TURNING POINTS LITERACY FOR DEMOCRACY AND EQUITY

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TURNING POINTS LITERACY FORDEMOCRACY AND EQUITY

• Literacy is a social act. It is a process of
  thinking, questioning, problem posing, and
  problem solving. Literacy helps people take
  control of their lives.
• Inspire students to join the conversation.
  Schools must create conditions that spark the
  desire to learn and the kinds of conversations
  that students will want to join.

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• Democracy- schools where students issues are
  debated, different viewpoints are considered, and
  every voice is encouraged.
• Public discourse in schools allows students the
  opportunities to participate in public space.
• Engage diverse voices to develop awareness of
  impact on literacy.

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TURNING POINTS LITERACY PRACTICES

• Focus on critical literacy though reading,
  writing, speaking, and performing
• Teach literacy through explicit instruction,
  modeling, and guided practice
• Give students authentic, meaningful work in
  literacy
• Use on-going, multiple forms of data collection
  and assessment
• Develop a coherent school-wide approach to
  literacy education

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EFFECTIVE READING COMPREHENSION STRATEGIES

• Activating relevant, prior knowledge before,
  during, and after reading text
• Determining the most important ideas
• Asking questions of themselves, the author, and
  the text they are reading
• Creating visual and other sensory images during
  and after reading

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STRATEGIES . . .

• Drawing inferences
• Retelling or synthesizing what they have read
• Using a variety of fix-up strategies for better
  comprehension when they are having problems
  understanding the text

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READING COMPREHENSION STRATEGY 1

• Making connections
• Text-to-self (personal experiences)
• Text-to-text (prior reading)
• Text-to-world (prior knowledge)

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TEXT-TO-TEXT

• What personal experiences do you call on to read
  this text?
• How has this text prompted you to rethink a
  personal experience?
• How are you included in this text?
• How has this text called on your compassion,
  reason, and sense of community?

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TEXT-TO-TEXT

• Does this text remind you of other texts you have
  read?
• Does this text lead you to think of other texts
  in different ways?
• What texts influence your reading of this text?
• What texts does this text speak to?

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TEXT-TO-WORLD

• What do you know about the world that has
  influenced your reading of this text?
• How has your reading of this text prompted your
  understanding of the world?
• In what ways has the world influenced the text?
• What statements about the world does the text
  consider significant?

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MAKING CONNECTIONS

• Define and use terms
• Develop a class chart
• Model thinking aloud
• Create a list of schema

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WAYS TO GENERATE RESPONSE TO TEXT

• Reconstruct the texts origin by asking
• Who is the author?
• What audience is the author targeting?
• What occasion prompted this writing?
• What is the authors purpose?

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• Have students join the texts conversation by
  exploring students views on the issues before
  reading.
• Have the students read with the grain by
  teaching them how to summarize.
• Have students read against the grain by having
  them talk back to the author and to question
  assumptions.

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COMPREHENSION STRATEGY 2 DETERMINE IMPORTANT
IDEAS

• Modeling The teacher begins by thinking aloud
  about his/her process of determining importance
  during reading.
• The teacher should focus not only on conclusions
  about importance, but on how and why he/she
  arrived at that conclusion.

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• Group mini-lessons and pair sharing
• Students are invited to share their thoughts
  about what is important at the whole-text level,
  and later at the word and sentence levels.
  Students should provide evidence for their
  judgments.

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PROFICIENT READERS

• Generate questions before, during, and after
  reading
• Use questions to focus their attention on
  important components of the text
• Understand that the answers to some questions are
  left to the readers interpretation

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• Understand how asking questions deepens their
  comprehension
• Listen to others questions to inspire their own
  questions
• Understand and value the process of questioning
  in other areas of their academic and personal
  lives

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• To be continued . . .