#BookCreator March 2019 - Literacy Strategies

These are some of the books we've made during our monthly Twitter chats.

#BookCreator chat

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¡Soy bilingúe! Yo invité a chicos bilingües / "Expertos de alfabetización" en mi curso posgrado. / I Invited bilingual children as some of my "literacy experts" in my graduate literacy course.

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I also invited the daughter of one of my friends/ colleagues in Argentina to join our class remotely via Whatsapp videochat. She was observed by one of my bilingual students.&#160;

Literacy in my classroom!

As a special ed teacher, all of my students are atypically developing learners, and all of them have their own unique strengths and interests on which I base my specially designed instruction for them

Literacy looks like differentiated centers that meet individual learners' needs

literacy looks like turn and talks that push students to make connections to classroom content and their own experiences

literacy looks like multi-lingual instruction to support all learners!

Multilingual support staff translates verbal instructions, reading, etc.

Translated materials for readings, tests, etc.

Multilingual read alouds for tests and assessments

during interventions when students are on online intervention, i pull students aside who struggle in reading and work on fluency and literacy comprehension #bossmode--Skylar

During centers, I pull students at varied levels to work on intervention strategies such as fluency or literacy comprehension on a more personal level as compared to whole group- Kyle Haselton&#160;

For my students who are ELL, I give them bilingual worksheets and tests so they feel comfortable reading both. By allowing them to have the confidence and comfort in both languages to grow as math students- Shelby Freedman

Google-read-and-write, guided notes, flashcards

Encourage them to ask other Ell's questions and clarification

Opportunities to monitor progress and make corrections&#160;

Allow them to talk with others in their native language

Frequent feedback and checks for undertanding

Literacy in 7th grade Social Studies and Science

We read at least one article a day that helps expand student's vocabulary and comprehension in the two content areas

We also analyze text as evidence to support our claims

How literacy is seen in Math &amp; Science

As a special education teacher, I spend my days with atypically developing learners.  I support their various needs by having different projects and activities to match each of my students interests and abilities. 

@VictoriaCalcutt K3 Special Education

Reading and math material for their ability levels

To make immigrant students feel comfortable at our school, we give them materials in both languages and have special time in class getting them comfortable and having buddies to help them learn the language and the material- Shelby Freedman

My school works with bilingual students by providing extra help for students who need time to understand material given to them in order to help them translate information. 

IN creating a comfortable environment for these students, I focus on creating a learning experience that allows their own experiences to be seen in the literacy activities they are engaging in -Kyle Haselton&#160;

Where are your students currently on the continuum of learning-to-read and reading-to-learn? How do you know?

LITERACY IN MY CONTENT AREA LOOKS LIKE:

I teach 10th and 12th graders with numerous learning differences. Finding ways to differentiate and engage is really important- especially as many of my students prepare for college!

I AM CONTINUOUSLY LEARNING HOW TO DO THIS!

graphic organizers with scaffolded guided reading questions

working with my students' strengths and interests

How do I support literacy strengths and needs as a sped teacher?

audiobooks (listen while following along)

Small groups with individualized differentiation!

Working with families and other teachers to figure out what works best for each student.

Sharing my own experiences of who I am with my students

Provide material in their own language for the students

You'd be hard-pressed to find a "typical learner" but especially in special-ed, our whole career focus is on students who have been diagnosed with, and are receiving services for atypical learning. Communication is key when providing support to atypical learners-communicating with students and parents about their literacy needs in and out of the classroom, as well as communication with other teachers to ensure the student is getting everything they need

Book Creator App Twitter Chat Valerie Sousa

I do wish we had more resources for our EL students at our school. one of our strengths is we have a diverse student population with a whole world of cultural identities. unfortunately, as educators, we may not know how to address the language needs of all of our bilingual students. it's critical to work with your school's bilingual teacher (if your school has one) on any literacy techniques they would suggest

I enjoy creating opportunities for students in my K-5 classes to participate in projects involving STREAM. In my lessons, the acronym STREAM stands for the following words: The S stands for Science or Social Studies and Self Directed Learners.&nbsp; The T stands for Technology and Thinkers.&nbsp;&nbsp; The R stands for Reading, Research and Reflection.&nbsp; The E stands for Engineering and Effective Communication.&nbsp; The A stands for Art, Adaptability and Academic Risk Takers.&nbsp; The M stands for Math, Movement and Music.

My students are in the early stages of learning to read. Being 5 and 6 years old, the majority of my students know all of their letters and sounds and are now working on putting those sounds and letters together to make words. They have basic decoding skills and are working on sight words in order to read more fluently.

Comprehension is the next step for my highest students, now that they are able to read fairly fluently! However, they are still a ways away from reading to learn. 

Identifying text (names, phone numbers, etc.)...

Each book made for a workshop teaching dyslexic kids how to use Book Creator and there LST tools together. The dictation in Book Creator is just amazing - even in Danish The kids loves Book Creator and how it makes communication so much easier for them.

And we even have the font: Open dyslexia

Literacy in Special-ed means learning where our atypical learners have their greatest strengths and areas of need and building a foundation in a continuously expanding process

Some can read and comprehend whatever you give to them

It depends on the student you're looking at...

And others are still in the early emergent stages

Some have comprehension without reading, others have reading without comprehension

From my lates project in Greenland last week.&#160; Using color to get the playing with words startet. Kids learning there second language Danish. using audio and pictures and for the older kids also text

My students are all graduate students and teachers-of-record. They can all read to learn. However, I try to include various ways for them to acquire and deepen their knowledge of teaching; in a curriculum, instruction, and assessment course last semester, I created various options for students to learn by listening to podcasts. While I imagined this serving students who might learn best while listening (and moving around, thinking that they might be tired at the end of the day), I didn't anticipate that it would also serve the needs of students with long driving commutes! By giving students the option to audiorecord/ create their own podcasts, my students created work that was truly interesting and surprising, which made it a pleasure to assess! In general, I find that when I give students lots of options of how to show their learning, they create work that far surpasses what I imagined they'd do. This makes teaching such a wonderful profession!

everyone learns differently (visually, kinesthetic, verbally, etc)

majority of my students do not like to read, they rather look past the directions, HA!

My Students are still learning how to be invested in their own education

The STEP assessment gives a holistic look at students' reading/comprehension skills. A "2" is the ideal for a K5 student, while the "11" is where every 3rd grader SHOULD be at the end of the year. Each star represents the current level of one of my students. The left is 2nd grade and the right is 3rd grade. So, to answer the question, it's a spectrum...

13 12 11 10 9 8 7 6 5 4 3 2

What does literacy look like in your content area? 

I love that Discovery Education has great resources for bilingual students and their parents. It is important to provide resources for ALL students.

My students are learning to read. They are learning to decode, memorize high frequency words, apply phonics rules and use pictures to help solve unknown words. 

Literacy in my context looks like students practicing a range of skills including phonemic awareness, decoding, segmenting, comprehension, and written expression at varying levels.

Pete the Cat I Survived... Reader's Theater NON FICTION TEXTS

Guided Reading&#160; Words their Way&#160; Sight Words WOrds Per Minute&#160;&#160; 
 &#160;

Students making connections with the text to their lives and community

I don't teach anymore, but love when non-fiction and fiction literature is introduced in content areas.  Storytelling makes learning stick!

For me, literacy is everything! Because I teach a literacy class, literacy looks like integrating reading and writing skills into every part of our learning - from the very first assignment of the day to the very last, we are sharpening our comprehension, grammar, and vocabulary skills. @katmatisse

My students vary in age because I teach K-5. I see this switch happening in about third grade. For an example they read to find out more information in an activity like a breakout box. I like to find activities that act like mysteries so they can see that reading is an amazing way to communicate. My younger students still have the light bulb moment when using technology to learn to read. Teach your monster to read is one of their favorite apps! @katiejfranzen

We would put the native language on one side of the work and the English on another side. Dual language experience!

I use chromebooks frequently in my class for students who succeed more when having text read aloud to them

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When I use powerpoints for whole group instruction, I will underline key vocabulary words and use several synonyms or context clues when explain their meaning

As a special Education teacher, literacy may look very different from student to student. I teach 6th graders who are all on different levels.

I'm pretty sure that learning to read and reading to learn shift is going to be different in the various grade levels.  I taught 5th grade and LOVED when students really enjoyed reading on their interests.  It is a beautiful thing when they cross over!

Giving students opportunities to write/ read in their native language

I Support the literacy needs/strengths of my multilingual students by...

Connecting vocabulary words with Spanish cognates (i.e. Carnivore is similar to carne)

I provide small group instruction in reading, math, and social-emotional learning. I support with both academic holdbacks and behaviors for students. my lessons are all planned to the individual needs of the students in that group and highlight student strengths as examples for other students to teach each other

Stations including: vocab, independent reading, writing, and online intervention--Skylar Platt

Literacy looks like students Being engaged in the classroom and answering questions-Shelby freedman

Answering questions within the text, but allowing students to engage with new ideas and thoughts that are based in their experiences and live beyond the text- Kyle Haselton

How do you support the literacy strengths and needs of bilingual/ multilingual students in your class?

In my classroom, practically everything is tiered, so that kids of all levels and learning development styles are supported. Individualized small group instruction allows me to meet kids where they’re at.

Adapted requirements for atypically developing learners and culturally diverse students

Anchor charts and GLAD strategies galore!

Literacy in my innovation station classroom looks like digital literacy! -Finding digital tools that get students excited about reading. -Using digital tools to communicate thoughts and feelings. -Using digital tools to ask deeper questions about things we read. @katiejfranzen

Multilingual learners are supported in my class through modeling of procedures, lots of environmental print in English and Spanish, and language input and reinforcement in both English and their native language.

Reading to Learn occuring more in Spanish

As a tech integration dude, literacy looks a little different!

I have scholars who read are at Level D and then other scholars who are reading books that are letters Q/R independently.

I have some scholars on sight word list 5 and others who have completely tested out.

In my space, my scholars have and our aware of their personal reading growth goals ( sight words list, STAR goal, EOY BAS letter goal, Words per minute goal, etc).

I don't have any multilingual students at my current school, but in the past I've provided students with tools such as google read and write that can provide multiple means of access for students to work with necessary texts.

As a Special Education teacher, my day-to-day is working with atypical learners.

Literacy looks like students engaging with the same material available at their own unique reading levels.

Students supporting a claim with scientific evidence gathered from experiments.

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Students engaging in scientific texts to discover answers to questions such as "What causes populations to change?"

I use various GLAD strategies to support multilingual learners in my context. Some examples of GLAD strategies include:

Support with meaning through pictures, realia, and movement

Activate prior knowledge, create shared knowledge

In fourth AND FIFTH GRADE SPECIAL EDUCATION, WHAT LITERACY MEANS IS TRULY STUDENT-CENTERED.&#160; FOR SOME STUDENTS, LITERACY MEANS INTERPRETING COMPLEX COMPREHENSION QUESTIONS while reading independently with fluency; FOR OTHERS, IT MEANS DECODING CVC WORDS.&#160; I strive to work with my students so they can simultaneously access grade-level content and make progress towards their individualized literacy goals.

My students are bilingual learners. Some of them read books written for first language readers. For “real” second language learners , I either modify texts using simpler words (or words of Latin origin) and others even take the modified texts home in advance to work at their own pace.
 
 By the way. I teach English Literature in Grades 10/11 (bilingual school in Argentina!)
 @Vivi kaufman ....

more proficient students use their 2nd language (english) to appreciate literature!

Leveled books in both languages with RAZ-kids

Reading and writing in their native language

Two sets of the alphabet posted

How to support bi/multi-language learners?

Present material in school language and home language 

Show an interest in learning the student's home language!

I do not currently have any bilingual students

However, I often will repeat key ideas or phrases in a more informal language so that students can understand. funny analogies help them understand more abstract concepts or longer texts

I build relationships with students so they enjoy reading instruction and push past their frustrations associated with reading/reading comprehension.

I work to ensure students have necessary accommodations and modifications necessary for them to absorb and retain grade level content.

I utilize research-based, intensive, small-group interventions (CKLA is my favorite, and what I'm currently using with my fourth graders!).

I work to ensure reading content is relevant, interesting, and grade-appropriate, even if scaffolded to students' instructional level.

I support the literacy needs and strengths of atypically developing students by...

Teaching tier III vocabulary that is relevant to our science lessons. 

 Explicitly teaching students prefixes, suffixes, and root words so they can derive meaning independently.

All students in my class are in small groups that fluctuate based on their interests and abilities. No day is the same! Providing challenges and modifying down is hard work at first, but it really makes a difference as the year goes on and it's worth it. @katiejfranzen

Using video, animations, text, pics, audio and drawings&#160;

My students are still developing their skills in decoding and comprehension. Some students are struggling to find the joy in reading because it is such a challenging task for them. However, they always ask for books to take home and want to grow as readers. They are willing to put in the work because they know they can get there. They always get excited when we start a new book and try to learn as much as they can about each new topic or story.

Many of my students have disabilities that hurt their ability to read, and most of them avoid reading all together. However, many are beginning to develop a desire to read for pleasure, and ultimately read to learn

But for the most part, they are still learning-to-read, with many being at the end stages of emergent literacy. Although they are in middle school, due to their disabilities, at this point most remain at about 2nd-4th grade levels of literacy

Most effective strategies I have seen are small groups, leveled texts, providing audio, some software programs, etc.  It has to be a multi-pronged approach...meet students at their level.

Literacy in high school is multi-faceted! We access a variety of texts across content areas to deepen understanding of topics. Right now in my English 12 class we are preparing students to give their senior speeches on social justice issues (homelessness, domestic violence, sex trafficking, climate change etc.). Throughout the semester we have been watching speeches, listening to speeches and reading speeches.

Literacy extends beyond just reading and writing. It is important for students to be digitally literate as well, especially in a world that is becoming increasingly computer based.

I teach 6th grade Special Education and my students are in the learning to read stage. We work on decoding, fluency, and reading comprehension. However, We modify our work so that they are able to read to learn!

Literacy in Middle School Math - @emilymelberger (7th Grade)

I teach Eureka Math, which is a very tough curriculum. Its purpose is to help students conceptualize their understanding of math. It does not just ask for the answer but instead WHY is that the answer. Students are able to form more than once sentence on HOW they got an answer and WHY. Eureka is far different than how I, and many of my coworkers were taught math. If students have a hard time comprehending texts, Eureka will be more difficult. Literacy is a key component of Eureka!

<a href="https://read.bookcreator.com/AlC7UwOnD5R51VRdgDSoDx7LfNA2/yE6h17BvSAal-h3mwHBxGw">The book project on effective strategies for literacy teaching</a> was created during a Literacy Methods I: Learning to Read course at Alverno College in Milwaukee, Wisconsin in Spring 2019. The authors were graduate students were all teachers of record in high need urban schools. Professor Desiree Pointer Mace began using BookCreator in 2018 and has been energized and inspired at how effectively this tool empowers all learners to share their knowledge with authentic audiences. Over the past 25 years, Desiree Pointer Mace has focused on innovative educational practice, performance assessment, envisioning and inventing ways of representing teaching and learning using new media and online technologies, and advocating for high educational outcomes for all learners. She is the author of "Teacher Practice Online: Sharing Wisdom, Opening Doors" (Teachers College Press, 2009).&nbsp;As Professor of Education and Director of Graduate Education Programs in the School of Professional Studies at Alverno College since 2007, Desiree has led professional development and educator preparation at the local, state, national, and international levels. Since 2014, she has advanced work in Argentina, Uruguay, and Peru focused on reform in teacher learning, reaching hundreds of educators from multiple Latin American countries. About Alverno College: <a href="http://www.alverno.edu">http://www.alverno.edu</a>

In my graduate course on literacy methods, I wanted my students to practice being writers and creating an authentic text. We worked over 8 weeks to build our own literacy methods textbook, following child development in stages: birth-preschool, toddlerhood, kindergarten. grades 1-2, and grades 3 and up. 

For these students I conference with them more frequently. I also schedule to see them more during guided reading time. I am fortunate enough to have an amazing paraprofessional in the classroom who also takes time during our Daily 5 centers to pull these children aside to work on individual needs.

My kids are in 7th grade. There is an incredible amount of diversity when it comes to reading levels in my classroom. I have a range from first grade to 12th grade in my day. This means that each student is going to be at a different point in their literacy journey.

I modify texts so that all of my students are able to live in a "reading-to-learn" space

Vocabulary- with an older student population, we have largely moved beyond developing vocabulary through listening, pictures, and experiences, though small instructional activities may included (such as class discussions) which require students to use these skills. MY students are mainly focusing on building their vocabulary through reading, be it short stories, novels, nonfiction, etc.

Comprehension-for some of my students, they have been diagnosed with a disability that affects their ability to process and retain what they have learned in class so we may still focus on building comprehension by listening and asking questions. This is also important for students who also need to work on self-advocacy. For most students, they are at the stage where they are building comprehension through reading

I teach 9th-12th grade special-ed and much of our focus is on building vocabulary and comprehension

Provide tools and resources to allow my scholars to access grade level content!

Students track their growth &amp; reflect on progress

Highlight my student's strengths in my space

Maintain the highest expectations for all my scholars

Collaborate with scholar, scholar's family and other teachers

Literacy in Kindergarten includes interactive read a louds, guided reading, writing workshop, phonics instruction, handwriting skills and interactive literacy games.

My students are required to have independent reading books. They get to pick their own book from the library. As a result, I think the transition is happening.&#160;

I do not have students who are bilingual or multilingual in my classroom. If I were to have those students in my classroom I would collaborate with the ESL teacher to help these students.

My school uses My Achieve3000 and Lexile to "level" readers. However, all students are reading the same texts in their classes. According to Lexile data, some of my students are developing readers (at the ages of 16 and 17). I don't know if this data is accurate. There are also debates whether leveling readers is helpful in their literacy development. It could limit students.

What is most important is that my students are able to access the curriculum, so I try and provide them with the necessary supports to do so. 

Making connections between cognates and other similar structures between languages

I teach in a bilingual setting where we use the "Teaching for Biliteracy" model for our instruction to develop literacy in both English and Spanish in our students

Most of my students are simultaneously in the learning-to-read and reading-to-learn stages: text-to-speech technologies (such as google read and write) help students digest reading content even when their disabilities delay their reading fluency levels.&#160; Formally, I rely on lexile levels according to their standardized testing data, running record words-per-minute scores, and informal testing inventories measuring comprehension to estimate their literacy levels.&#160;

The majority of my students are reading to learn. Because I teach sixth grade, the average student in my class is skilled enough in reading to comprehend difficult material, but is still learning positive and productive reading skills such as annotating, re-reading, and identifying context clues. @katmatisse

I find things that interest each student and find ways to bring it into the classroom!&nbsp; -C.Hutt

@emilymelberger, - 7th Grade Math We are all SPED teachers - but I would NOT be without the help from my SPED co-teacher.

I have one student that is at an elementary math level as a middle schooler. He does not have an IEP. For a while, my co-teacher that specializes in SPED, and I did not know how to help him. We decided technology would be a great resource. Three times a week, she takes him during breakfast to work on Compass Learning. This is a math program that changes depending on your level, and will not switch until you are "proficient." I can tell he has many difficulties comprehending math, and I hope this intervention will be successful for him.

There are a few students in my school who are multilingual learners, however most are proficient in English (the language of instruction at my school). I am interested in supporting my special education students as they learn Spanish. I majored in Spanish at college so I feel like I can use these skills to help my students succeed.

For students who are multilingual it is important to support their language development in English, while also supporting their development in their native language. Being multilingual is a gift! Our students need to know this and be appreciated for it! 

How Literacy Looks Like In My Content Area

I support learners by catering to their specific needs. Some students are more comfortable reading when the text is in a larger print. Others prefer using chromebooks. I do a lot of small group instruction. I know there are a lot of students who do better when they have audio recordings.

Atypical learners in my class are supported by differentiated activities and varied scoring rubrics. @katmatisse

tiered guided reading groups to meet kids where they’re at and push them to the next level.

engaging readalouds and writing units that are relevant to my student’s lives and experiences.

differentiated developmental spelling and phonics instruction.

Click on the image to read their amazing book!

Teaching a largely reading based math curriculum, I can tell where some of my seventh grade students are. New words, or words that are not often used in their vocabularies are tough. Even students that I know are great readers in English class, sometimes struggle with words like "multiplicative inverse" (tongue twister), or the difference between "exact" and "approximate". Before I taught formulas that use the words exact and approximate, we needed to look up the definitions! Without this, students would not understand the HOW and WHY of the formulas! Literacy is everywhere.

I meet learners where they are at behaviorally/academically and work with a dedicated team to help students achieve everything they are capable of!

On a daily basis, every student participates in differentiated centers where they have the opportunity to work individually with 4 different teachers!

In every moment, I try to act with respect, love, and curiosity!

I Like to focus on their strengths. Use the strengths to help them learn reading. Love Book Creator tools for that!

My main content area is K5 literacy, so literacy is everything! From phonemic awareness to applying alphabetic knowledge, evidence of this is all over my classroom. Centers are where most of my students' learning takes place when it comes to literacy. For centers in my classroom, we have listen to reading, phonics, guided reading, book boxes, and lexia (an online literacy engagement). Lots of environmental print take up the walls of my classroom, displaying student work and resources for students to refer to to assist their reading and writing.

I know my students are progressing in their learning based on star assessments, but my favorite data point is their I-ready data which i am able to communicate with them on a weekly basis-Kyle Haselton&#160;

I know my students are improving on their reading because they are understanding the content of math more and are better scaffolding their word problems 

Based on in class assessments, i-Ready progress reports, and star assessments, I had learned about the varying levels of my students' reading. I have a majority of my students at a below the current 4th grade reading level.&#160;

My students are at all different stages of learning to read and reading to learn. A couple of my middle schoolers would still be considered emergent readers. On the other end of the spectrum, I have a few students who also can successfully read and comprehend science texts 2-3 grades above their level. The majority, however, can fluently read 6th grade scientific texts, but still are working of being able to decode low frequency technical terms. 

How can I ensure that my students learn from different learners with different strengths and needs? I invited in a variety of children into my class as "literacy experts" so that my graduate students could engage with them around speaking, reading and writing.&#160;&#160;

@VictoriaCalcutt K3/K4 Special Education

Learning to read by: -Alphabet recognition -Phonemic awareness -Print awareness

Learning to read by: -Alphabet recognition -Identifying letter sounds -Identifying beginning sounds of words -Identifying rhyming words

How do you support the literacy strengths and needs of atypically developing students or students with diagnosed exceptionalities in your class?

Name

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