Creativity, Problem-Solving, Self-Expression, Lifelong Communication Skills, Science, Thrive not Just Survive, Communication through Images; these thoughts, along with numerous other words and phrases that were shared, are gifts teachers give to their students through their content areas. Earlier this week, I had the opportunity to work with a group of educators from GHVS. The focus for the day was Cross-Discipline Literacy Strategies. Along with strategies to support literacy skills across the disciplines, I wanted the educators to keep in mind two points. First, every content area offers kids gifts; and second, to remember, they are the best reader and writer in the classroom.
While a common misconception is that cross-discipline literacy requires the use and study of non-relevant texts in content areas (ex. the teaching of Huck Finn in Industrial Technology), this was NOT a belief shared by the staff members at GHVS. A separate post could be written about the administration team at GHVS, but for now, I will simply state, the climate and culture in this district is one I wish I could share with others around the globe. First, the administration team has a clear focus and it is communicated with staff members, who they treat as professionals. Secondly, staff members believe that all students are the responsibility of ALL staff members. Finally, each educator came to the day with an open mind and collaborative spirit, helping each other through the sharing of strategies and practice is a norm for this staff!
With a positive culture, educators can do anything! And although the gifts that they felt their content area gave to students differed, they all agreed that promoting content-related literacy was something that helped to make these goals achievable. Providing instructional strategies, reading strategies, and writing strategies that are applied to content-specific “texts” increase comprehension and students’ ability to create similar forms of communication. We want savvy consumers of information, but also creators of content!
My passion, in education, is helping to support these gifts we give to students, specifically in the areas of literacy and technology. Here are a few of the strategies we used during the learning, as well as technology to support:
To kickoff the day, staff members were randomly sorted into teams. Each group was given a pre-made set of slides (click on the image to the left to view an example set of slides). On each slide there was a link to a “point” on a Google Map that contained a text type and questions to answer. After each slide was filled out for the appropriate “point”, teams clicked on the next link (located on the bottom of the slide) which took them to the next “point” and text type. Staff members felt this game-based competition was engaging, relevant, and immersed them into thinking about text types! In fact, they have set up a time for further training on how to create a Google Map Adventure to use in their own classrooms.
When the Skill is Lacking, What Strategies Will You Use to Make Meaning?
Reading Strategy #1: Question and Purpose Each staff member was required to bring 2 pieces of “text” that their students would read/view with them to the Professional Learning day. After the opener, they paired up with someone who was not in their content area. Each person shared their “text” and their partner then answered the following questions: If the “text” is the answer, what is the question? and What is the purpose of this text? This activity was eye opening. Staff members recorded their thought on a Padlet.(a virtual bulletin board where one can post text, images and video; collaborative and easy to use).
Reading Strategy #2: Text/Me/So For this next strategy, the teachers actually applied it while digging into the Cross-discipline reading standards (click the image to view the template). This strategy requires the reader to use text evidence in the “Text” column, interpret and write in own words in the “Me” column, and finally make the connection or explain their understanding or application in the “SO” column. This effective strategy can be used on any “text” and is an easy fit cross-disciplines.
Reading Strategy #3: KWHLAQ This reading strategy takes a contemporary spin on the traditional KWL charts (click on this image to make a copy of this template to use in your classroom) that we have used in the past. While applying this strategies, educators read the Iowa Core cross-discipline writing anchor standards. The “K” column helps to activate prior knowledge by asking the reader what they already know about a topic or concept. Each letter of this acronym provides a specific task/purpose for the reader. This strategy could be used for a short piece of text, or could be utilized across a whole unit (for instance, when we studied Romeo and Juliet, my students used this organizer).
Writing Strategy #1: RAFTs RAFTs strategy is a writing to learn strategy to help students understand lens and bias. (click on the image to read my blog post detailing RAFTs strategies). Staff members applied their notes from the KWHLAQ reading strategy to RAFTs. Each team chose a specific role (which could be anyone or anything,from a teacher or future boss to the voice of a pencil), a specific audience (student, parent, board member), format (letter, blog post, list), and purpose in the form of a strong verb. The topic was the same in each piece written: Iowa Core Cross-discipline Writing Standards.
Writing Strategy #2: Mindmapping Another writing to learn strategy is mindmapping. Here students demonstrate their understanding of a concept or topic through a visual, in the form of a map. Using Google Draw, the staff members created their own mindmap (cause-effect, flow chart, sequential) utilizing Google Draw to demonstrate their own understanding of a group members “text”. (Mindmaps are great for graphic organizers. Google Draw could also be used as formative assessment, think Exit tickets)
Writing Strategy #3: Infographics In almost every content area, Infographics can be used as a writing to learn strategy. Analyzing, evaluating, synthesizing; all of these cognitive operations can be applied to a text and then comprehension demonstrated through the use of an infographic. Canva (click image to access website) provides free templates for creating professional-looking infographics.
The day ended with a return to the gifts that we give to students in our specific content-areas, a sharing of the work that we did during the day, and a reflection on the value placed on pedagogical practices that support the students’ comprehension and creation of “text” across the discipline. On the way out the door, a student teacher stopped me and said, not only was this a fun day, but in college, it is hard to understand your role in literacy as a music teacher. Having a collaborative environment that even the physical education teacher could share ideas for me to use was nothing like I ever experienced before! I am a teacher of literacy, and the gift I give to students is communication through music!
My Mission – Accomplished!
All of my slides from the day can be found HERE