How can you ensure listening, reading, writing, and speaking are all a part of your content area classroom? This is the challenge for each content-literacy teacher! How can our PE students explain a correct form of stretching? How can a French student hear accents and understand their difference? How can an Art student craft an artist statement to reflect their vision and purpose? How can a Math student identify the most important components of a word problem? How can a science student write a claim based on experimental data? These reflective questions provide teachers opportunities to design content-literacy experiences for their students that are challenging, supportive, and engaging!<\/p>\n\n\n\n
Review the following resources before you begin your assignment, as they will inform your work.<\/p>\n\n\n\n
Analyze and identify 4 instructional strategies for building language\/literacy skills in your content area when students are accessing a piece of informational text. Be sure the instructional strategies you identify are literacy-focused and are specific to both your content area and the informational text.<\/p>\n\n\n\n
Create a writing assessment to deliver after using one of the four instructional strategies you identified. This writing assessment should allow you to observe, collect, and reflect on student learning so far (the results of the assessment should provide you with data on content\/literacy strengths and areas of improvement).<\/p>\n\n\n\n
Create three groups of students based on their level of proficiency with the writing assessment. Describe what students in each group can do well and what they need to improve on. Include a rubric for the writing assessment, that helped you to determine the literacy level of each student group.<\/p>\n\n\n\n
For this assignment, utilize\u00a0the medium of your choice<\/strong>. Think about how you would deliver this information to a focus student (Google Slides? Video? Adobe Spark? Diagrams? etc.).<\/p>\n\n\n\n
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