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1. Reading in social studies incorporates vocabulary to familiarize vocabulary prior to reading.

2. Creating a context hook to capture interest.

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1. Literacy in Social Studies include learning chronological information, understanding and differentiating between primary and secondary sources.

2. Social Studies include vocabulary that is unique and necessary for understanding disciplinary text.

Strategies for Reading/Learning in Social Studies:

3. Read with a partner

4. Social Studies Word wall

5. Reading aloud

6. Guided reading and discussions

7. Intentionally placing students into groups based on their reading proficiency levels to facilitate teaching and learning amongst peers.

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1. They vary in topic and are extremely flexible

2. Different content areas can be incorporated

3. Differentiation for reading strategies: types of text

4. To build greater participation to learn, students can practice both common literacy practices and specific disciplinary practices to connect academics with student interests/backgrounds

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-Music literacy incorporates largely verbal and visual components to capture the attention of the students.

-Music literacy also is dependent on learning concepts such as keeping time, holding pitch, breathing properly, and reading musical notation.

-Music literacy also includes a cultural component. For example, high school students in both band and choir will often perform repertoire from other countries around the world, and this requires a certain cultural understanding prior to performing the piece in a concert.

-Another component of cultural literacy that ties to music is the fact that most, if not all, music technical terms are in Italian due to their origins in the Renaissance period.

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World Language: Comprehensive input (visuals, props, gestures), grammar & vocab focused

Indust Tech: Chunking instructional texts; short, choppy texts

ELL: Overall comprehension in all subject areas

FCS:

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1. Not usually using a textbook, the information about art terms, movements, art mediums, tools, and techniques is demonstrated and discussed.

2. Reading labels on products and materials. Having the elements of art and principles of design posted in the room. Using the correct terms, disciplinary specific vocabulary and terms.

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1. Less "abstract" in the reading, but the concrete facts lead to being able to create in the abstract "what we don't know". The initial reading is more tangible.

2. Pictures, chunking, keep it relevant, tell stories about it.

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Students use visual thinking strategies to connect visual language, reading, and tactile processes

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1. literacy in business is higher in technical content, uses technical vocab, and has less room for theoretical interpretation and is situational based

2. some strategies include drawing pictures for technical terms or ideas as some students remember images better than words, using games to remember and enhance technical vocabulary, having students give presentations incorporating business literacy, breaking up reading (paragraphs) among students and then having students teach the sections (jig saw), and using KWL (what I know, what I want to know and what I learned)

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Reading in science includes: data interpretation, nomenclature (jargon), symbols, codes, and classifications.

We can better develop students science literacy by implementing: Graphic organizers, POGIL (for language discovery), Greek/latin root bell ringers, think alouds, and summarizing texts/ideas from class.

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1. Literacy in mathematics requires understanding of both vocabulary, symobls, and conventions. It is also important to note that the information is so densely packed that it can't be skimmed or read quicky like in a novel, but often it must be read, re-read and chunked to be understood.

2. Furthermore, a story problem will require a different focus again than novel or text book reading. What is the question, what are the key terms and values etc.

3. That all said we did note some similiarities in the parts of the brain that were used and the skills needed to make appropriate connections.

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1) Just like the reading says... the exactness of the communication and the density of the content is critical in math texts... the "gist of it" doesn't cut it.

2) We disucssed the use of alternative content (e.g. videos) as long as they are not simply someone solving problems. We also liked the idea of every other Friday being "Math in the real world" where you pull current events from what is happening in the world but referring to math (e.g. during Covid... "flattening the curve") and showing how things are inter-related.

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1. To be physically literate, a person needs to have physical competence and a knowledge and understanding of the value of engagement in physical activities. As an educator we need to help students become physically literate by giving them the appropriate tools.

2. Strategies that can be used in physical education would be to use content language often and encourage students to use content language as well. Have students set a long term goal for themselves and then allow have them set short term goals that make sense in the sequence. Have students talk to each other using content language. This ensures that they know and are able to apply content vocabulary. Show short videos to increase related content.