Slide 1Chapter 13 Anticipation GuideConstructing a Literacy ProgramManaging a Literacy ProgramManaging a Literacy Program (Continued)Slide 6Literacy and Technology: The New LiteracyLiteracy and Technology: The New Literacy (Continued)Literacy Today & TomorrowAssessing and Improving the ProgramProfessional DevelopmentSlide 12Slide 13Tools for the ClassroomCopyright  Pearson Allyn & Bacon 2010Chapter 13 Chapter 13 Creating and Managing a Literacy ProgramThis multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. 2010 Pearson Education, Inc. All rights reserved.Copyright  Pearson Allyn & Bacon 2010Chapter 13 Anticipation GuideChapter 13 Anticipation GuideCopyright  Pearson Allyn & Bacon 2010Constructing a Literacy ProgramConstructing a Literacy Program•Setting Goals–Student needs are primary concern•Choosing Materials•Selecting Techniques & Strategies•Building Motivation•Building a Sense of CommunityCopyright  Pearson Allyn & Bacon 2010Managing a Literacy ProgramManaging a Literacy Program•Using Time Efficiently–Pacing–Closing the gap•Providing for Individual Differences–Whole class grouping–Guided reading–Temporary skills group–Study buddies–Interest groups–Regrouping–Balanced grouping–Advantages and disadvantagesCopyright  Pearson Allyn & Bacon 2010Managing a Literacy Program Managing a Literacy Program (Continued)(Continued)•Intervention Programs–Reading Recovery–Other programs–Adapt and modify programs for struggling readers•Continuous Monitoring of ProgressCopyright  Pearson Allyn & Bacon 2010Managing a Literacy Program Managing a Literacy Program (Continued)(Continued)•Importance of Parents–Essential element–Involve all parents•Working with Other Professionals–Resource personnel•Using Reading to Close the Gap–90/90/90 schoolsCopyright  Pearson Allyn & Bacon 2010Literacy and Technology:Literacy and Technology:The New LiteracyThe New Literacy•New Literacies•Internet–Cyberguides, WebQuests–Web Sites–Open Content–Safety issues•Other Uses of Computers–Practice–Tutorials–Simulations–Writing toolsCopyright  Pearson Allyn & Bacon 2010Literacy and Technology:Literacy and Technology:The New Literacy The New Literacy (Continued)(Continued)•Selecting Software•Getting the Most Out of Computers–Teacher guidance–Teacher tools•Other Technologies–Audio–AudiovisualCopyright  Pearson Allyn & Bacon 2010Literacy Today & TomorrowLiteracy Today & Tomorrow•Growing in Use and Importance•Requires Traditional and New Literacy Skills–Evaluation of sites–Better organizational, evaluation skills–Cognitive flexibilityCopyright  Pearson Allyn & Bacon 2010Assessing and Improving Assessing and Improving the Programthe Program•Literacy Gap–NCLB and RTI •Increased Reliance on Data for Assessment•Work to Improve Student LearningCopyright  Pearson Allyn & Bacon 2010Professional DevelopmentProfessional Development•Stay Professionally Active•Study Groups & Grade-Level Meetings•Peer Observations & Use of Coaches•Other Sources•Setting Professional GoalsCopyright  Pearson Allyn & Bacon 2010Figure 13.1:Figure 13.1:Checklist for Checklist for an Effective an Effective Literacy Literacy ProgramProgramCopyright  Pearson Allyn & Bacon 2010Figure 13.1:Figure 13.1:(Continued)(Continued)Checklist for Checklist for an Effective an Effective Literacy Literacy ProgramProgramCopyright  Pearson Allyn & Bacon 2010Tools for the ClassroomTools for the Classroom•Assess Goals, Standards, Objectives•Long-Term Effort•Review Essential