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What do students already know about literacy and your content? Students will probably already have their initial impressions about reading and books in general. With the way technology changes and social media is still an evolving form of youth expression, I think it's going to be important to stay open-minded to what literacy looks like to me and what it may look like from class to class. The vessel that literacy is delivered through should be less important than the way my students will approach literature and the questions that the literature invokes in the world around them.

How will you modify your literacy instruction to build on what they know and address what they need?

It is important to build upon students' preexisting knowledge and to challenge the students in a way that doesn't leave them feeling discouraged. Using technology and advice of colleagues in gaining a better understanding of where a student needs more help or less help. I think it is important to tie in a social studies class into what is relevant to the students without being inflammatory. Getting students to think for themselves and to grasp what count as valid sources, and also who decides what constitutes a valid source. The drawback with so much digital information is that the lines between a primary and secondary source can be less than clear.

How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

Planning around inclusion and representation in the lesson plans, so that students get a nuanced view of historical events. Being proactive in the approach towards traditional academia and recognizing its shortfalls at times in exploring history from a point of view that is not entirely centered around the White European Male. As an educator that means seeking out ways to educate myself when those moments arise where I feel that I don't have the full understanding on planning something that is linguistically or culturally diverse. I think the resources are out there and easily accessible for both, but picking the right path to do either justice is something that only time and experience will show me.

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Part 3 #3: Text to Speech for Google Chrome

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Part 3 #3: Text to Speech for Google Chrome

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This program allows the user to get reading assistance by transferring text on a webpage into audio. While this won't work perfectly for every website, this is a free option that allows some support. I like to use this on digital textbooks when it comes time to review for a test and look through my notes.

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Want to listen to text being read out to you?

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Even in the best of times, getting help from a social studies teacher on writing a paper isn't going to be consistently as helpful as someone with more of an ELA focus might be. If a student is doing distance learning this need for help is amplified. Using online writing labs (as well as owl purdues free citation generators) that are free can be helpful in getting extra assistance on writing papers for any course.

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Welcome to the Purdue Online Writing Lab

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.

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https://docs.google.com/document/d/1scz6_42YUL44_XGJkB7Rl4e5w8a5YA2HiiGoU11DJFk/edit?usp=sharing

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1. As of right now, I don't know diddly about my students and what they know about literacy in mathematics because I haven't met them yet. So much of that depends on a list of factors that are still very much unknown to me. What I do know is that I would want to spend ample time at the start of each term really digging in to that before ever broaching new topics. At my last job, I was always surprised at how little time the math teachers in particular dedicated to intentionally getting to know their students and their relationship to mathematics. Depending on what grade level I'm teaching at, I may assume that students would associate mathematical literacy with the identifying of symbols and their meanings. They also may associate certain mathematical vocabulary. What I have found from working with students is often by middle school, students self identify as a "math person" or NOT a "math person which is often correlated to their confidence more than their capability.

2. Having worked as a paraeducator, I learned a few simple modification tricks that were seemingly quite effective that I would want to continue in my own class. Scaffolding and chunking assignments were really useful at making the material more accessible. I think sentence frames and graphic organizer are other great tools and could truly be used at any grade level in my opinion. Especially when students are developing the skills around writing/speaking about math, this can be a meaningful way to model how to discuss their work and explain their reasoning. Providing multiple options for how students consume and present materials based on what serves their needs best is important. Lastly, I want to decorate my room with different math literacy visuals that students can access whenever. Math has previously relied far to heavy of memorization and that doesn't promote retention of the material in the slightest. Word walls, symbol keys, and sample student work can provide literacy support in the physical classroom.

3. Like I discussed in my first artifact, I hope to be creative and adaptive in my curriculum choices so students feel like they see themselves in the material. I would ideally begin each term with a google survey to gain familiarity with my student's cultural and linguistic backgrounds. Pre-assessments can be helpful in gaining data with no risk by only grading based on completion. Many of the online game applications I've discovered provide pre-assessments based on topic and grade level. Because math builds on itself, I can't simple move forward in the curriculum if it's clear there are gaps present. I want to integrate reviewing past materials and activating schema before introducing new material to gain a sense of where we're starting at as a class but also individually. I also think a huge asset of working in a school is communicating with other teachers and staff. For instance, I hope to be able to reach out to the SPED case manager if I need advice in which tools might be most effective. I also think keeping an ongoing math journal in my classes would be a helpful tool to identify individual student needs. Additionally, I've made a google form that I call a "welcome ticket" that is a way students can let me know directly if they are struggling or need extra support. By doing it daily, students will recognize that I will prioritize their needs and create time to work with them outside of the class period. Lastly, I think getting involved in student activities OUTSIDE of your classroom can be a huge asset.

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The discipline of mathematics can conjure up some big time emotions for folks- including with adults who haven't studied it in years. Most people that I mention studying to become a math teacher immediately insert a story of a horrible math memory they've held on to, often where a teacher had made them feel shame or embarrassment for not knowing an answer. Though I have no control over what math "baggage" student enter my classroom with, I do want to be intentional about creating a classroom culture that breaks the binary thinking often associated with the discipline that you are either right or wrong. Making "mistakes" is essential to math learning and can create a deeper level of understanding. I hope to build community in my classroom that promotes the individual confidence of students so they can take ownership and pride in their growth and learning. As a teacher, I know I'll be making mistakes all over the place and I can model/ normalize comfort in that process. Through collaboration and discussion, student can empower their peers and destigmatize how *unpretty and messy the learning process truly is.

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Closed captions are a wonderful accessibility tool that benefit classrooms for many reasons. By making visual and audible materials textual, it makes classrooms an easier space to learn for deaf and hard of hearing students, students who are learning English as a second language, and students with audio processing delays. It also just makes some materials easier to review when it can be received in multiple methods.

How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

One of the ways that I want to address student needs is to make flexibility and adaptability a key part of the way I build lessons. Making myself aware of the different tools available for classrooms and building them into the different activities will help students from various backgrounds and experiences. Things like closed captioning, using a multimedia approach, and allowing students to advocate for their needs and being flexible with them in return will be a large component of making lessons available and equitable for a multitude of student needs and backgrounds.

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This book is a bit dated now, and the humor in it is more on the adult side, but the point it makes is still plain: grammar is a construct that often makes students want to pull their hair out from the over corrections and notions of accuracy that we place on it, especially in ELA classrooms. I wanted to spotlight the idea of making grammatical components of language arts more of an equitable part of classrooms, rather than something students spend a majority of their time fretting over within their writing. In the end, is a misplaced "its vs it's" a bigger deal than the student's ideas and engagement with their thoughts and the materials?

How will you modify your literacy instruction to build on what they know and address what they need?

Students come to class with their own experiences with language and how to use it. For those in ESOL classes, in particular, some of the finicky rules and criteria may be difficult to engage with while trying to focus on the more major lessons and takeaways from a unit.  I want to modify the way I approach these matters with students across the board though, placing more emphasis on process rather than product.

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I chose this meme to represent the common presumptions of Language Arts classrooms, in that students tend to think that textual analyses and close reading activities are filled with moments where connections are made from absent details. It's these sorts of ideals that make  English classes inaccessible in a lot of ways, and that makes students who feel they don't enjoy reading or writing so disconnected from their ELA lessons. Every discipline has its stereotypes, but some of the ones for ELA classrooms put up a barrier of what can sometimes feel like elitism between students and academics.

What do students already know about literacy and your content?

Sometimes students come to classrooms with an idea already in their heads about how well they're going to be able to interact with certain subject areas (I know math classes, in particular, tend to get a lot of flack for these same reasons) and it can produce a lot of anxiety around taking these classes. With ELA students expect to be reading books and writing essays, which are major components of the subject, but building up the skills needed to read and write critically come with practice, and can seem a little strange from a perspective outside the discipline. Recognizing this, I find it's important to meet students where they're at with an understanding on class materials, and figure out how to help them make connections that make these concepts seem more familiar in the long run.

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If I imagine the classroom of my dreams, it is full of laughter and joy. I feel like if I can get my students to have some fun and leave my class in a positive spirit, that's a win in itself. In our technology class, I was able to learn about all these rad educational games within the math discipline that I never new existed. These games are proven to increase motivation and engagement as well as making the material accessible to a larger swath of students. Online games can allow for anonymity for students who prefer that but also engage the overtly competitive students as well. Additionally, many of the games retrieve important data that as a teacher would be super helpful for identifying students needs and providing personalized instruction. Many of the teacher dashboards that come with these games can pinpoint the commonality of mistakes being made and I always strive to be an adaptable data-based educator. Lastly, many of these games are available in multiple languages, with several auditory options, and provide real-time feedback to students.

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P3- Artifact #1: Making Real World Connections

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P3- Artifact #1: Making Real World Connections

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A huge aspect of my approach to teaching mathematics centers around making the content relevant and applicable to student lives. For most of my own mathematics education, math was sort of a rinse and repeat activity full of monotony that didn't feel inherently connected to my world off the worksheet page. The reality is math is apart of our lives in so many meaningful ways. Marrying math with social justice issues and real life scenarios allows for students to engage in the topic on a personal level instead of a superficial level. I think there is ample opportunity to explore horizontal learning curriculum with other subjects such as art, science, history... really any! Of my time spent in classrooms, "why do we need to know this?" is one of the most persistent questions asked. I feel like by integrated current issues, potential future career options and real life skill building, students won't need to hunt for the applicability of the discipline. My artifact is a book of lesson plans that connect various math topics to social injustice.

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Part 3: Responding to Student Needs (#1) Solution Manual/Key

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Part 3: Responding to Student Needs (#1) Solution Manual/Key

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Finding the right answer guide is very important. If a student gets the wrong answer this is an easy way for you as the teacher to find where the problem is or have the students on their own figure out the problem and help themselves fix it. Whenever I used a answer key and there aren't any steps to finding their answer doesn't help me when I got a different answer and had to ask to teacher instead of figuring it out outside of class.

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Part 3: Responding to Student Needs (#2) Extra Calculators

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Part 3: Responding to Student Needs (#2) Extra Calculators

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An issue that I ran into as a student was not having a calculator to assist me in math class. All of the rentable ones through the library were all used and my family couldn't afford one so I often had to use my math teachers calculators if they had a spare. Having extra calculators helps the students that are in need of one so they can properly do their assignments without too much struggle. And an idea is to make sure they are useful calculators and not ones that are used for basic operations.

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Part 3: Responding to Student Needs (#3) Re-usable Notes

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Part 3: Responding to Student Needs (#3) Re-usable Notes

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My thought of re-usable notes are notes where a student can come back and take a look if they either missed a day of class or fell behind while taking their notes. This can be compared to a recorded zoom class where the students have the ability to come back afterwords to see all the things they could have missed. This is also used as a study guide for students who need extra time to prepare for test or other assignments.

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What do students already know about literacy and your content?
Thinking through myself as a student all I can remember about literacy in the math field are a few word problems that we would do. A couple more types of literacy that most students wouldn't think about are the symbols that we use such as x + y = z is a sentence itself.
How will you modify your literacy instructions to build on what they know and address what they need?
My best ideas would have to start by listening to the student's needs. I know math is a lot of memorization of terms and functions. I can relate a formula like a paragraph with the operations being verbs. If the students learn by seeing a physical change I will attempt to either create or find the appropriate pieces to accommodate their needs. Another way to get students to understand technique to learn math is signifying that math is like a foreign language and it will take practice to understand it fluently.
How will you identify ways to address students' individual needs, including students from culturally or linguistically diverse backgrounds, when planning instructions?
Having a curriculum that can be altered at will to accommodate all students in your classroom is a necessity now. The student population is so diverse nowadays where you have to be on your toes and change when necessary. Thankfully math is a one of those universal languages where it's the same everywhere. There is a way to get through every problem and as long as the entire class can understand the logic to get the answer then we're all on the same foot. The issue can start to arise if there is a language barrier to which I hope there is a translator to assist when needed. Math is a language that everyone can speak as long as you put in the effort to understand.

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Part 3: Responding to Student Needs (#3)

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Part 3: Responding to Student Needs (#3)

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Personal Literacy Portfolio
Part 3 begins on page 16

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Representation in literature is important towards getting students excited about literacy. Using this checklist to evaluate your libraries in a classroom as well as through your own personal reading list is helpful in identifying key aspects of representation in the types of literature we read. This is important to help guide your future book choices when comparing authors, but also to identify certain prejudiced tropes that may be prevalent in the depiction of minority groups in the literature you have been exposed to.

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Show your work. Writing what your doing and conveying your thought process is important for student to be able to think like mathematicians. There's a thought behind every step and it shouldn't be a secret to your students.

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Don't mess around. Get a good calculator and learn how to use it.

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everyone should have this app

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What do students already know about literacy and your content?

Students are are already well aware that mathematics uses symbols to indicate meaning and that knowing those symbols is required to be successful in math.  Math has a lot of rules and it can be a lot to remember. Math build upon previous knowledge as one advances.

How will you modify your literacy instruction to build on what they know and address what they need?

I think that it's important to make it clear to students that steps that they take and individual bits that they learn are only fractions to a whole and just building blocks to a better understanding.  I think students would benefit from learning math more like one learns a foreign language. There are a lot of similarities in the two.

How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

Math is one of the more universal languages luckily, but language boundaries can still be difficult. I think providing students with alternate perspectives and approaches to the same problem provides them a better understanding. Each problem solution is it own proof.  As long as the steps along the way are logical, you should be able to reach a correct answer despite the steps you choose to take. There are alternate methods to learning and there are alternate methods to solving problems.  The more we explore them, the more students can be reached.

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What do students already know about literacy and your content?

I assume that this question refers to students at the grade level that I have set out to teach, in which case students would presumably have some exposure to general science, physics and biology. This will of course vary from student to student depending on a multitude of factors including their previous performance and that of their teachers, school resources and location. I would expect students to have been acquainted with the scientific method and the process by which theories become accepted by the scientific community: ie, how scientists come to believe what they believe. As far as general literacy and its relationship to scientific literacy, I would suspect that students had an idea of how these concepts relate to one another, but I don't know if they could put into words how. Maybe students would have an understanding of what it means to be literate and would notice that they were more scientifically articulate than they once were, but I don't know that they would describe their progression using the same terms that we do.

How will you modify your literacy instruction to build on what they know and address what they need?

Perhaps the primary role of a secondary science teacher is to simplify primary sources so that they are consumable to those not as well versed in the disciplines. In my mind, modification of literacy instruction is not independent of the general teaching strategy. Scientific research is conducted and published by scientists, those who exhibit the highest levels of expertise in their fields. Primary literature is published for an audience of fellow scientists, so it does not tend to mince words. Libraries worth of textbooks are dedicated to compiling and repackaging this information to be more  accessible to a wider audience. It is important to assess the class directly and to make inferences regarding grade level and standard curriculum. For instance, an AP biology class requires less translation from primary sources and will either cover a higher quantity or more challenging material than a standard 9th or 10th grade course. Establishing a baseline consensus of class knowledge is crucial at the beginning of the course, so that an educator can appropriately construct upon previous knowledge without wasting valuable time rehashing old information.

How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction

This strategy again is subjective to the classroom, dependent upon its cultural and linguistic heterogeneity. As with the previous question, I believe the appropriate approach is via assessment and by getting to know students as individuals. It would be incorrect to assume that a classroom is more culturally or linguistically varied based on the appearance of the students and one should be wary of assigning universal attitudes and preferences to students according to their backgrounds. One way to make Biology more universally accessible is by acknowledging its implementation as a reinforcement for cultural and racial hegemony in the, particularly in the United States, and by striving to correct those errors by highlighting ways in which the principles of biology actually undermine the established hegemonic social order.

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Part 3: responding to students' needs - Artifact #3: Sex Itself: The Search for Male and Female in the Human Genome

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Part 3: responding to students' needs - Artifact #3: Sex Itself: The Search for Male and Female in the Human Genome

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This book was taught in BI 346U, Genes & Society and offers a counter narrative to the biological assignment of gender. The text explores gender as it differs from sex and also dissects the notion of binary sex by highlighting examples of biological sex being categorized on a spectrum in humans and animals. This is just one of many resources I could highlight that recognize and seek to revise old and outdated ideas propagated by biologists, many of which were studied in the course mentioned above. It's imperative that biology teachers recognize problematic implementations of the science. Confronting eugenics, the propagation of gender roles, unequal access to the fruits of biological research and the weaponization of biology is a crucial step toward orienting scientific progress away from hegemony.

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Part 3: Responding to students' needs - Artifact #2 - Ken Stedman's Youtube channel

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Part 3: Responding to students' needs - Artifact #2 - Ken Stedman's Youtube channel

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Dr. Kenneth Stedman, professor of microbiology at PSU implements a teaching tool that is shockingly uncommon among educators: a Youtube channel. All of his lectures are recorded and posted directly to this channel within one day of his session. The utilization of a video recording greatly improves access for students who may be ill or just can't make it to class. While attendance is still graded using this model, it makes missing the occasional session much less punitive and keeps students on an even playing field, regardless of their external situation. Educators would do well not to take their students' time for granted. One of the most pronounced ways that inequality manifests itself among students is in the unequal access to time as a resource. Instability and economic hardship limit students overall availability. Making material available on-demand helps to alleviate inequities between students who are over burdened with external priorities.

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Part 3: Responding to students' needs - Artifact #1: Khan Academy

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Part 3: Responding to students' needs - Artifact #1: Khan Academy

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I believe that in order to respond to student needs correctly, one should begin by assessing their own experience as a student and what fostered one's own development. An understanding of the fundamentals of chemistry is essential for an in depth exploration of any scientific discipline, like it or not. Anecdotally, many of the biology majors I've worked with consider chemistry their least favorite subject. I  personally found that one or two lectures per week was never sufficient to drive home an entire week's worth of material. As a primarily audio/visual learner, rereads of assigned text were never as helpful as guided explanations. Sal Khan, a gifted aducator and his online "academy," proved an invaluable resource for my development as a student. I have had ADHD for as long as I can remember, but have only recently been treated for it. I would often miss important information during long lectures, and as a working student, didn't have the time or money to seek out private tutors. Khan academy offers concise explanatory video lectures that can be accessed at any time and match up with the standard science and math curriculum for varying grade levels.

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Representation

Much of what students read in canonical high school literature is from the white, heterosexual, able bodied, male perspective, yet a significant portion of our students may not be white, or males, may not be heterosexual, and may not be able bodied. Decolonizing and diversifying our literature choices in the classroom is important for student engagement and inclusion. Valuing and representing diversity in literature allows students to see themselves represented in the books they are reading, thus increasing engagement. It also exposes students from other cultures to new cultures and experiences. While some schools may not allow teachers to completely change their curriculum to be culturally responsive, it is important that we include supplemental readings/articles/artwork/music that offer diverse opinions and perspectives surrounding the literature we are teaching.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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3.1	What do students already know about literacy and your content? 

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3.1	What do students already know about literacy and your content? 

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This will be highly dependent on the students’ personal interest in cultures, history, or politics, and what their previous classes or teachers have done for them. However, these individual interests may be extremely disconnected from other knowledge, with a lack of critical thinking about how the wider society is impacted. Because of its highly-modifiable nature, a Social studies class can be extremely different depending on the curriculum of a school, teacher, district, or state, and who requires what. We can look at the examples of different states requiring (or banning) certain subjects or materials, such as race studies, ethnic studies, or the history of slavery.

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3.2	How will you modify your literacy instruction to build on what they know and address what they need? 

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3.2	How will you modify your literacy instruction to build on what they know and address what they need? 

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Because of this unpredictability, students might know a lot about an event in history, or important person- or nothing at all, and teachers will need to have lots of resources to cover the wide spectrums of knowledge, learning style, and interest level. Hopefully having a wide variety of online resources will help students be able to pick and choose how they want to learn more about a topic, be it games, readings, or videos. Crucially, I will need to make sure to help students know how to read, question, and discuss these different mediums, and the benefits or issues with each different style. Then, they can use those different materials to hold discussions, or share important reflections and questions, that don’t have to be based only on traditional textbooks. Additionally, helping students learn to identify their own areas of missing knowledge, standards of success, and goals for new topics can help me need to be less hands-on with the entire class.

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3.3 How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

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3.3 How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

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Of course, students still deserve individualized attention and choice which can done in a very wide variety of ways. I could allow students to choose from a variety of sources that discuss the same subject in different learning styles, use NewsELA’s very handy tool of changing the lexical difficulty, or passing out reflection or homework questions at differentiated levels. No matter the method, a key point is maintaining strong relationships with the students by listening to their concerns and difficulties with the activities, as well as taking their preferences and interests for the future lessons

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Valiant Hearts: the Great War- like others, I wanted to add a game! Valiant Hearts is a narrative game focusing on 4 different characters in World War 1. Although probably not a game for people that love shooter-style or resource management war games, this one helps humanize the different sides of the conflict by giving us characters with backstory, goals, and family to return to. While not heavy on required reading or listening, the cartoon art style helps students see the effects of war on cities, homes, and families, without it being too violent or bloody for younger teenagers or children to play with their parents. However, it also includes photographs of over 100 authentic WW1 memorabilia from soldiers and families, such as maps, uniforms, medals, and guns and ammo with real stories to read through. This format and clear story with historical artifacts to read through will help present another version of WW1 for students to experience, which may connect with them better than textbooks or fictional movies, with events and tragedies based on real experiences over 100 years ago.

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Discover Valiant Hearts, a moving World War 1 - inspired Adventure video game by Ubisoft

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Logical Fallacies- today’s internet-driven world is sometimes difficult to navigate; particularly in the modern era of #FakeNews, #CancelCulture and other changes that happen maybe too rapidly for adults to adapt to. Although debate classes have often learned about logical fallacies to hold better discussions, the world has shifted enough that mental tricks and pathways need to be taught to everyone, not just those in rhetoric class. Helping students have access to learning about metacognition, identifying logical fallacies and manipulations, and then helping them practice identifying them in real situations is now an important skill to make them more discerning, critically thinking citizens. This can apply to reading information, listening to others, or viewing videos or images that are potentially not 100% accurate.

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A logical fallacy is a flaw in reasoning. Logical fallacies are like tricks or illusions of thought, and they're often very sneakily used by politicians and the media to fool people. Don't be fooled! This website has been designed to help you identify and call out dodgy logic wherever it may raise its ugly, incoherent head.

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National Geographic- I’m sure many of us grew up with either the classy magazines with their interesting cover photographs, the cool books for children about mummies or wild animals, or the children’s editions of newspapers. Although the magazines and books continue to be interesting, relevant, and filled with cool photos, their website also has a wide variety of interests for every child, be it math, biology, archeology, or astrophysics, in formats like photos, videos, articles, small quizzes, and now even live sessions with experts talking specifically with children and teenagers! Their website does a very good job about showing how interconnected our world is and not separating the disciplines, but connecting them, and making the information relevant to today’s world. This is an ideal resource for helping students develop their interests and knowledge in how Social studies is impacted by other fields of study.

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Act before December 31! All donations to the National Geographic Society will be matched dollar for dollar through the end of the year. Make your tax-deductible gift today and make TWICE the impact for Explorers working to preserve threatened species around the world.

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Education Resources | National Geographic Society

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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What do students already know about literacy and your content?

•Most students know they'll take part in some sort of physical activity that will challenge them physically, mentally, and emotionally. Also, students will learn new skills that can be applied to their daily lives, such as proper eating habits, effective exercise, and key safety protocols.

How will you modify your literacy instruction to build on what they know and address what they need?

•I'll modify my literacy by keeping track of each student skill set through student assessments. I also think it's important to give students different options to learn, rather visually, reading, or writing tasks. My plan is to also, allow students a voice for feedback so that I can meet their needs.

How will you identify ways to address students' individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

•My plan is to break the ice for student-teacher relationship with google docs, ice breakers, and working with students individually. My main focus will be to establish classroom expectations. In my opinion, learning about your students background is key, volunteering at community events could help bridge that gap when giving instruction. Once you learn students background you can provide an appropriate approach that will fit their needs.

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Part 3: Responding to Student Needs (#1-3)

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Part 3: Responding to Student Needs (#1-3)

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https://docs.google.com/document/d/1bVtbSkpiK-lcwvO4_CVga8rT3J_Q8XhEZdrizoVwUFI/edit?usp=sharing

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What do students already know about literacy and your content?
I suppose this is the big question for teachers when beginning a class. As I don't have any students yet, I'll try to anticipate what it is they might know/not know. I think back to my understanding of these concepts when I was in high school. I only knew of literacy as it related to the act of reading, not in the disciplinary sense that we are learning. I don't expect teenagers will have a strong idea of this coming into the class. As far as content, I would guess that, like me, most students have a fragmented prior knowledge of history. They might know a lot about certain areas that interest them, which they have previously researched, but little to nothing about other areas. Crucially, they probably don't have a conception of how different aspects of social studies - specific events, ideologies, movements, racial relations, politicians, to name a few - relate to each other and are interconnected. In the interest of best serving my students, I'll need to survey their prior knowledge at the beginning of the course to best understand where they are coming from and how I need to adjust my plans/activities/lectures to suit them.

How will you modify your literacy instruction to build on what they know and address what they need?
I will start with adding/subtracting group discussions and readings as I feel is appropriate for my students to understand the material. I hope this will build confidence at the beginning of the course moving forward. I will also constantly be on the lookout for non-text sources I can implement both in the classroom and at home, so I can add them as alternatives or supplements to any reading/response work. This includes learning aids for students who need them. I hope the diverse and modern curriculum I create will prove engaging, but I will be flexible to modifying it to serve my students better.

How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?
As much as possible I hope to offer curriculum in text and audio form to ease any learning or language barriers. Where I can, I'd also like to have translations, but I have not looked into how easy it is to provide them. I want to work with my students to create an environment that supports them to learn rather than punishing them for not getting something on the first attempt, so I would meet with the students whom I felt required attention/modification in their instruction to work out individual plans for them. To do this properly, I have to be very attentive to where my students are mentally on a regular basis as well as with their work to see if there is anything they need altered. As I have said previously, it is also important to me to ensure students of all backgrounds feel represented in their classroom, so I will work to include as many familiar perspectives as possible in my curriculum.

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Gamification/Multimodal Learning

A lot of ELA is about reading and writing, which may not be everyone's cup of tea. While these skills are important and should be practiced, adding games and technology can help students have fun while learning and practicing important skills at the same time. Changing up the modality of learning can also be good for those who learn better with visual or experiential stimulus. Storium, the picture below, is a great game for students to collaborate writing a story together. Each person has a digital card that they play to move the plot forward. This is just one way students can build community in a new and interesting way

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Community

Students need a sense of community in the classroom. It is so important for them to feel comfortable with their teacher and with one another. Building a community creates a positive environment that allows students to feel safe to make mistakes, be authentic, and be a responsible member of their community. In ELA, students often share their writing, thoughts opinions, and then give one another feedback, which can be a difficult process. I know that I’m a very private writer and my own worst critic so it can be painful to have someone else critique my work. Building a sense of community helps create a more low-stakes environment where students can feel more comfortable sharing and offering critiques in a respectful manner. Which brings me to creating (as a class) class norms, these are an important part of building that sense of community so that everyone knows and understands what is expected of them.

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What do students already know about literacy and your content?

Students will be at various levels in their literacy, but generally by the time students get to high school, they should have a solid foundation of reading and writing skills, an understanding of grammar, critical thinking skills, and should likely have some learning strategies that work best for them (even if they don't realize they have strategies).

How will you modify your literacy instruction to build on what they know and address what they need?

After assessment of student knowledge, I would modify my literacy instruction by utilizing universal design strategies in my lesson plans. If we are reading a particularly difficult text, I would offer supports and utilize shared reading, guiding questions, and group discussions to enhance student understanding as appropriate.

How will you identify ways to address students’ individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

I would identify individual needs through reading and writing assessments and open communication with students. Part of building a community is getting to know one another, so in that process, I will also be able to identify individual needs. I would also include language supports for ELL students in my curriculum. Free apps like Readlang that translates digital words into the language students are most comfortable with and finding translations of common texts can also support their comprehension of the text.

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Part 3: Responding to student needs (#3)

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Part 3: Responding to student needs (#3)

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This artifact speaks to the aspect of student needs that I would classify as necessary representation. A lot of history is about challenging established narratives a la Howard Zinn, but this book specifically focuses on indigenous peoples in its construction of narrative. I consider this kind of work vital to demonstrating to nonwhite students that they can be centered in history, not just an addendum or obstacle to be overcome. The reason why this book is so good is because of how it tracks Native Americans through history from first European contact to today, debunking the common assumption that at some point indigenous people sort of stopped being a "problem" for the United States. This myth exists for multiple minority populations, and countering it is it vital to validating the experiences and histories of students of color. In doing so, I can create a more inclusive and welcoming environment for social studies.

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Part 2: Responding to student needs (#2)

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Part 2: Responding to student needs (#2)

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So, Civilization is pretty fantastic (I took the idea of using a game from multiple other folks in the cohort). In the Civilization series, you control a society starting in ancient times (usually starting 4000 BCE) all the way to the future. You build your civilization in relation to the other nations that grow around you, competing over resources, territory, religion, etc. I've been playing Civ a long time and when I was younger, one of the things I loved about it was the encyclopedia included in the game that explains the historical context and significance of everything you see. I think Civ and games like it can be a gateway toward a greater enthusiasm and interest in social studies for students who might view the subject as boring.

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Part 3: Responding to student needs (#1)

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Part 3: Responding to student needs (#1)

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Kenneth Davis' "Don't Know Much About..." series is a great introduction to many topics. I chose the one about American history, but there are titles on geography, mythology, and the Bible as well. The books are structured in a way that is very helpful for students looking for "the important parts" of the subject, with the author posing questions and then answering them. It makes the book really easy to search for key concepts/ideas. I think students would find it a useful resource because of how it cuts out information they might find superfluous while still retaining the aspects vital for comprehension.

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Growing up gym class, and recess was played outside. Four square, tetherball, and wallball to name a few, were apart of our daily routine. Not only does outdoors provide improved cardiovascular health, but it also increases exposure to sunlight (Vitamin D). Studies shows outside activities lowers blood pressure and heart rate. This is important for bone growth, lowers chances for heart disease, and promotes a healthier lifestyle.

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The food pyramid illustrates multiple food groups, and how much is needed to maintain a balance diet. This artifact provides nutrient needs from each food source, and nutrient facts that are labeled by USDA. I think this is important for our students to consider developing healthy eating habits. Obesity has increased over the years causing a epidemic. The food pyramid should be a daily conversation amongst our youth.

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Planning for safety and wellness provides essential knowledge and key terms for injury and violence prevention. I included this artificat to help reduce deaths and non-fatal injuries. This will help youth identify potential dangerous and provide clarity when in unfamiliar environments.

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What do students already know about literacy and your content?

Students understand that they'll have to read a lot of boring, old books coming into secondary ELA. Some students may even believe literacy isn't for them because of previous experiences with reading or writing. Although students are advancing to the next grade level, they may not have achieved equal reading or writing skills.

How will you modify your literacy instruction to build on what they know and address what they need?

I'd modify my literacy instruction by offering neurodivergent aids, designing a UDL curriculum, constructing a grading contract, and offering alternative reading texts. My goal is to create an equitable ELA classroom that strives to subvert damaging approaches to, or philosophies of, learning such as neurotypical, ableist, and culturally Westernized.

How will you identify ways to address students' individual needs, including students from culturally or linguistically diverse backgrounds, when planning instruction?

Through feedback, observation, and communication, I'd begin learning individual needs. Incorporating needs into my curriculum would look like a diverse reading list, visual aids for neurodivergent students, a flexible grading approach, previously agreed-upon etiquette, and allowing students to read translations or audiobooks. If needed, I'd also like to look into possibly translating instructions/assignments.

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Pedagogy:
One of the foundational methods for responding to student needs depends on how we approach grading, teaching, and classroom etiquette. I think it's almost a preemptive response when we allow students to create a social contract. Creating a student-driven social contract can help ELLs, neurodivergent, or students from other cultures understand expectations. It can also empower students and create a safe environment. UDL is another approach to responding to student needs which also correlates with some of my first artifacts. UDL creates more opportunities for comprehension and knowledge display. It stimulates multiple learning styles and encourages student engagement. Finally, a grading contract is far more productive than traditional grading. Learning contracts encourage learning for learning's sake, mistakes, and self-advocating.
The first time I encountered a grading contract, I was in college. I wish I had encountered this grading style in High School. My professor asked, "what would you write about if you knew you couldn't fail?" It was so liberating and fun. The contract also encouraged us to be more proactive and vocal about our grades. For example, our teacher did not accept late work, BUT she would accept work up to 5 days after the due date as long as we talked to her about it first. So, for students with families, health issues, or just a lot of life going on, this was great.
UDL approach / grading contract / student created social contract

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Curriculum:
Decolonizing an ELA reading list is a great place to begin working on acknowledging the need to elevate stories to which all our students can relate. In addition, I think expanding the subject matter or characters studied to include LGBTQ+, neurodivergent, and/or BIPOC voices will also respond to a student's need to be heard, seen, understood, and respected. It's one way to avoid alienating students through reading material. It's also a great way to begin empathetic and compassionate conversations about diverse experiences in our world.
Another way to avoid alienating students with reading material is to offer substitutions for canonical texts which are thematically similar (either through a 'choose your own journey' or as a curriculum substitution). Not all students enter a class with the same reading skills. Allowing struggling students to build upon their reading skills is far more encouraging than setting them up to fail. There are many adaptive tools to simplify complex texts and allow students to use a step-up approach building upon vocab and syntax skills. We can use this same approach for the reading curriculum.
Representative and Neurodivergent reading / canonical substitutions that are thematically related

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Doing:
Subverting ableist and neurotypical approaches to learning might require educators to take the initiative, providing low cost aids in their classrooms, or creating an equitable classroom setting. Some easily overlooked aids range from color overlays for students with dyslexia, allowing students to wear noise-canceling headphones or fidget gadgets. Incorporating translated books or audiobooks is also another adjustment we can make in the classroom. Student needs vary greatly, and sometimes they lack documentation or a diagnosis to support or advocate for the student. Providing aids can also normalize conversations about self-advocating and diversity.
Visual aids for neurodivergent students.

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Here's the link! LINK

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Personal Literacy Portfolio Part 3: Responding to Student Needs

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Personal Literacy Portfolio Part 3: Responding to Student Needs

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Artifact 1: Fitness Wheel of Fortune

This artifact is for remote learning, it includes the fitness wheel of fortune and an exit slip. Literacy in PE will be promoted because it encourages students to read the exercise on the wheel and for the exit slip, to write which component of fitness they achieved and identify which exercises are in that component. To address individual needs students could have the option of submitting a recorded video on Flipgrid for their exit slip. In addition, the wheel could be adapted with color codes for each component of fitness. For example, flexibility exercises could be in one color and exercises for muscular strength in a different color. To accommodate diverse languages in the classroom the wheel could have multiple languages represented on the wheel. If I find that students are already familiar with the five components of fitness, I can change the exit slip questions and make them more advanced. If the components are unfamiliar, I can teach what they are and why they are important. However, in Oregon students learn four components of fitness in elementary school. I expect that most students will have developed some literacy around the components of fitness by middle school.

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WHEEL OF FITNESS FORTUNE! | Spin the best workout ever | k-12 PE at home Fitness games

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Artifact 2: Circuit Station Task Card

Middle school and high school students will have taken physical education in elementary school and are likely familiar with many types of exercise. However, PE teachers can further develop literacy with task cards. Fitness stations can be set up with task cards to help students understand the instructions of an exercise. Individual instruction can be given to students for increased or decreased challenge. Also, task cards can be designed to modify exercises. For example, a station could have a task card for students that are seated in a wheelchair and task card for students that will be performing the exercise from standing. Multiple task cards could be at each station and students could chose the card that best suits their needs. Task cards can also be enlarged, and the colors can be changed to accommodate for varying needs.

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Artifact 3: Consent Video

It is important that all students clearly understand what constitutes sexual consent. Learners will have varying knowledge of consent, but it is required by the state that I teach it. I chose this artifact because I will likely have English language learners in health class and the video is available in both Spanish and English. This will allow students to choose with language they would like to watch the video in. I think this video would be an introduction of lesson to be further developed. If I find that my students are already knowledgeable in understanding consent and decision making. I can modify the instruction to introduce the topic with a more advanced text selection.

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2.1 What do you know about literacy specific to your discipline?

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2.1 What do you know about literacy specific to your discipline?

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Personally, history seemed dense, complicated, and full of too many details that I didn’t understand, couldn’t remember, or didn’t need to know but was being told anyway. Textbooks had interesting pictures but failed to show how the past connected to the present and actually mattered in any way. American history was taught as if I already knew why the names, dates, and places were significant (even though this was a majority non-US citizen school, and we hadn’t had American history yet). I want to avoid these common pitfalls in my own classes as much as possible, especially as I now see there are so many fascinating and interesting methods available.

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2.2.	What types of literacy strategies will you need to teach your students?

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2.2.	What types of literacy strategies will you need to teach your students?

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Outside of school, in my own time, I found other ways of learning history that helped me actually become interested in it. Timelines of particular ideas, beliefs, or inventions that showed how they were used 2000+ years ago and are still being used now. Pictures and murals that the majority of non-literate societies would view and learn from, instead of thick, ancient, incomprehensible texts. Reenactment movies, or documentaries showing approximations of how people lived, worked, and interacted, which gave much clearer comparisons and viewpoints that dry paragraphs. Through these ideas and more, we can examine causes and effects of the past, consequences that ended empires, and compare ideas, governments, cultures, and lifestyles from the past or present.

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2.3 What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

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2.3 What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

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These ideas of non-text readings are primarily to help draw student interest, and engage them in their learning in new and (hopefully) interesting ways. After modeling finding and reading the necessary information for context, the students can work alone or in groups analyzing information through a wide variety of other mediums, such as videos, photos, art, timelines, recreated models of items, and so on. We must not forget that the people we are studying about were people just like us, who enjoyed community activities, sports, and arts just like we do. To help improve student reading and writing specific learning; sentence stems have been very helpful in my past for leading students in how to start or focus their thoughts. Unfortunately, this does come with my own bias of what I think students will want to share, so I’ll need to constantly be revising it with student input. Reading full texts will also be modeled, then done in pairs, or singly, so that students can practice reading content for what actually matters, such as causes, the immediate and lasting effects, how people or society shifted in response. Then they can relate it to their own lives and experiences.

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This novel was the beginning of my eventual obsession with Post-modern lit. It may have been a phase, but really left a lasting impact to this day. Pynchon was important to me when I left home for college and began experiencing the world on my own.

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This was a childhood favorite and represented my earliest relationship with reading on my own, for fun. I was even in the fan club at some point. I still have a velcro wallet somewhere that came with the fan club membership package.

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This was the novel that really started by lifelong love of fiction. It led me to then read all of the Russian classics and expanded from there. Each primary character, represented certain philosophies/ideologies and I remember this being one of the first times I really thought about what my personal philosophy was.

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Personal Literacy Portfolio
Part 2 begins on page 9

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What do you know about literacy specific to your discipline? 

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What do you know about literacy specific to your discipline? 

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As noted below, scientific literacy is highly subjective and branches into many disparate disciplines. Most biology majors I know do not care for chemistry, for instance, and may only be as literate in it or physics as a layman! When it comes to biology specifically, ecology, genetics, zoologymolecular biology, etc. all require a different vocabulary and cater to different interests! When it comes to general biology, that which is taught at the high school level, literacy is focused on the fundamentals of many different disciplines and patching them together holistically under the pretense that they are all directly related to the science of life.
What types of literacy strategies will you need to teach your students?

One of the most useful strategies that I've seen employed, and one that I intend to pass on to my students is latin/greek root word vocabulary. I think that introducing common roots such as -phagia, cyto-, phyto,- onco-, hemo-,  -philic, etc. as vocabulary words to be remembered helps students intuit the meanings of new terminology when reading a paper. If one can figure out what a word means based on etymology, they are less likely to be tripped up when thrown new vocabulary within a text. When it comes to the multi-disciplinary feature of biology, this is particularly useful, as a reader is better equipped to read across disciplines with this foundational knowledge in mind.

What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

I will certainly make use of sentence structure cues! I have seen these used in almost all of my classes and they are super useful! The rigid, matter of fact delivery of most scientific data takes some getting used to, these can help acclimate the reader to the straightforward and logical structure of scientific literature.

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Part 2, #3: History of Rome Podcast by Mike Duncan

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Part 2, #3: History of Rome Podcast by Mike Duncan

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This was the first podcast that really helped me see the value in this avenue of digital literacy. The way Duncan looks at different sources in history to come up with the closest to the truth examples that he can come up with is an interesting way to look at how we value our sources. Especially in the early episodes, he discusses how it is less important to take these stories at face value for what they say, such as the story of Romus and Remus, and to look at it more as how the people of that time thought of their arts and how they created stories about the people that were revered. As a student of history it is important to recognize that a lot of the information we have from medievel history is second hand information transcribed from earlier texts or from verbal history carried on through generations of the illiterate masses. By understanding the limitations and values of sources of ancient history, the student can see that while history can not always give us an accurate account of the day to day life of an Ancient Roman citizen, we can get a view into what it may have been like when compared with other information from the time through excavation relics or other accounts of history.

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Part 2: Literacy in your Discipline (Extra Q's)

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Part 2: Literacy in your Discipline (Extra Q's)

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What do you know about literacy specific to your discipline?
I've been reading math equations for a pretty long time and I assumed that those were the end of literacy in my field, but there is so much more to it. Not just word problems, but in upper level math there are proofs that are taught which take a lot of reading and listening and more reading. Another  sort of literacy in mathematics are all of the symbols that mathematicians use for short cuts to make writing quicker.

What types of literacy strategies will you need to teach your students?
Some literacy strategies that I will profess to my students is to never stop reading about math. There's a never ending study of the subject and so much more to learn. Use the tools such as computer access to help you understand any subject in math.

What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?
From my little background in watching/listening/studying math classes I can see that not all students learn the same. To make sure that all the strategies up my sleeves will be used to get everyone to be successful in math, but it'll be worth it. All of these aspects of math are important and should be learned by all of the students. There's more techniques that I will learn to use to assist my students, but I believe that teaching the same way that hopefully the students will adapt a little so there isn't so much time attempting to teach all the students in an individual aspect and teach the entire class in one go with the entire or majority understanding how to complete the tasks.

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Part 2: Literacy in your Discipline (#1) Books by Ben Orlin

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Part 2: Literacy in your Discipline (#1) Books by Ben Orlin

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Ben Orlin has some of the funnest math books to read. He released a book called "Math with Bad Drawings" that made reading math such a blast. The art style used was "childish", but was actually really good. Examples on every page going from subject to subject made it fun. Highly recommend his books for a great read!

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Part 2, #2: Ken Burns: The Civil War and Victoria 2 (video game)

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Part 2, #2: Ken Burns: The Civil War and Victoria 2 (video game)

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I know it seems odd to add a video game to this list, but hear me out. Even when I was in high school I was very interested in learning about history. However I learned more after high school about some subjects than I did during high school. There was more content in this documentary and in the video game I mention about the American civil war, than in most high school textbooks.
Victoria 2 is a game developed in Sweden, that is so rich in historical knowledge, that every time they come out with a new game they give a free one to all history teachers in Sweden (and lately offering free copies to teachers around the world). As you play the game as any of the available nations in the world at 1836, you go through a series of historical events that help shape your countries future. As you play America, you get many events that happen that are historically accurate and have effects on your game (such as unlocking manifest destiny allows you to start the Mexican-American war, or John Brown's raid creating the trigger that starts the American Civil war). As a student or as an adult, not only does this game have the opportunity to teach you new things about history, but it also helps you remember moments of history through repetition and enjoyment. As a student this game made me look for sources and information that explained these events in more detail, and since the game got me excited about the topic, this allowed me my cognitive abilities to focus more earnestly on comprehending and retaining the information. Finding a way to make learning fun is key to getting students to engage more within class and when learning the material.

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Part 2: Literacy in your Discipline (#2) Cars

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Part 2: Literacy in your Discipline (#2) Cars

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Learning this in physics, but doing the math I've learned, I had learned how to calculate the acceleration and velocity that I was going in a vehicle by just doing simple formula. This was a fun activity to attempt, but always failing because of the amount of human error I had in my equation.

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Part 2: Literacy in your Discipline (#3) Two nails and a string

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Part 2: Literacy in your Discipline (#3) Two nails and a string

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When I was in High School my math teacher that I was an aid for was super excited to tell me about how her son used math in the real world. Using two nails and a string you can visually see the ellipses equation. This was the first time I found myself really in "awe" about someone using math in the real world. She was in so much joy and showed me how the equation was used to make a table and it was just a great time.

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Part 2, 3: Biological Science by Scott Freeman 4th Edition

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Part 2, 3: Biological Science by Scott Freeman 4th Edition

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I mean let's be real, I probably wouldn't have developed any real scientific literacy without the use of a textbook! I need to extra motivation to learn sometimes! I guess I'm using this text as a stand in for all of my bio textbooks throughout college, it stands out however, because it took me through the principles courses and so I read it throughout the course of a year. This book also showed me that, usually, very little changes between editions of textbooks! I was assigned the 5th edition, but opted for the cheaper 4th edition. The differences between the two were practically indistinguishable! Accessibility of learning materials can be a significant roadblock to literacy, so any strategy that gets the material into the hands of more students increases literacy in and of itself!
Textbooks like these offer condensed versions of the findings of dense and intimidating texts, while also providing citations that students can use to compare the more concise style of a textbook with the knotty and intense writing style of most scientific reports. This helps to shift one's thinking by introducing scientific literacy in the context of broader literacy. Also, it gives a sense that "biological/scientific literacy" is a highly relative concept and cannot fully be achieved by one person, as there are many, many different disciplines contained under these broad categories.

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What do you know about literacy specific to your discipline?

I'm not really sure how to answer this question. I know literacy in ELA is a skill. Like learning to read in grade school, you have to learn how to read both academically (and creatively). Just like learning how to write your letters, you have to learn how to write academically (and creatively).
Literacy in Literature means you read like a detective, decoding both the text's explicit and implicit meanings. Literacy in Literature also requires some form of meaningful text production, a carefully crafted synthesis of analysis, sources, and syntax.

What types of literacy strategies will you need to teach your students?

Definitely reading critically and writing academically. I don't think students receive enough aid or instruction in developing these two skills. The ability to read or write does not equate to literacy skills in a discipline. I would like to avoid making assumptions about my students' abilities. Presupposing student ability may create learning disparities in the classroom or, worse, encourage students to believe they're lacking or not smart enough for school.

What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

So far, I've only read about modeling, graphic organizers, and read-alouds. I'd use variations of these three strategies to help students build the critical skills needed for Literature Literacy. Hopefully, students will realize that some of the skills they cultivate in ELA will transfer across disciplines and later serve them in their personal and professional lives.

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This was the very first book I remember academically reading (and oh my gerd, it blew my mind). My teacher modeled annotating as we read this book. I learned how to synthesize literary terms and devices while crafting my own style/code of annotations. Later, I would used this book and my notes to write my first thesis paper complete with MLA formatted citations and bibliography. This book started my journey in learning how to critically read for an English class, form textual based analysis, and produce academic writing.

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This is kind of like a classy SparkNotes, but hear me out. LitCharts has a really extensive literary terms section. It's great for refresher or a breakdown (with examples) of the MANY literary terms and devices used in English or Literature classes.

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Again, this is a source that teaches by focusing on the most compelling aspects of nature. This series of vivid depictions of wildlife first released the year I graduated from High School, coinciding with the burgeoning mainstream availability of HD displays. Planet Earth is not only the definitive nature documentary, it makes the case that natural science is at the center of the greatest existential threat that mankind has ever known. The scenes showcased portray the natural world in a highly vulnerable state. Wildlife populations are dwindling. We are in the midst of extinction event the likes of which has not been seen since the speciation of modern humans. Now that we're living in the anthropocene, natural science should be relevant to everybody. The generations after mine will have little time to determine the fate of Earth's climate. It is gravely important that they are informed about these issues so that they can make the correct judgments going forward. Planet Earth entices with striking imagery first, then feeds the most important details to the viewer. This establishment of a hook is a perfect example of scaffolding.

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Plot diagrams

There are a ton of different tools that ELA teachers use to help students break down different parts of a text. One that was reoccurring throughout school was the basic breakdown of plot diagrams. I never had much fun actually filling out the charts they gave us to track the different elements of a story, but I think providing students with the tools to practice recognizing the different parts of a story gives them a starting point for diving deeper into their own understanding.

What do you know about literacy specific to your discipline?

It feels a little like cheating to talk about literacy in ELA, because in its entirety language arts is made up of literacy components. Specifically though we teach students to analyze various texts, transform thoughts into written works, and understand the various parts of literacy within language.

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Cornell Notes

Note taking is important for any subject area, though I specifically remember learning different strategies for taking notes in my ELA classrooms when I was growing up. The style that sticks out most prominently in my mind are Cornell notes, mostly because there was a period of time where we used to turn in our notes for a grade and teachers would request this style. There's a lot about this specific strategy that I don't like (and personally find to be a little tedious) but I still use the basic premise of key terms and topics on one side of a page and the notes themselves on another. It's a style that's stuck with me after all these years and still helps me organize my thoughts during a lecture, when reading a text, or starting a writing assignment. I don't know that I would specifically want to require a format for students to take notes in (nor do I really feel great about giving grades for notes) but I think teaching students a few different ways to keep their thoughts organized and encouraging them to find a system that works well for them can be a majorly helpful skill.

What types of literacy strategies will you need to teach your students?

Textual analysis, making inferences, connecting parts of speech with meaning and interpretations, and clearly articulating ideas through writing and speaking are just a few of the things that language arts aims to teach students. All of these allow students to transfer their abilities across the curriculum and connect with other subject areas and their individual literacies.

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I read this book along with my freshman biology class in high school. The Hot Zone chronicles 4 outbreaks of varying strains of ebolavirus and marburgvirus. The hemorrhagic fever caused by these viruses is horrifying and particularly lethal. Ebolaviruses were discovered in 1976 but have existed for thousands of years. The disease primarily effects non-human primates but has crossed over in areas where NPHs and humans cohabitate. A primary limiting factor for why it hasn't impacted human populations as severely is its lethality. The virus often kills its host before they are able to spread the disease. Another factor is that it is presently incapable of airborne transmission in humans, but more recent strains affecting chimpanzees have crossed that threshold. The implications for the possible future of ebolavirus in humans is fascinating and terrifying. This book illustrates how biology can be taught alongside historically significant and culturally relevant material. Showing students the impact that semi-living, microscopic genetic information can impact their lives and the future in stark and urgent ways lends a tangibility to concepts that may seem abstract or difficult to relate to.

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https://docs.google.com/document/d/10uWDqnBtvJSK3OiHuM2xzUjUjcG5qwKDRQb5Tw3kVCs/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Purdue Owl and all it's glory. A free resource for writing, formatting, and citation questions. This cite offered so much more than general MLA citation questions. Purdue was a great reference for rhetoric, concise writing, grammar, and the difference between passive and active voice. I still reference it today (especially with APA format questions).

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Writing Consultations

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Schedule a writing consultation/tutoring appointment at any location or register for our group programs with our online scheduler. Face-to-face (in-person), online (live video chat), and etutoring (emailed feedback) appointments available. Schedule an Appointment Krach Leadership Center (KRCH) HSSE Library (Stewart Center) WALC Hours Info

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What do you know about literacy specific to your discipline?
Math is much like a language of its own where literacy is dependent on recognizing and understanding varying symbols and processes.  In order to develop a well-rounded mathematical literacy, it is important for students to utilize reasoning and problem solving skills so students have a deeper understanding of the material instead of just memorizing and repeating what is modeled by the teacher. Mathematics literacy also is certainly built upon previous learning. Therefore, as a teacher I must be cognoscente of meeting students where they are at and taking ample time to review and activate scheme before moving on to new topics.
What types of literacy strategies will you need to teach your students?

For one, I want to encourage my students to utilize different tools and resources to support their learning. In my math schooling, it felt like certain teachers would discourage using calculators so we'd develop more mental math skills. Though I understand the benefits of having a certain degree of mental math competency, I also want to recognize that most folks exist with a calculator in their pockets (cellphones) these days. Therefore, I think a key aspect of math literacy should be focused on how to utilize different math tools efficiently and in ways that connect to real life scenarios and skills. I want to make math learning a hands on activity when possible to get students engaged in the curriculum tactically and collaboratively. I also would love to utilize horizontal learning whenever possible to I can collaborate with other teachers in different disciplines and connect student learning to other classes.
What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

I think there's many different strategies I envision using but I think it'll likely depend on my students needs and will likely need to change and adapt frequently.  I hope to provide students with ample options and choices of how they can engage in the materials so students with different learning styles can be served. For that, I think it's important to provide as much visual representation of math as possible and to get students talking with each other about the material. I hope to use modeling mathematical speaking, reading, and writing to my students often and routinely and facilitate activities that normalize the practice such as daily note taking, small group led discussions, and occasional reading assignments built to expand knowledge on how math shows up in our everyday lives but also grandiose and mystifying ways.

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The literacy specific to my discipline is really embedded in analytical and critical thinking skills. Close reading and self-to-text connections is one thing I always remember being a major component of ELA. The Great Gatsby is one text I remember having to closely read to analyze narratives hidden within the text beyond the main plot.

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Part 2: Types of literacy strategies I will need to teach

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Part 2: Types of literacy strategies I will need to teach

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Some literacy strategies I'd use to teach my students would be shared reading, Socratic seminars, and text annotation. There's so many strategies, but these are the ones I felt I came into contact with the most throughout my ELA learning. As a student I also felt these were the most effective in developing my literacy skills.

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Part 2: Research-Based literacy approaches I will use:

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Part 2: Research-Based literacy approaches I will use:

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This text was one I visited a lot in undergrad since it was specific to academic writing and provided prompts to insert your voice in a nuanced way. This text in itself is a strategy: the "They say/I Say" strategy! The text provides prompts and templates to use for academic writing to enhance the overall final product. It is helpful in providing direct examples of how to structure your writing to be nuanced and concise. So I would consider using this for a research-based literacy approach for my students to help develop their abilities to write, read, and speak. Since this text addresses about all those skills throughout.

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Lord of the Flies

One thing  students find notable about their ELA classes are the canonical texts that become required reading- namely those from high school. Shakespeare, The Great Gastby, Catcher in the Rye, The Scarlett Letter, and so on tend to take center stage in ELA classrooms. For me, it was Lord of the Flies that we spent the most time on doing close readings, developing projects, and formulating our own interpretations of the character's intentions. This text was a big part of my own literary development. While I think a lot of these texts have merit to a student's growing knowledge in language arts, I think we should also be complicating these texts and bringing in new perspectives to ELA classrooms as well.

What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

I hope to offer a variety of approaches to how students learn in an ELA classroom. Lately I've been thinking a lot about the ways different kinds of learners interpret lessons and take in information. By providing opportunities where class can be a space for diverse thoughts and ideas on different topics, as well as by making things accessible physically and mentally/emotionally, students are able to better explore topics in ELA.I know I can achieve this by including a variety of strategies from guided reading, close reading, and annotation to help facilitate engagement with a text in a variety of ways that allows students to work closely with material.

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I inherited my oldest sisters TI-84 calculator. I remember them being quite expensive so I was always nervous about losing or breaking it at school. I think I was embarrassingly protective over it. So much of my later math classes depended on utilizing this tool and mastering new skills and tricks of how to solve different problems was enjoyable to me.

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My mother was instrumental in developing my math literacy. She worked full-time as a chemical engineer while raising three daughters and was very supportive of my interest in STEM endeavors. I remember having her write down long division problems just for me to solve for fun. She really loved her job and felt intellectually stimulated and challenged by it which was inspiring for me to seek a career where I could find the same. When I was super burnt out of my undergraduate experience studying math, she helped keep me on track toward graduation.

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What do you know about literacy specific to your discipline?  Literacy in ELA is complex. Many think that ELA is mostly about learning how to read and write which in theory seems fairly simple, but it's so much more than that. It encompasses grammar, spelling, punctuation, vocabulary, how to express and organize thoughts effectively/coherently, think critically, qestion motives, analyze text, etc.

What types of literacy strategies will you need to teach your students? I will need to teach students effective organizational skills like using graphic organizers such as word webs and mind maps. As well  as how to annotate and interact with the text. I'll also need to teach them close reading and critical thinking skills because being able to not just read a text, but how to think deeply about the things they read and how to question the text is so important.

What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?  I will use strategies such as socratic seminars and fishbowl discussions as these exercises help students develop reading, writing, speaking, and listening abilities. They give students opportunities to use and listen to others use the language they are learning surrounding the things we are learning and books we are reading which in turn deepens their understanding.

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I had this computer game as a kid and would spend hours on our giant family dell computer playing it. I'm super competitive and would always try to beat my older sisters "best scores". Plus it had such a silly storyline that was really entertaining. Watching the video below really brought me back.

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Math Blaster Episode I: In Search of Spot

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What do you know about literacy specific to your discipline?
Literacy in history means thinking like a historian. That means delving through primary and secondary sources, finding connections, and constructing coherent narrative threads. Historians need to be responsive to new information that can change the way previously held information was viewed.

What types of literacy strategies will you need to teach your students?
On a day-to-day basis, I cannot expect my students to be conducting original research with all of their other responsibilities. However, we can develop close reading skills so they are best able to comprehend, retain, and utilize the information in the material provided to them. I want to have my students constantly honing their critical thinking abilities to question what they read and make original personal observations. Writing and discussing material will be good options for building that kind of thinking.

What research-based literacy approaches and strategies will you use to develop each learner’s ability to read, write, speak, view, and listen in order to increase student success within your discipline?

This feels related to the second question. I think close reading is still important. Although a certain amount of assigned (homework) reading is going to be necessary in a history class, I can mitigate the potential resistance to that by using regular small discussion and presentation groups that will (hopefully) encourage doing the reading, absorbing the ideas of others, and reconciling them with their own. I also want to plan some kind of check-in system with my classes where I can find out, possibly on a biweekly basis, what is working and what isn't, in order to alter any of my lessons to better fit how my students are responding.

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Part 2: Literacy in your Discipline (#2)

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Part 2: Literacy in your Discipline (#2)

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It may be a little obvious but Howard Zinn's work is a timeless reminder of the value of meticulous research and honesty about perspective. Zinn was open about his point of view and believed history needed to be told in a fashion other than from the framework of the rich and powerful. He dug through sources to find those narratives to bring them to the public.

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Part 2: Literacy in your Discipline (#3)

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Part 2: Literacy in your Discipline (#3)

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This book is too advanced (and honestly too dry) to assign a high school classroom but passages from it could be used to improve understanding of U.S. relations with foreign nations. In the macro sense, Misagh Parsa's work is useful for comparing and contrasting the various elements of social revolutions to see what remains universal across societies. This kind of analysis requires such a close reading of historical texts. It could potentially be used in a lesson on the continuum of revolutions, where students could see which events influenced the American Revolution and in turn how the AR influenced future revolutions.

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Part 2: Literacy in your Discipline (#1)

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Part 2: Literacy in your Discipline (#1)

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Randy Newman was one of the artists I grew up hearing in my household. I chose him because his lyrically challenging, satirical songs are representative of the way media can be instrumental in understanding the complexity of society. In my youth, curiosity about  the deeper meaning behind songs such as "Rednecks," "New Orleans Wins The War," and "The Great Nations of Europe" led me to explore more mature material about history to try to improve my comprehension. I've thought a lot about using media, in particular music, to encourage students to connect/engage with material. Newman would absolutely be included in such a plan.