Secondary Comprehensive Literacy Plan

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Secondary ComprehensiveLiteracy Plan

• Literacy Strategies
• Module One
• Before Reading

2
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

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K-W-L

• K-W-L (Ogle, 1986) is designed to engage students
  in becoming active learners as it motivates them
  to purposefully seek information from their texts
  and other sources.
• K-W-L involves three basic steps
• Determining what students already Know
• Determining what they Want to learn about a
  topic
• Assessing what they have Learned about the
  topic.
• K-W-L sets the stage for the use of graphic
  organizers
• and summary writing.

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K-W-L

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 17 in the
• Secondary Comprehensive Literacy Plan

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

6
Text Structure

• Text structure (McGee Richgels, 1985 Piccolo,
  1987) is the understanding of how the ideas in a
  text are organized.
• Signal words (Vacca Vacca, 1996) are often used
  by authors, and students benefit by learning to
  analyze how these words are used.
• If students have difficulty understanding text
  structures, graphic organizers can be used to
  scaffold their learning.

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Text Structure

• Types of text structure
• Chronological sequence
• Comparison / Contrast
• Concept / definition
• Description
• Episode
• Generalization
• Process / Cause-effect

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Text Structure

• Learners benefit from text organization
  strategies
• They develop better understanding of the text
• They develop specific questions for reading
• They locate key information
• They connect new information with existing
  knowledge
• They organize recall of information after reading

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Text Structure

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 27 in the
• Secondary Comprehensive Literacy Plan

10
12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

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Anticipation Guide

• An anticipation guide (Herber, 1978) enhances
  students comprehension by activating prior
  background knowledge, focusing their attention on
  key concepts, and inviting them to react to ideas
  in the text.
• An anticipation guide is composed of a series of
  statements that support opinions and experiences
  of the students.
• The greatest impact occurs with student
  discussion prior to and after reading the text.

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Anticipation Guide

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 41 in the
• Comprehensive Literacy Plan

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

14
Word Sorts

• Word sorts (Gillet Kita, 1979) require students
  to organize and classify words based on their
  prior knowledge about the words.
• Word sorts are either open or closed and can be
  used before reading to activate prior knowledge
  and establish a purpose for reading.
• Word sorts can be used before reading as a
  predictive exercise or after reading as a way of
  extending understanding of the concepts.

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Word Sorts

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 48 in the
• Comprehensive Literacy Plan