1. Literacy
Strategies At The
Core Of Content
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http://slideshare.net/mindi_r
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2. How to Contact Us
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Sarah Avallone - 7th Grade Language Arts
savallone@northbrook28.net On Twitter: @savallone
Pam Mendelson - 7th Grade Science
pmendelson@northbrook28.net
Mindi Rench - Junior High Literacy Coach
mrench@northbrook28.net On Twitter: @mindi_r
Shannon Zajac - 6th Grade Science
szajac@northbrook28.net
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3. Our Umbrella: Get Them
Talking!
Giving students time to talk collaboratively provides important
opportunity for rehearsal before writing or large-group discussions.
Human beings are social creatures who learn best through
conversation. Teens, especially, are social, and leveraging that need
increases engagement.
“Oral language is a cornerstone on which we build our literacy and
learning throughout life.” (Zwiers & Crawford, 2011)
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S & L 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
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4. Strategy 1: Close read
images
Turn to p. 7 of your packet and get ready to write.
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R 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
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11. Now turn and talk. How might you use
this strategy in your own content area?
Do you have any questions?
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12. Strategy 2: The Written
Conversation
Take a few minutes to read the text,“Oil Bloom” from Science
World, September 2, 2013.
Read with the following question in mind: “How might Sara’s
research change our future?”
On the notebook paper in your packet, write “Log In: Your Name” in
the left hand margin. Then write your thinking about the question.
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W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
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13. Trade with a partner. Read your partner’s thinking and
then write a response. Be sure to “log in” in the margin
before you start writing.
Trade as directed until activity comes to an end.
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14. Now turn and talk. What variations
can you think of that would work for
you? Do you have any questions?
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15. Turn and talk with a neighbor about cloning. What do you know or
think you know about cloning?
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Strategy 3: Read-Share-
Compare
R1: Reading closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
R9: Analyze how two or more texts address similar themes or topics and build knowledge or compare the approaches
authors take.
S & L4: Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
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16. The articles you are about to read deal with cloning pets. What
do you think an article like this would probably include? What
questions about dog or cat cloning would you want to answer?
Find the articles in your packet. Decide with your partner
which of you will read “Koreans Produce World’s First Cloned
Dog” and which will read “Scientists Successfully Clone Cat”
Read your article and annotate your text with our questions in
mind.
When you’ve finished, talk with your partner about your text.
Share your learning. Answer each other’s questions. Go back
into the text to support your discussion.
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17. Wrap It Up
Turn and Talk: What are you thinking now? What can you take and
use in your classroom?
What questions do you have for us?
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18. Helpful Resources
Burke, J. The Common Core Companion: The Standards Decoded Grades 6-8 (Corwin,
2013)
Daniels, H. and Steineke, N. Texts and Lessons for Content-Area Reading (Heinemann,
2011)
Daniels, H. and Zemelman, S. Subjects Matter, 2nd Edition (Heinemann, 2013)
Daniels, H. , Zemelman, S., and Steineke, N. Content-Area Writing (Heinemann, 2007)
Keene, E. Talk About Understanding (Heinemann, 2012)
Zwiers, J. and Crawford, M. Academic Conversations: Classroom Talk That Fosters
Critical Thinking and Content Understandings (Stenhouse, 2011)
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