PINPOINT CONSULTING

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THROUGH THE EYES OF LITERACY
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Through the Eyes of Literacy

• Presentation by
• Winnie J. Peterson
• Kutztown University (PA)
• AMTE
• January 27, 2006

wpeterso_at_kutztown.edu http//faculty.kutztown.edu/
wpeterso/
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Pennsylvania State High School Coaching Initiative
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Graduate School of the University of Pennsylvania
Penn Literacy NetworkPLN

• Engaging students in reading, writing, and
  talking across the curriculum

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The Four Lenses
MEANING- CENTERED
LANGUAGE- BASED
SOCIAL
LEARNING
HUMAN
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Learning as Meaning Centered

• Students construct or compose meaning from
  their own prior knowledge
• Establish a community of learners where
  students collaborate to make meaning

Learning as Social
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Learning as Language-Based

• Students use and study language while engaged
  in meaningful communication
• All learners use language to make meaning in
  unique ways

Learning as Human
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Please Do Now!

• 2(x 8) 24
• 48 ? 4 2 x 4
• Identify three similarities and differences

Share your response to a neighbor when finished
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Strategies

• Do Now!
• Quick activity related to the lesson
• Engages students
• Might involve independent thought or writing then
  pair/share

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BDA Strategy

• Before, During, and After
• Hook, Set the Stage
• Core of the lesson
• Reflection

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Before Hook, Set the Stage

• Do Now
• Draw a picture of a rectangular prism and
  identify three items in a grocery store that are
  the shape of a rectangular prism.

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During (Core of the Lesson)

• Given several sheets of 20 cm x 20 cm graph paper
  construct open rectangular prisms by cutting out
  squares of 1cm, 2cm9cm from each corner. Record
  the length, width, height, volume and surface
  area of each. Graph the height and volume (x and
  y) Discuss the maximum volume.

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After(Reflection)

• Describe in your notebook how you found the
  maximum volume.

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Strategies

• Two column note making
• Main ideas

• Questions,
• wonderings, connections

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Strategy

• Pair / Share

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Strategies

• Word grouping
• perimeter, rectangle, circle circumference,
  chord, square

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Strategies

• Word Splash
• circle, radius, area, formula

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Vocabulary Knowledge Rating
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Vocabulary
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Writing

• Writing (John Collins)
• Type 1 Capture ideas
• Spontaneous and quick
• All students are accountable
• need not be correct
• read what they write

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Writing

• Writing (John Collins)
• Type 2 Respond Correctly
• One draft
• collect - return the next day
• grade what it says, not how it is said
• before collecting have students re-read and
  highlight important ideas

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Writing

• Writing (John Collins)
• Type 3 Edit for Focus Correction Areas (FCAs)
• one draft
• read it aloud to yourself - Does it say what you
  wanted to say?
• 3 FCAs (one should have to do with quality of
  writing and two with content

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Writing in the Math Classroom

• Descriptive - Type 1
• Get thoughts on paper
• Describes an idea/concept
• Tell me what you know about
• Emphasizes vocabulary

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Writing in the Math Classroom

• Procedural - Type 2 or 3
• Writing is more organized
• Summarizes a process
• Explain how you would
• Emphasizes vocabulary

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Writing in the Math Classroom

• Conceptual - Type 2 or 3
• Conveys understanding
• How do you know
• What is the difference
• Emphasizes vocabulary

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Writing in the Math Classroom

• Creative
• Writing is more expressive
• Word splashes/Student created word problems
• Poems or songs/Mnemonic devices
• Emphasizes vocabulary

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Engaging students in reading, writing, and
talking across the curriculum
wpeterso_at_kutztown.edu http//faculty.kutztown.edu/
wpeterso/
THROUGH THE EYES OF LITERACY