Literacy+Integration

**__GROUP MEMBERS:__** Maggie Horne, Beth McCracken, Catrina Baldwin, Anitra Turner, Shonte Miles,Tasia McAfee, Faythe Valentine, Ashley Sharpton ** WHAT IS LITERACY INTEGRATION? ** Literacy is an activity when people read, write, talk and think about real ideas and information in order to extend knowledge, communicate with others, present their thoughts and ideas and ultimately to understand and to be understood. Literacy encompasses a range of critical thinking and meaning capabilities. It incorporates “broader understanding and competencies needed in our changing society and consists of critical thinking skills that underlies social competence and reading comprehension (Ellisworth, 1994).” Literacy integration approaches core content areas while helping students learn content and processes and strengthening communication skills.

When approaching core content–literacy integration & literacy activities support the acquisition of concepts and inquiry skills.
 * Benefits of the Integrated Approach**


 * The roles and benefits of literacy integration and firsthand experiences:**

Literacy instruction is designed to do the following:
 * Immerse students in in-depth investigations of essential core concepts
 * Engage students in guided and open inquiry and in learning about the core contents
 * Enable students to search for evidence using sensory information as well as text
 * Provide students with opportunitiesto learn with engaging in activities


 * The roles and benefits of using text in an integrated literacy curriculum:**

Literacy instruction is designed to do the following:


 * Support students’ development of powerful core concepts
 * Supports knowledge and understandings about the nature of subjects
 * Support students’ development of academic language and facility with nonfiction text genres
 * Provide students with authentic reading and writing experiences in science to reinforce that evidence can be based on both firsthand information and text-based resources

** VOCABULARY STRATEGIES ** It is important for teachers to teach a variety of vocabulary strategies to help students develop a knowledge of words and their meanings as well as develop reading comprehension. Here are a few methods below:


 * SLAP Strategy ** - Say, Look, Ask, Put / SAY the word / LOOK for clues / ASK what the word might mean; think of a word that expresses that meaning / PUT the word in a passage in place of the unfamiliar word? Does it make sense? (proteacher)
 * Vocabulary Bingo - ** students write their vocabulary words in their bingo sheet and the teacher calls out the definitions (ciera)
 * Vocab Battle ** -class will be divided into two teams. One representative from each team will sit in front of the board, facing the class. The teacher will write a word on the board behind them and each team has 5 clues to give their rep to help themguess the word. However, the team can only give 1 word clues, which essentially are synonyms. (ciera)
 * Fingerprint ** -teacher begins by writing the vocab words on the board. Two students come up to the board and face the words. The teacher will then call out the definition and the student who touches the correct word first, remains standing and in the game. A new challenger comes up to repeat the process. (ciera)
 * Snowball Fight - ** assign partners one word/definition. On one piece of paper they write down the vocab word and on the other, the definition. Next they crumple the papers up in a ball and have a snowball fight (BE VERY SPECIFICWITH THE SAFETY RULES). After a minute or so, everyone gets one snowball and they must find their partner. (ciera)
 * Flashcards - ** flashcards can be used to help students remember the meaning of words
 * Dictionary - ** students can use these are a source to look up several meanings of one word
 * Word Sorts - ** strategy used to help students identify meaning and sort the list into groups with similar meanings (just read now)
 * Word **** Analogies ** - once students grasp the meaning of words, students can then transfer their knowledge into word analogies - synonyms, antonyms, cause and effect, part to whole, person to situation, geography, measurement, and time. (just read now)
 * Concept Definition Mapping ** - prompts students to take a key term, concept, or reading selection and figure out its meaning and organize it through a word web (just read now)
 * Word Wall - ** helps to organize a collection of words that are prominently displayed in the classroom
 * Vocabulary Flip Charts ** - Students can create flip charts or flip books of vocabulary words. Students can also draw pictures to help understand vocabulary word.
 * Vocabulary Self Selection (VSS) ** - Teacher will select two new vocabulary words from a reading. Students will then select words that they might recognize, but are unable to define. Students can have discussions with other students to define words. (wvde.wv.us)

-Word Maps -Pre-teaching Vocabulary Words -Repeated Exposure to Words -Keyword Method -Root Analysis -Restructuring Reading Materials
 * Explicit VocabularyInstruction ** : Planned or Intentional Instruction

-Context Clues -Incidental Learning [] #
 * Implicit Vocabulary Instruction ** : Spontaneous Instruction

Vocabulary Activities [] Vocabulary Strategies PDF - [] Vocabulary Strategies PDF - []
 * Engaging VocabularyWebsites: ** Interactive Word Walls - [|www.theschoolbell.com] Quizlet-flashcard and study games website (learn, test, scatter, space race) []

__ [] __ [] [] [] [|www.justreadnow.com] [] [] # Image: [] __ [] ____﻿____ imgurl=http://schools.nyc.gov/documents/elementarymath/Differentiation/images/vocabulary/5thIllustratedWall.jpg&imgrefurl=http __
 * __ Vocabulary Resources __**

** WRITING COMPREHENSION **



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** READING COMPREHENSION **

Reading comprehension strategies are important to use in any content area and should be implemented into any unit. Below is a list of important comprehension strategies and resources that should be incorporated into your lessons:

__K-W-L Charts__-Students and teacher work together to chart what they know and want to know about the topic being presented. __ABC Brainstorm__: The teacher provides students with a topic and students use the letters of the alphabet to think of a word or phrase associated with that topic. __Carousel Brainstorming__: The teacher writes a topic at the top of poster paper. Students work in groups to write what they know on the subject onto the poster board for 30 seconds to one minute. Once time is up, students will pass their poster to the next group to add their ideas. __Anticipation Guide__: The teacher chooses 4-6 statements to present to the class on a chart, some are true and some are false. Also included on the chart yes and no column with which students will decide if the statements are true or false. Additional info can be found at this website-[]
 * Activating Prior Knowledge**:

__Double Entry Journal__: Students complete a journal entry that is divided into two columns. On one side students write important ideas from the text. On the other they make connections to those ideas from their experiences, the world at large or other text. __Connection Poster__: Students note connections on post-it notes during the reading of the text that are added to the connections poster during discussion. The poster should be divided into sections (Text-to-Text, Text-to-Self, Text-to-World). __Hot Seat__: A student takes on the role of a character from the text and is interviewed by classmates.
 * Connecting**: Text-to-Text, Text-to-Self, Text-to-World

__Graphic Organizer__: Graphic organizers are great recourses to focus students on the big ideas. Some great organizers for reading comprehension are story maps, Venn diagrams, cause and effect chart, and problem/solution diagram. Check out the link below for a full list. [] __Big Idea Poster__: Students design a poster highlighting the big ideas from the text.
 * Determining Importance:**

__Quick Write__: Students complete a quick write up of inferences they make during reading. __Silent Films:__ Students work in groups to create silent performances for their classmates based on the main ideas of the story. (For more fun activities like silent films please check out Brain Pop Jr.: [] )
 * Drawing Inferences:**

__Reading Logs__: Students write reflections and reactions to the story. __Book Reviews__: Students can write reviews of the story like those found on Amazon.com
 * Evaluating**:

__Metacognition:__ Students implement this strategy by asking questions about their own comprehension while reading. These questions are:
 * Monitoring:**
 * Identify where the difficulty occurs
 * Identify what the difficulty is
 * Restate the difficult sentence or passage in their own words
 * Look back through the text
 * Look forward in the text for information that might help them to resolve the difficulty

__Think-Alouds:__ Teacher models thought process when making predictions based on the book cover, illustration or subheading. Please see link for more information: [] __QAR:__ For a full explanation of the QAR strategy- [] QAR Prompts- []
 * Predicting:**
 * Questioning:**

__Word Attack__**:** Strategies students can use to figure out unfamiliar vocabulary. For additional information, click the link below- [] __Stop, Ask, Fix__: A checklist students can use to repair comprehension when the text becomes difficult. For additional information, click the link below- []
 * Repairing:**

__Direct-Reading Thinking Activity__: Similar to think alouds, students predict what they think the book is going to be about. The purpose of reading then becomes finding out if their predictions are true. __Group Investigation__: Students choose a topic to investigate and work in groups to research that topic. The topic then becomes the purpose for reading. This is great for social studies and science projects. For more information on this idea, check out the Ohio Resource Center-[]
 * Setting a Purpose:**

__Book Trailers__- Students create movie trailers for their books using iMovie, Windows Movie Maker or Photo Story. In order for the movie to be interesting, students must pick only the most important events. See example trailer. []
 * S****ummarizing:**

__Mind Pictures__: [] __Role Play__: Students act out big ideas from the story. __Scene Creation__: Students illustrate a key scene from the story. __Open Mind Portraits__: Students create an illustration that displays characters thinking.
 * Visualizing**:

[] - Collection of ready-to-use graphic organizers for reading, science, writing, math, and general use. [] - These sites offer various strategies to improve reading comprehension for students at all grade levels. It also includes online stories and questions to test reading comprehension. [] - reading comprehension strategies [] - strategies for reading comprehension in different subjects [] - Use the following lessons from Laura Robb to model each strategy. These can help you improve student reading and support learning in different content areas. [] - Printable books for use in all subjects. []- More detail on reading and vocabulary repair. [] A list of activities to facilitate reading comprehension. [] Details on reading comprehension strategies and links to some additional resources. [] Printable reading comprehension strategy sheet that can be given to students. [] Strategies for text comprehension. []: list of activities that can be use for note taking, activating prior knowledge and more. [] Detail definitions of seven of the reading strategies above. Tompkins, G. (2006). //Literacy for the 21st century// (5th Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. - Textbook with lots of information on reading strategies and activities that can be used in the classroom.
 * __Reading Comprehension Resources__ **
 * __﻿__ **



** Literature Integration in Math **

[] - This lesson focuses on reading comprehension skills as they apply to mathematics story problems, as well as on written and verbal mathematics communication skills. Working as a class, students read a story problem and answer a series of questions designed to bring out the essential points of the problem. Students then draw a picture on chart paper showing the details of the story problem. They write both an equation and a sentence to represent the problem. Finally, students repeat the process with new problems, working in small groups to create posters using images, text, and mathematical equations to represent a story problem. [] Step inside a //mathematics// classroom to explore //reading comprehension// strategies that will help improve mathematical thinking and problem solving [] - Article about the connection between reading comprehension and math [] - This collection of five lessons on the NCTM Illuminations website uses children's //books// to //teach math// topics. [] - Math Story Books That Make Math Concepts Come Alive article and listing of books. [] - Books to use in math lessons for number, geometry, measurement, statistics, probability, algebra, logic, and patterns and functions. [] - On this page, teachers and parents will find numerous math related children's books.

** Literature Integration in Science ** [] - Printable reading passages with comprehension questions [] - reading comprehension strategies in Science [] - reading comprehension printable activities [] - Science Daily article on overcoming reading comprehension [] - Science reading passages with reading comprehension questions. [] - books, lessons, and labs [] - On this page, teachers and parents will find numerous science related children's books. [] - This lesson introduces third- through fifth-grade students to a study of the tropical rainforest. Pre-reading activities, which allow students to access and build upon prior knowledge, include listening to sound effects of the rainforest, writing, and drawing. During reading, students use simple note-taking strategies, vary the reading structures, find patterns in text structure, and learn vocabulary in context. During post-reading activities, students demonstrate synthesis of the text by writing efferent and affective responses to the text. As an extension to this lesson, students generate a list of questions to be pursued in small group research on the Internet.

** Literature Integration in Social Studies **

[] - Printable reading passages with comprehension questions [] - reading comprehension and social studies [] - Reading comprehension strategies using Studies Weekly [] - On this page, teachers and parents will find numerous social studies related children's books. [] - Here is a list of //books// that will introduce skills, concepts, and historical eras to students --plus //teaching// tips for each one. [] - List of trade books to use when teaching Social Studies. [] - Notable Social Studies Tradebooks for Young People [] - Social Studies themed books listed in chronological order. Also, include suggested reading levels.

** Literature Integration in Language Arts ** [] - reading comprehension and language arts [] - Students explore the concept of character development through focused experiences with picture books. The class searches the text and illustrations for cues to character development and uses a graphic organizer to complete a structured analysis of character in the picture books. Students then have the opportunity to build bridges from their own experiences as readers to those skills needed as writers by revising their stories to strengthen character development. [] - picture books for teaching the six traits of writing. [] - Members of the Northern Nevada //Writing// Project's Technology Team created and demonstrated eight brand new picture //book// lessons. [] - Teaching writing to children in Grades K-2 involves using picture books. [] -After reading //Water Hole Waiting// by Jane Kurtz and Christopher Kurtz, or another book that has a well-developed setting, students work as a class to chart the use of the three elements of setting in the story, using specific words and examples from the text. Students then discuss the techniques that the book�s author used to develop the setting, making observations and drawing conclusions about how authors make the setting they write about vivid and believable. Next, students work in small groups to analyze the setting in another picture book, using an online graphic organizer. Finally, students apply what they have learned about how authors develop good settings to a piece of their own writing. [] - How to Use Picture Books to Teach Writing for Grades 3 to 5 [] - picture books to teach reading skills [] - These books are recommended for teaching to write "how-to" compositions. [] - teaching cause and effect with picture books