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Literacy goes beyond the ability to read and write. It extends to one's knowledge or competency in a given content area.

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https://www.edutopia.org/blog/literacy-instruction-across-curriculum-importance

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Literacy references the "how" in learning.  Graffiti writing (followed the link in the article) is the students' use of a written/visual information to share content. They can use one or a combination of both to represent their thoughts.

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Link to the third article(Start on second page)

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Link to the third article(Start on second page)

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https://drive.google.com/a/greenvilleschools.us/file/d/0B3nrh0xFuZMqUVkzY3V2cFhNRlk/view?usp=sharing

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https://drive.google.com/a/greenvilleschools.us/file/d/0B3nrh0xFuZMqUHg3UzdPb0ZLaTA/view?usp=sharing

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The graffiti writing and the visualizing appeal to me because I am a visual learner. I would combine these with traditional strategies to appeal to a variety of learning styles.

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Literacy is a fundamental ability to read and write and comprehend information. Each student has the ability to achieve and be successful with practice. Practice is the key.

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The ultimate goal of literacy instruction is to build a student's comprehension, writing skills, and overall skills in communication.

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I will use the idea of "short writes" and mini topics to engage my students in discussion and usage of the thought process

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The read alouds and the reciprocal teaching appeal to me because my students need to be given more leverage in reading. I especially like the idea of response notebooks and the use of the comparison matrix.

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Literacy is an essential skill that all of our students need for future success. Our students need to get plugged into reading which will lead to them becoming better students in all of their classes!!

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Literacy instruction is essential in all areas as students need this not only for communication but to help them not get behind as they head off into college .

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I learned that our future generation will write and read more than previous generations. That is powerful and demonstrates the further need for emphasis on literacy in all areas!!

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The DRTA looks like my students would enjoy doing. They always are inquisitive and like asking questions so if they had an opportunity to make predictions on what they have read and future learning.

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Read Alouds is an effective tool that i have used with my students as they come from all backgrounds and various reading levels. They usually enjoy a good story and hearing correct enunciation is nice!!

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The DRTA and Read Alouds are two new strategies i will attempt in my classroom!!

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Because most of my students come to high school without the ability to read and comprehend content material, teaching literacy to me is scaffolding information into language they can understand and teaching them strategies to understand unknown words and phrases.

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Most all students struggle with effectively communicating their ideas and getting those ideas on paper.

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I found it surprising that future generations will read and write more than previous generations, especially with the use of the internet and cell phones to communicate. They don't call, they text, use emojis, and Snapchat

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I have seen most of these used in specific reading programs (Fountas & Pinnell, etc.). I think it is a great idea to incorporate some of these strategies into content level reading.

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I have seen and used these strategies in elementary reading inclusion and resource programs. To use these in other content and grade levels is an exciting idea.

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The reciprocal teaching especially appeals to be of the opportunity to pair different reading abilities together so that the less capable readers are also involved in the process. I also think the graffiti approach would appeal out students who are not the the best readers by appealing to them using a visual approach.

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Literacy is not unique to the ELA classroom. Every subject has its own literacy--vocabulary, reading tasks, types of literature. If we want our students to be successful in every class, then we must teach them how to be literate in every class.

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As an ELA teacher with a few years of experience, I recognize that what Alber points out and recommends is what all teachers should be doing all the time.

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Many of these new ideas are rebrandings of old ideas, but that doesn't reduce their effectiveness. My students in the past have benefited the most, I think, from variations of KWL and from thinking aloud.

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I really like reciprocal teaching and have used it successfully in the past but have moved away from it in recent years because it can be time-intensive. Writing to learn is, in my experience, a very effective way for students to process information. It also can make sharing information and ideas easier in both formal and informal settings.

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I'm not sure how to share a new strategy that the articles didn't mention because the articles were pretty thorough. I don't feel a powerful to try all these strategies to help my students learn the material. My schedule has spoiled me because I have students who are intrinsically motivated and well-prepared (thanks to Kim Whitmire). I do recognize the need for flexibility in my lessons and how a typical day goes, but I also feel the pressure of "time's winged chariot" bearing down on me even as AP and IB assessment deadlines race up to meet me.

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This artticle was about Seven Strategies That Work. Included are some great ideas-Read Aloud is something that I am going to try with US History class next week. The vocabulary instruction was interesting in that the class that was described showed an increase in vocabulary knowledge across the curiculum, not just in math class. The structured notes-cornell notes I have tried before, but have not had student interest in two types of classes. I probably should try this again. Overall these are tried and true instructional strategies in the classroom.

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Incorporating more reading and writing in classes other than Language arts

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I think that the idea of the graffiti conversation is a good strategy for students to write down their thoughts on a new topic that can be fun as a group activity. The one minute essay is one that I will incorporate as well. The author brought up the fact that speaking is a part of literacy, which I did not know. An interesting article!

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I found a few of these very helpful, so I printed it out to keep. The ususal strategies that most teachers use such as the Venn or Fishbone diagrams, and the think pair share , among others were represented in this article. The new stategies I thought that my classes would benefit include the Chapter Tour, the QAR and comparison matrix.

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The two stategies that I will definitely take away from this are the graffitis conversation adn the chapter tour. These are condusive to US History and to US Government.

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This article is about the ways that a teacher can imcorporate literacy in the classroom to engage students. The need for more class instances of literacy is important as the author says that this tool for the workplace is becoming more important. Speaking is something that I am glad they included. It has become harder in the classroom to get students to present in front of the class. I make my projects and group work all presentations-they will need this skill if they go on to college,. trade school or the business world to communicate effectively. Writing is no surprise and the need to continue to make more opportunities in the classroom are important.

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Economics relies heavily on 'word' problems and therefore take time to work with students on 'comprehension' about what the question is actually asking them.

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Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives." -- Richard Vaca.
We all need to enhance this skill and students will require it even more in our growing 'Global Economy' to be able to compete.

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I don't believe I learned anything new but it does reinforce that 'every' teacher, no matter the subject' needs to be doing it. In my class the writing gets better over time as students learn to defend a particular economic theory.

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I have used KWL often and some of the other things shown but was unfamiliar with the QAR. I believe we used to call it something else. However, it looked like something I might incorporate into a strategy that I already have in place. It is certainly worth a go!

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I have used 'Reciprocal Teaching' in the past but have not so far this year. I always liked it but found issues with its effectiveness and seemed to me that it was heavily dependent on the type of students in the group. One always seems to take the 'lead' and cover the others who 'cuff-off' or shirk their particular responsibilities.
Structured Note Taking is an effective model 'IF' you discuss the notes as you give them (ie the structure). Just having students copy the notes is not as effective; even if you talk through them afterwards. Using mulitple modalities helps and the more you can get into the learning process the better studetns perform.

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While we always have multiple different learning styles in the classroom; invariably, active learning works for the majority and if students are 'engaged' not just listening to lecture but 'participating' in the learning then success increases. Doing that is another issue. I believe that using the QAR with my Advanced students could benefit them immensely and using new writing strategies with my CP classes could improve their level of competence in all areas.

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Our definition of literacy has expanded beyond traditional reading and writing to the embodiment of effective communication (verbal, audial, visual, and/or physical) regardless of discipline.

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"Chunk & Chew" - I don't recall hearing or reading this term before so I used the link to read about it. I understand the concept, but I would have liked to have seen data differentiating the age groups, etc.

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I agree with Mr. Brabham, Literacy looks different depending on the discipline. In the visual arts we communication with the combination of line, shape, color, etc.

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In art, we get the students to not only write about their own work, but others. They write about the successes and adjustments that could be made for the artist to be more successful. The students need to back up their comments with facts and details that make their observations intelligent. They need to talk about the information from the unit and information they gained during research. They scaffold information from previous lessons and experience from the realization of their ideas. The write the critiques and speak them. The are much more honest in their written thoughts, since they are not speaking to the artist. The students learn to read visual imagery for content. This does take time, experience and confidence.

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"Let's define literacy. It was once known simply as the ability to read and write. Today it's about being able to make sense of and engage in advanced reading, writing, listening, and speaking" I really don t think of listening as literacy. But really it is important to focus on....How are the students hearing us. BLA...BLA...BLA...or as in Charlie Brown wha...wha..wha..are the students listening to and hearing what they need to understand and learn.

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As I perused the variety of exercised, the one that would best fit my discipline was Response Notebooks. The students would benefit most from it when they do their research for each unit. The need to search ideas, examples and artist that share a similar style, theme, concept.....They get the information and discuss why they chose a particular piece or artist. they then discuss how they will incorporate the information into their own voice.

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Herbert Hoover High School created common strategies across the board for all Teacher to follow.  This created a tie a common link to all courses. The students learned common learning techniques that were used across the board. I already use Structured note taking. I would like to use Writing to learn as a quick warm up for the students to get focus and reflect on the responsibilities at hand. I think that is a great tool. They can reflect and write down what needs to be done that session. It also gets them to make sure they complete projects on time. We do use calendars to schedule daily responsibilities. Reciprocal teaching is done on some level in our class now. Students are given their set of responsibilities and they help each other get through the problem solving of the units. They help each other. They also assist students who are out. When they get back to class they have to ask their neighbors . If there are further questions they ask me, but they do get the bulk of the missed info from their neighbors. I would like to Incorporate Read Alouds. Reading statements from Artists relate to the lesson at hand, would be an excellent benefit.

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I like the Read Alouds.  I think this will broaden the understanding of information being introduced.  It brings in real world experiences.
Writing to learn is another tool that I think is extremely useful. It gets the students to quiet down.....or focus as they get into the writing. I like how they stated it left the drama disappear, since they can t write and dwell on the day. It gets them into the game quicker.

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This repeats the Read2Succeed class information so there was nothing new learned other than different names for instructional strategies.

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I am intrigued by the Walk/Talk/Look This Way strategy and possibly tying it into a lesson on propaganda.

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This was a required reading during my Read2Succeed class, so I will simply note that I require students to create graphic organizers for a few of their homework assignments (e.g. Hierarchy of Visual Arts Genres).

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As stated earlier, I may use a variation of the Walk/Talk/Look This Way. Additionally, I am thinking of a way to incorporate the Semantic Feature Analysis. I envision starting with traditional art prior to the WW2, discussing the social and political climates in each participating country during WW2, and then see if the students can predict the characteristics of the art movements that were spurred by the war since they currently have no existing knowledge of applicable art history.

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Literacy is comprehending and communicating as well as reading and writing.

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Something new I learned from the article was that the adolescents entering the adult world in the 21st century will read and write more than any other time. With apps like Snapchat, Twitter and TBH, students are not even writing in complete sentences.

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I too clicked on the link for "chunk and chew". I was not familiar with that term, but have seen teachers, as well as myself, use this in their classrooms.

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In my class, as well as my inclusion class, we often use KWL charts. In my English Inclusion class last year, and the year before, we used Comparison Matrix and Classification Charts.  Both were effective and successful.  With my students and writing, I always use graphic organizers to aid them in their writing. One strategy I liked was the Knowledge Rating Chart for vocabulary. It would allow me to see what students know prior to reading an informational text.

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Read Aloud is a strategy I use in my classroom on a daily basis. Several of my students are not reading on grade level and often have trouble sounding out unfamiliar words. The article mentioned many useful strategies that many teachers use on a daily basis.

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Knowledge Rating Chart, Reciprocal Teaching and DRTA are new strategies that I plan on using in my classroom.

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In mathematics, literacy is about the terminology and vocabulary. If you don't understand the vocabulary, you will be frustrated.

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I have used interactive notebooks in Algebra class with good success. I've used reading for a purpose, numerous graphic organizers. All of us can teach literacy.

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I agree with Colleen on this one. Maybe they have more opportunities to read and write, but they don't take advantage of that. It's pulling eye teeth to get the credit recovery students to use paper and pencil to do math problems.

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I agree with Alan here. Practically all of these have been around for years and used successfully by many teachers. You have to find what works for you and your students.

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For several years I read the book "The Phantom Tollbooth" aloud to my students and then showed the video. Most enjoyed the experience. Finding the time to read aloud became the biggest issue.

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Once again, I agree with Alan on this. I didn't see anything new, nor can I add something new. All of these are good ideas to be considered by all of us. The key is to not be overwhelmed and feel you have to try all of them at once. Pick one or two and see what happens.

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Science requires multiple "kinds" of literacy. Both math literacy and language literacy are necessary to be successful in science. And, ever increasingly, art and creative literacy is playing a big part as STEM migrates to STEAM.

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"The days of believing that we could hand informational text or a novel to a student and assume he or she makes full meaning of it on their own is a teaching mode of the past." I have noticed so many varying levels of this that it makes my head spin.

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I have learned as the literacy initiative has been pushed out that math literacy is completely different than other subject areas.

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"With content standards looming, it's easy to only focus on the content we teach, and covering material. We have so much to tell students and share with them. However, are we affording students enough time daily to practice crucial communication skills?" - This is where I get stuck with literacy in my classroom. I plan to do it, I try to fit it into the lesson, but then content takes over and literacy gets put on the back burner. It helps to know that as I look back on my lessons, I've actually done more literacy work than I think.

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I need to allow my students more time to talk to each other. Mrs. Taylor and I tried this last week with a project the Algebra 2 Honors classes were working on. The students had a VERY hard time reading/following the directions on the sheet. They had a hard time reading the graphs they themselves created. They couldn't explain what had been effected on the graph. They need more work with math literacy and that comes with how I present my lessons.

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I have a hard time putting together math lessons with some of these strategies. I have used KWL charts, but the topics I teach are things they literally have never seen before. Therefore, when they fill out the K and W parts, they're pretty blank. I've been thinking about how to use QAR, but I'm not sure how I can fit it into a lesson without making it a full day. Any help with these would be great!

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I love graphic organizers!  That is when I can find or create ones that will work for the content we are learning.  I also agree with Donna, finding the time to do these things in class is still a big issue.  I have got to find ways to make it fit and how "waste" a day of instruction.  In our math courses, we've found that there isn't enough time in the year to actually teach EVERY standard for that course.  Therefore, when we try to implement these strategies, we get caught between a rock and a hard place because it
takes time away from teaching more content.

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I learned that I used reciprocal teaching last week!  I didn't know that was what it was called, but I do now.  I also want to try to incorporate QAR's for maybe test
reviews. Students create their own test reviews using their textbooks and online resources. They will be required to have questions that address all 4 levels.

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That literacy is alot bigger than reading and writing. Being able to engage in reading, writing, listening, and speaking is just as important.

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Reading and writing is a large part of literacy. The two of them doesn't make a person literate.

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Literacy should be practiced in more than ELA classes. It is important that it is taught/used in all contents.

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Literacy is nothing new to teachers. Today we have new and improved strategies that can be used in the classroom. It is the teacher choice to choose which will work best for his/her students.

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I recall discussing many of these strategies a few years ago. Teachers were very excited to try them in the classroom. During observation, I've observed reciprocal teaching, graphic organizers and KWL charts.

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If I was still a classroom teacher I would use graphic organizers and and the K-W-L charts. The K-W-L charts is a good way to know if the students grasp the information being taught.

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Donna Cotter                     Writing with expression is sometimes very difficult for many students.

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Donna Cotter                     Writing with expression is sometimes very difficult for many students.

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Using writing techniques in all content areas is very important to the development of reading skills.

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This is a great article to keep and refer to often. There are several strategies that can be easily incorporated in a music classroom.

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I think this article offers many useful ideas on literacy. I really like the note taking strategy. I feel like that could be useful to students for many years to come.

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I learned about the 5 minutes of talk and the 1 minute of writing. That's a great way to check for understanding. Also, I liked the read alouds.

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Students' interest and excitement about reading should be on what they want to read not what is required to read.

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The process of becoming math literate is less well known, which is unfortunate, because it’s equally important to students’ success.

Math literacy means having the ability to problem-solve, reason and analyze information.

It is the ability to use numbers to help solve real-world problems.

Math literacy helps students to decipher what a question is actually asking by understanding the terminology.

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These are nothing new. They are old ways of doing the same thing with new names. I have to agree with Alan this is Rebranding. What is talked about in this article is the same thing my English teachers at Greer High did in the mid-80s.

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Karl Beason at Greer High always read aloud to us in class. Then we had open discussions about the reading. Most of the time, we would write up to a page about the reading, our discussions, and different English topics (irony, compare/contrast, etc) within the reading.

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Literacy is the ability to read and write. The more a student reads and writes the more literate they are.

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Graffiti writing asks students to write first in order to gather their thoughts. Typically in my room, we tend to talk first and then write. It might allow students the opportunity to develop a stronger position if we swithched that up

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I do many of these in the course of teaching my classes. One that I had forgotten was knowledge rating with vocabulary. Great strategy especially for science because so much of what we learn is vocabulary dependent. I think I will change up my lesson today to look more like the knowledge rating activity

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I have used many of these strategies before. I am the Queen of the graphic organizer! I think I lean towards this because it is how I need to see things in order for it to make sense to me. And, I think that understanding things visually, sequentially, and logically is part of the discipline of science.

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Knowledge rating is an interesting "twofer" that I will immediately implement.  It gets students looking at vocabulary and assessing prior learning.  Love it. Love it. Love it.

While certainly not new to me, structured note taking is something I work hard on at the beginning of the year and try to back off of as the year progresses. Having read the last article, I don't think I will wean them off of structured/modeled note taking this year. Despite modeling notes for almost a whole year, students have a very difficult time maintaining organization of physical materials and conceptual understanding.

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Literacy is understanding how to express yourself verbally and or by writing.  It is having an understanding of words and what they mean.

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Literacy is understanding how to express yourself verbally and or by writing.  It is having an understanding of words and what they mean.