JoCo Content Literacy Credential

Initial Foundational Learning (Module 1)

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  • Last updated March 26, 2018 at 5:28 AM by amy-stanley
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Evidence of Completion
First, provide proof of attendance to the Early Release Face-to-Face PD professional learning by uploading your  "Content Area Lit. - Before/After Chart" (or an image/link to the shared PDF).  The blue column entitled "Before" should be completed. Additionally, the reflection question, “Which strand will I focus on for session #2?” should be completed.

Second, reflect on Session #1 and begin to answer the question, “What is content literacy?”.  Please include a description of a previous example of use of content literacy in your classroom based on what you learned in the Content Literacy Session. Consider the following questions:
    • Did students engage in a specific focus area of Content Literacy? If so, which one(s)?
    • Exactly how did you implement one of the 5 focus areas of Content Literacy?
    • Was the activity successful? 
      • Why or why not? What would have made it successful?
    • If you were to repeat this lesson, what would you change based on what you have learned? In what ways would you modify you have modified this use of content literacy in your classroom to deepen incorporation of content literacy or involve an additional focus area?
You will submit these reflections now (in the format of your choosing) but know that you will be asked to revisit your response after completion of each session.

Fourth, review your curriculum standards for your grade level and provide a reflection (your choice of platform) connecting your curriculum to content literacy.  Be sure to cite specifics from your standards rather than generalities.

Lastly, you will need to include a screenshot of your canvas posting for "wow, wish and wonder" for the Digital Learning Competencies introduction.


In addition to the required components, you may feel compelled to provide additional artifacts of learning.  If this is the case, include any or all of the artifacts below. 

Supplemental Evidences and Artifacts:
  • Pics/Video
  • Tweets with the hashtag
  • Screenshots
  • Flipgrid
Reminder: if you are submitting a google document please make sure the share settings are set so anyone with the link can view your document.







All posted evidence

Before/After Chart

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brandy About 6 years ago

More evidence for session 1

sabrinag About 6 years ago

Content Area Lit. - Before/After Chart Session 1

sabrinag About 6 years ago

Reflection

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sheri-askew About 6 years ago

Wow, wish, wonder

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sheri-askew About 6 years ago

Content Literacy before and after chart

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sheri-askew About 6 years ago

Connection--Curriculum to Content Literacy

Content literacy is woven throughout our first grade standards. These skills help students in multiple areas. Students use literacy in all subject areas.

Vocabulary-Students are taught unknown words and  multiple meanings of words (ELA.L.1.4). We teach them to ways to look up words they do not know. In Fundations, we talk about how a word can mean multiple things. For example, the word swing can mean something you play with on the playground or it can be a type of dance.-In multiple areas, we ask students to look at word relationships (ELA.L.1.5). Students sort words into groups (types of animals, habitats, etc.).-During daily read alouds, students pick up words and phrases that they begin to use in conversations with peers and adults (ELA.L.1.6).

Visual-We ask students to add drawings and labels to their writing (ELA.SL.1.5). This adds visuals for their readers. It is also helpful for our ELL learners to draw pictures before writing. Pictures allow students to communicate with others even if they do not know how to write how they feel or think.

Speaking and Listening-When reading informational text, we teach students to think about what they learning and ask questions about it and answer questions about it (ELA.RI.1.1 and ELA.RI.1.2, ELA.SL.1.2, ELA.SL.1.3). This helps grows students curiosity about topics. We encourage students to also ask and answer questions when reading fiction text (ELA.RL.1.1). Students take these questions and answers and use them to help teach their peers about topics.-Daily, students engage in conversations with peers (ELA.SL.1.1). Each day we have a morning meeting and students answer a question of the day. During this time, students listen to their peers share their thoughts. We talk how to handle situations where our peer may have a different opinion than we do. Students also learn how to ask their peers questions about their thoughts (ELA.SL.1.3). Before students write in writer’s workshop, they share their thoughts with a partner. They learn to be active listeners. We teach them to look their peer in the eye, nod, and respond to what they are sharing.

Writing-Throughout the school year, students have researched different topics---types of communities, habitats, etc. They have taken their new learning and written about it. Students have also created digital projects that allow them to share their learning with others (ELA.W.1.7 and ELA.W.1.6).
slee About 6 years ago

What is Content Literacy?

Content literacy is the ability to read, comprehend, discuss, and write about a text. This text could be any subject (science, social studies, etc.). It is important to teach students skills and strategies that help them read across multiple areas.

Recently, I taught a lesson using Flocabulary. Flocabulary is a website designed to teach students vocabulary through music. I used Flocabulary to teach a lesson on telling time to the hour and half hour. During this lesson, students engaged in the vocabulary, visual, and speaking and listening strands of content literacy.

I began the lesson by talking about how we use time time and having students share examples of when time is important with a partner (running a race, cooking something, etc.). We discussed what would happen if we didn’t think about time when doing these things. Together, we looked at a clock and discussed what students noticed about the clock. Then, I showed students the Flocabulary video. The video talked about a bee that is really busy and needs to be able to tell time. It introduced students to vocabulary like time to the hour, time to the half hour, etc. We watched the video a couple of times (there is a lot of content to take in at once). After watching the video, I showed students the vocabulary cards that go with the video. This provided students with a visual example of what the song was talking about. Following this activity, we looked at an anchor chart that would be hanging in the room throughout the unit. This anchor chart defined the vocabulary words and provided more visuals for the students. Students then turned to a partner and discussed the vocabulary we just learned. On the Flocabulary website, we took a quick quiz. This allowed me to see whether the students really understood the vocabulary or not. Finally, students were given a clock and we began practicing telling time to the hour and half hour. To finish the lesson, we watched the video one more time!

This activity was successful. The students loved Flocabulary! They didn’t even realize they were learning math vocabulary when listening the song. In following lessons, a lot of the students were able to use the vocabulary when practicing telling time. We had fun! Students were able to share with a partner, have visual aids to help them, and learn new vocabulary.

If I were to teach this lesson again, I would expose students to the song a few days before teaching the lesson. The song has a lot of words and is packed with vocabulary. Exposing students to this early would have allowed them to focus more on the vocabulary and not on the beat and funny bee in the video. Flocabulary also has a read and respond piece to each lesson. Next time, I would love to add this to the lesson. This would allow us to incorporate a literary element into math. It would be great for students to work in a small group to complete this activity. I loved using Flocabulary with my students and plan on using it again for other lessons!
slee About 6 years ago

This is my screenshot of "Wow, Wish, Wonder."

slee About 6 years ago

I attended the first session of Content Literacy at Powhatan Elementary. Aaron Firebaugh was my instructor.

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slee About 6 years ago

Wow, Wish, Wonder

jamie-butler About 6 years ago

Content Area Lit. Before/After Chart

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jamie-butler About 6 years ago