Frequent Use Strategy
The Literacy strategy focuses on explicitly teaching, modeling, and practicing the cognitive strategies for listening, speaking, reading and writing. Literacy provides students with a foundation for academic achievement, and “becomes the currency of other learning” (Hattie, 2017). Within any content area, Literacy strategies help students grow in their ability to use abstract (linguistic) and concrete (symbolic) representation. The skills of listening, speaking, reading, and writing are interwoven and reciprocal in nature. Before students can clearly articulate thoughts, students must first understand what they hear. To read proficiently, they must first listen and speak. To develop the ability to write effectively, students must first talk and read about the topic.
When using Literacy strategies, the teacher will identify, model, and provide students with frequent, extended opportunities to listen, speak, read, and write in student centered activities requiring students to actively use specific content language. Within this structure, students will first develop understanding, and then communicate meaning.
Literacy is not assigning independent reading and writing without explicitly modeling the practice of reading and writing. It is not the practice of listening, speaking, reading, and writing, as isolated skills. Literacy is imperative for building deep understanding of any content. Students must learn to understand and use the language of each content area in order to make progress in their learning.
- Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.
- Genishi, C., & Dyson, A. H. (2015). Children, language, and literacy: Diverse learners in diverse times. New York, NY: Teachers College Press.
- Zwiers, J. (2013). Building academic language: Essential practices for content classrooms, grades 5-12. San Francisco, CA: John Wiley & Sons.
The Teacher will…
- provide opportunities and support for active and purposeful listening through paired and group instructional conversations, whole class discussions, and media.
- provide opportunities and support for students to engage in appropriate discussions to enhance and support the learning of concepts, skills, and vocabulary.
- choose a variety of texts in the grade level text complexity band to read and discuss with students.
- read aloud to students to model the act of reading, as well as, the thought process that good readers use when reading text.
- provide supporting resources and protocols for students’ reading to assist them in accessing challenging reading materials
The Students will…
- model writing in the narrative, information, and opinion/argument genres and provide students time to practice writing with scaffolding and support.
- provide timely and specific feedback on students’ writing to increase skill.
- teach writing strategies using tools such as sentence and/or report frames, the writing checklists, writing rubrics, and writing progressions.
- listen to teachers, media, and to one another in pairs and small groups to develop, evaluate, and respond to reasoning.
- frequently and actively engage in speaking to teachers and to one another in pairs and small groups to develop, evaluate, and respond to reasoning.
- read a variety of literary and informational texts that support the AKS.
- independently read appropriate level texts every day.
- write independently daily, with appropriate supports.
- write for many purposes to make meaning of learning and for personal reflection.
For any questions with this guide or its content, please call Instructional Support at (678) 301-6804.