Daniel Cluff Literacy Integration Strategies Literacy = Listen, Read, Speak, Write! 1.

) Quick write: Description of Strategy: A quick write is an open-ended strategy that allows a student to reflect upon their learning. This is an activity that can be conducted any time during a lesson and should take anywhere between 3-5 minutes. Source: Class instruction 11 Nov 2013 and http://www.litandlearn.lpb.org/strategies/strat_quick.pdf Content Explanation: This is an effective pre-assessment strategy that would be helpful for me as a teacher to assess what students already know about a given biological process. I would use it for bell work primarily and have them share responses with the class or a partner.

2.) Dialog Journals: Description of Strategy: A dialog journal is where a student records concerns about material covered and voices any concerns he may have in the class so far. Source: Class instruction 11 Nov 2013 and http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/29900chap01x.pdf Content Explanation: This is a tool that I intend to use to better understand what my students need the most help with from their own point of view. Too often I either overthink what a student needs or do not notice what he needs. This will serve as an instrument to help students better express themselves in written word and allow me to better instruct them through proper intervention. 3.) Making Predictions Description of Strategy: Predictions are a way for students to use content knowledge and apply it to a situation. This is a common practice in forming a hypothesis or meathod of inquiry. Source: Class instruction Nov 11 2013 and http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/29900chap01x.pdf Content Explanation: By predicting an outcome, students will be able to test what they know about Biology, test that prediction, and then record the results of that prediction. Predictions are a great literary tool for students to both verbalize and write. 4.) I-Search Paper Description of Strategy: An I-search is a written process of what a student finds and how the information was found. It serves as a personal research narrative. Source: Class instruction Nov 11 2013 and http://www.edutopia.org/blog/parentinvolvement-in-early-literacy-erika-burton Content Explanation: This is a great tool to help my students see the journey they take in learning about a given topic. This allows them to see what they origionally thought, where they went to find answers/information, how everything was compiled, and the final product. This is a great tool to help them think metacognatively and write.

5.) Imaginative Writing Assessment Description of Strategy: begin with I am and describe an aspect of a content area. Source: Class instruction Nov 11 2013 and http://www9.georgetown.edu/faculty/tannend/pdfs/Oral_and_literate_strategies_in_spoke n_and_written_narratives.pdf Content Explanation: Imaginative writing allows students to journey through their mind what it would be like to be a part of a biological process. I wrote about the water cycle and started off as water molecule in the sky and wrote a narrative of my journey through the water cycle. I would use this strategy for various aspects of Biology in my class. 6.) Self-Evaluation Description of Strategy: Self-evaluation is a personal critique of a students achievement and areas that can be improved. It can be written or oral Source: Class instruction Nov 13 and http://www.readingonline.org/articles/art_index.asp?HREF=/articles/yerrick/index.htmlht tp://media.lpb.org/images/pdf/litlearn/strategies/strat_4morph.pdfhttp://www.carolinacurr iculum.com/leadership/downloads/2012/Integrating+Literacy.pdf Content Explanation: Self-evaluation is a metacognitive approach for students to improve understanding of a particular area and evaluate how they did from a personal point of view. This takes the heat off me as a teacher and lets me be the audience to what can be improved in my students performance. 7.) Morphemic Analysis Description of Strategy: A literary strategy that dissects the prefixes, roots of words, and suffixes of words to form a definition before finding a definition. Source: Class Instruction Sept 23 2013 and Content Explanation: Students read words that they have questions with and break them into segments. Example would be declare. De- means thoroughly, clarare- means make clear. This could be put together to form to make thoroughly clear. As students read new words they can pick up prefixes and suffixes to help them better understand new vocabulary words. 8.) Cause and Effect Description of Strategy: Cause and effect is an oral or written strategy that explains ifthen phenomena. Source: Class Instruction Sept 23 2013 and http://www.readwritethink.org/classroomresources/lesson-plans/jimmy-taught-cause-effect-1029.html Content Explanation: Cause and effect is the principal cog in the scientific wheel. Students can observe and predict key elements of science through cause and effect through all four areas of literacy.

9.) Compare and Contrast Description of Strategy: Compare and contrast covers all four areas of literacy and is used to discover the differences or similarities of given content. Source: Class Instruction 23 Sept and http://www.isbe.net/common_core/pdf/ela-teachstrat-read-text-6-12.pdf Content Explanation: Students will use this literacy method to observe processes of science and record what they observe. This will better help them recognize the unique properties of what they observe and help them distinguish them from similar items. 10.) Hypothesis Description of Strategy: A hypothesis is an educated guess based on previous knowledge and incorporates all four areas of literacy. Source: Class Instruction 23 Sept and http://www.carolinacurriculum.com/leadership/downloads/2012/Integrating+Literacy.pdf Content Explanation: Students are expected to hypothesize in Biology, otherwise science is no fun. I will use this in my class to help students gain a better understanding of what they have read and observed in class. It allows them to better capture content.

Literacy Integration Strategies Due: Nov. 18th 100 points Over the course of the semester you be read about, be shown, and discuss many ways in which you can integrate literacy/language (reading, writing, speaking) into your content area teaching. This assignment requires you to compile a file of ten (10) strategies you could use to integrate literacy into your content area. These need to include 1) a description of the strategy you will use. Make sure you give credit to where you found the Strategy through proper citation. 2) Provide a thorough explanation of how you will use the strategy. You do not need to write a formal lesson plan here, but the description needs to have enough detail that it is clear what will be going on and how the students are going to engage in literacy/language when the strategy is employed in the classroom. The visual presentation of your file is important as this is going to be included as an artifact in your portfolio. Must be typed.
10 Strategy Ideas 1.Description of strategy= Make this very specific. 2. line or two of how you are going to implement it(BRIEF! in biology.). If I had it my way I would use 3x5 cards! I do not want a novel! * You should have MANY MORE THAN 10!