: Adolescent Literacy, English Language Learners, and Multimodal Literacies.2) Read Best Practices, Preface, Chs. 1-33) Create your own textual lineage (p. 17)4) Reading Log2January 15Reading discussionPracticing strategiesBurke Reading InventoryRead Best Practices, Chs. 4-6Reading Log3January 22Reading discussion“Into Text” StrategiesRead Best Practices, Chs. 7-9Reading Log4January 29Reading discussion“Through Text” StrategiesRead Best Practices, Chs. 10-12Reading Log5February 5Reading discussion“Beyond Text” StrategiesRead Best Practices, Chs. 13-15Reading Log6February 12Reading discussionAssessmentRead Best Practices, Chs. 16-18Reading Log7February 19Burke Reading Inventory Project8February 26Try-out teaching Revised Lesson Plan9March 5Try-out teaching Revised lesson plans10March 12Revised lesson plansTechnology Resource NotebookClosure and next stepsEnjoy your spring


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EVERGREEN MIT 2010 - LITERACY WORKSHOPS

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