#contentliteracy

[crazyshivi19-blog]

Just #contentmarketing is everything 🙄🙄🙄 Content has captured very wide market💬💲... Without content your profile is nothing💬 As only content matters...If you are on the way of becoming an #instagraminfluencer then the content on your profile should be interesting...😎😎 You have to give reason to people to follow you✅😇😊... . . . FOLLOW ➡➡ @crazy_shivi19 FOLLOW ➡➡ @crazy_shivi19 . . . LIKE ♥️ if you agree 👍 COMMENT 💬 your views SHARE 👭 to whom you this this will benefit😊 SAVE 💾 if you this this can benefit you in future 🔮 . . . . #shivangiblogs #digitalmarketingteam #contentlovers #contentmarketer #contentmarketing #contentiseverything #contentawarescale #contentdesign #contentmarketingagency #contentcreater #contentagency #contentcurator #contentinspiration #contentproduction #contentcreationtips #twittercontent #twitterposts #contentwritingservices #contentcreater #contentlife #contentlenses #contentliteracy #contentliving (at Shivi Blogs - Every Aspect of Life) https://www.instagram.com/p/CBvTEB1Dyrr/?igshid=1l5xgks3fvpui

[jlubke]

"...[A] strong base of content knowledge makes us blind to the lengthy process of acquiring it. This curse has implications for all teachers... As a result, we end up assuming that our lesson's content is easy, clear, and straightforward. We assume that connections are apparent and will be made effortlessly. Assumptions are the root cause of poor instruction. And acknowledgment is the first step to recovery."

[geauxempower]

it's so hard to say goodbye to yesterday

Wow, it's hard to believe that we have reached that point of the semester where you can begin to label everything as the "last time'' you'll do anything. Aside from extending my Thursday class schedule three hours, this LLED course has been very valuable. Joe you have been a wonderful instructor. Although some would criticize, I appreciated how loosely defined you created the class. I really believe it allowed us to tap into our own creativity and not be bound by any preset guidelines. I think we also really appreciate that the class did not come with a very heavy workload. I think a weekly blog of our reactions to assigned readings and articles of our choice was very manageable. 

Speaking of the blogs, I'm actually sad that this is the last one we will be doing for a graded assignment. However, I am so thankful that you made us create these blogs because I will definitely continue to use them as I enter my future classrooms as a student teacher and lead teacher. I don't think I ever mentioned it in a blog, but I remember speaking to you after one of the first class meetings, and you commented on how you enjoyed my blog because it came from the soul. That stuck with me throughout the semester as I completed my other blogs and will continue to stick with me in the future. I think that is one thing I really want to focus on as I continue this blog away from just content literacy. I want my followers to know that what I write is real and that it all comes from great intentions in the interest of my students. Certain topics may arise a more passionate reaction from me, like race and socio-economic related issues, but again I also am not only in a fight to assist my students but a fight to advance my people as well. 

Walking out of this class, I will take away many learning strategies to potentially utilize in my own classes. Some of my personal favorites were read aloud and reading response journal. I am also more aware of allowing my students to use all of their forms of communication instead of just listening. I'm really excited for what the future holds for all of us. I'm sure we will all do great and that at least at one point in our careers, something you taught us will be very beneficial to us. 

Since walking into this class for the first time back in January, my definition of content literacy has taken many forms. I think I progressively worked my way to an acceptable definition. Content literacy to me is the ability to fully understand and effectively communicate your knowledge of a certain content. I'm sure as I continue teaching, that definition may undergo more changes but I am satisfied with its current state.

Again, thanks so much Joe! I really appreciated this class, three hours and all. I look forward to reading your future posts and hopefully you'll keep up with mine. From one WhoDat to another, Laissez les bon temps rouler!

MW-WhoDat

[pinittoteachit]

Goodbye for Now Until We Meet Again... (Blog 13: Wednesday April 16 at 5:45pm)

          With only a week and a half left in the semester all of the projects and assignments are coming to a close.  Even though this class may end I do hope to continue blogging about what I use and experience in my student teaching next year.  I won't make any promises, but I hope to let you know how my incorporating of content literacy in my lessons goes.

          Am I scared?  Not really, just nervous about the obstacles I know I will face.  But I'm excited and still motivated to do the best I can.  I know I won't be an expert my first year and that it will be very exhausting, but with the skills I have learned I'm hoping that even when I'm tired I've still reached my students through processes that work.  I still don't know how I am going to decide what is most important to teach and what is the least so that at the end when we run out of time the not so important stuff is what was left out.  I feel like through my student teaching next year I will be able to figure out the teacher's process and either do it the way they did or base my reasoning off of it somehow.

          I can't wait to build my classroom and lessons through Pinterest. You don't understand how much it has grown since this course has begun.  I have boards for every subject, my classroom, and teacher ideas.  I will use what I can next year without taking over my student teaching classroom too much, but I will also figure out what I can use on my own once I'm out in the world on my own.  I really hope that I have inspired you to collect ideas on your own in whatever way works best for you.  Pinterest may not be appealing for you, but using this tool has opened up my eyes to so many different ideas that I really recommend that every teacher have some type of collection device.  

          I just hope that through the content literacy skills I have learned that I can incorporate them into my class and really teach my students to read, write, discuss, and listen to the best of their ability.  I want to teach them skills they will use for a lifetime that really help them and not just for a couple days in my class.  I really feel like my reading comprehension and discussion skills have improved during this class so I really trust them.  I plan on keeping my Tovani book and going back to it when I need ideas or guidance.  She struggled, but look at what she could do with those students!  It's incredible!

          "Content literacy" meant nothing to me over 3 months ago and now I think it is one of the most important concepts in teaching no matter what subject you teach.  I was skeptical, but I really learned a lot about myself during this course.  Reading, writing, talking, and listening skills are so important and I can't wait to see how this next generation of teachers decides to focus on these skills with our students at stake!

          I really enjoyed these past 13 weeks of blogging and I hope you have enjoyed reading my thoughts and ideas.  Now I'm off and hope to see you soon in the teaching world!

Sincerely,

Pin It To Teach It

[educator-in-training-blog]

8. Reading for a Purpose

 There should always be a purpose to reading. That seems like a simple concept and many might say, “well, yea…”. But, how many times have you read text with no purpose (especially in school)? This is something that every teacher needs to have in mind when students are reading text. This also is used when reading any form of text outside of school. If you read the directions on how to put together a tv stand then your purpose is to put together a tv stand. But in school many times students lack the purpose of why their reading.

 When readers are not given a purpose of reading many times they retain nothing from the text, especially students. If they don’t see the purpose of reading a text then will struggle or not even attempt the reading. One thing that readers will encounter is their reciting voice. Tovani explains this as the voice that reads the words but thinks about other things. My mind wanders most of time when I begin to struggle with text, everyone’s does. The lack of purpose causes this.

[pen63]

Stations or Centers are not just for Elementary just as #ContentLiteracy is not just for the Reading or Language Arts teachers!  This is a great video from @DFISHERSDSU @YouTube channel.

[jlubke]

New book and video about using short texts in content-area literacy instructions by Nancy Steineke

[jlubke]

"...[I]f we are knowledgeable about the distinct differences among content areas why are we using generic literacy strategies across the content areas? Generic literacy approaches across the content areas have not produced the results we have been looking for in our students’ literacy or content knowledge, skills, and performance."

[jlubke]

Advice from Sheila Valencia on how to scaffold content-area textbook reading

[jlubke]

A video about the social dimensions of prereading strategies with high-interest texts, but also a good demo of how to introduce think alouds

[jlubke]

If you are a math, history, science, or art teacher, where does literacy fit into your classroom instruction? It's common to believe that literacy instruction is solely the charge of language arts teachers, but, frankly, this just is not so.

[jlubke]

An anthology from the Reading With Pictures people that "unites the finest creative talents in the comics industry with the nation's leading experts in visual literacy to create a game-changing tool for the classroom and beyond. This full-color volume features more than a dozen short stories (both fiction and nonfiction) that address topics in Social Studies, Math, Language Arts, and Science, while offering an immersive textual and visual experience that kids will enjoy." There is a downloadable teacher's resource on the page.

[jlubke]

A great list of questions to consider as a discussion/research guide for what it really means to teach "disciplinary literacy" in your field

[jlubke]

A tool for creating cloze activities using teacher-created text or content-area text

[jlubke]

"Inquiry is at the heart of disciplinary practices. In order for students and teachers to operate from an inquiry-based approach, teachers must recognize and make accessible to students the habits of practice used by disciplinary experts and be able to identify linguistic features specific to each discipline. The authors offer tips for choosing literacy strategies that match disciplinary goals and objectives, cultivating academic conversations academic conversations and fostering writing for argument."

[pinittoteachit]

Talks & Tests (Blog 12: Wednesday, April 09 at 3pm)

Not all assignments need to be individual.  We’ve learned how much students gain from class discussions and in chapter 7 of Tovani we read about the importance of small group discussions.  But I think that small group discussions can be even better!  The only downside to these is that you have to monitor the discussions so that they don’t get off topic and waste time.  I feel like if a small assignment or task is assigned to the group then they have a real goal to reach by working together on the topic.  Examples that I can think of are like the ones in this chapter such as the questions sheet and quote explanation sheet.  By allowing my students to work in small groups where I can’t be in charge or lead them it is showing them that they have the power to lead their own discussions.  This can build so many skills without them even knowing.  I would start off all of their discussions with a question or statement and then they can go off on their own in any direction they please.  Then the worksheet or assignment they have to complete would have the same number of parts are the people in the group so that a rule can be that each person has to start off one part of the assignment so that they can also begin discussions and not just comment when all of the opinions are actually said.

I plan to build the groups myself so that I can move the kids around.  This will make sure that they don’t get in a normal routine and they will learn the different skills that others use without even knowing.  They will grow as individuals by expressing their own opinions and taking in others’ without judgment while also learning the information.  I want to be able to walk around and have them feel comfortable with be just jumping in.  I hope that through the feedback that I provide them that they can develop their strategies through each discussion we have.  I hope to have one per week on the topics we are learning about. 

On the following website there are tips for teaching students how to participate in group discussions:

http://www.weareteachers.com/hot-topics/special-reports/great-books-great-discussions

Then as move on to chapter 8 (lots to cover this week) we learn about how to assess our students.  I personally am not a good test taker.  I had to try really hard in school to do well.  High school was not a breeze for me like it was for so many people I am now in college with.  I really loved when teachers would assess our learning in different ways.  I want to build on assessments and really utilize the different ways that I can check to see what my students have learned.  I even feel like giving options is a good thing.  Like if they want to take a test they can or they can give a class presentation.  I can’t decide if I want to assess unit by unit or build upon their knowledge each time.  I know a lot of kids get frustrated when teachers build instead of move on, but I really feel like you learn the information better that way.  Plus if you’re really learning it then it shouldn’t be a problem. 

Final Project Preview:

I am in a group of 4 for the project,  Two of us are doing one subject and the other two will do another.  With my partner we are doing social studies.  We plan to make a booklet or pamphlet with a variety of reading strategies that we would use as social studies teachers. The strategies will defined and we will label what type of learners will best benefit from each of the strategies.  We want to reach all of the learning types if possible.