Literacy in the 21st Century

Greetings

My name is Tezella Cline. This Smore was first developed and used for teacher workshops when I was serving as Professional Development Specialist for a school district. I hope this digital tool will support you as you learn. Currently, I am serving as Assistant Principal at North Stanly Middle School in New London, NC. Read below to see the wonderful experiences I have had druing my 31 years in education.

EC Teacher - Learning Disabilities in Newport News, Virginia for 16 years (District Middle School Teacher of the Year)
EC Teacher - BED in Charlotte, North Carolina for four years (Spaugh Middle School Teacher of the Year, Shaklee National Teaching Award, 2000)
Full-time mentor/coach and lateral entry program trainer for beginning teachers in Charlotte-Mecklenburg Schools for three years.
Professional Development Specialist - Lenoir County Public Schools for eight years
Co Teacher/Inclusion Model- Hough High School/ Charlotte-Mecklenburg Schools - one year
Assistant Principal - Stanly County Schools, Albemarle NC - current position... and the fun continues...

North Stanly Middle School, 36605 Old Salisbury Road, New London, NC, United States tezella.cline@stanlycountyschools.org 704 - 961 - 3700

Digital Literacy Activity...

Use your digital device and log in to finish this statement:
Prompt 1- I love workshops that allow me to ...
Prompt 2 - Thus far, this workshop has been ...

Reflection Time Directions... Wiki Classrooms

In order to complete the reflection, you will visit the Wiki Classrooms site called, LiteracyforTeachers. You will click on the title, "Reflection Time" above. Once at that site, you will need to join using the code below:

4JF47DN

Reflection: Relfect on the tools you have used thus far in this workshop. (SMORE, Google Forms, TodaysMeet) How has using these tools impacted your learning? What are you thinking? How might you apply/use these in your classroom?


Kagan Coooperative Learning Use of these structures supports teachers in facilitating engaging learning environments while increasing time on task! Also, use of Kagan Structures allows teachers to address 21st Century Skills such as collaboration and communication.	Ipads in the Classroom In addition to engaging students, Ipads make learning a new adventure! What an awesome tool to support and build Digital Literacy and Information, Media, and Technology Skills.	Thinking Maps These eight teaching and learning tools are based on brain research and they promote critical thinking in students! Thinking Maps connect with the way the brain processes information.

Kagan Coooperative Learning

Use of these structures supports teachers in facilitating engaging learning environments while increasing time on task! Also, use of Kagan Structures allows teachers to address 21st Century Skills such as collaboration and communication.

Ipads in the Classroom

In addition to engaging students, Ipads make learning a new adventure! What an awesome tool to support and build Digital Literacy and Information, Media, and Technology Skills.

Thinking Maps

These eight teaching and learning tools are based on brain research and they promote critical thinking in students! Thinking Maps connect with the way the brain processes information.


Tier 1 Words Basic Vocabulary - usually learned in the early grades and they usually do not require direct instruction.	Tier 2 Words High Frequency /Multiple Meaning Vocabulary - usually occur across a variety of domains. Used in conversation and in literature. These require direct instruction. Note: Tier 2 & 3 words are not all clear-cut in their tier classification. Word knowledge is also subject to personal experience and background knowledge.	Tier 3 Words Low Frequency, Context-Specific Vocabulary - occur in specific domains. Domains include school subjects, hobbies, occupations, geographic regions, technology, weather, etc. We usually learn these words when a specific arises.

Tier 1 Words

Basic Vocabulary - usually learned in the early grades and they usually do not require direct instruction.

Tier 2 Words

High Frequency /Multiple Meaning Vocabulary - usually occur across a variety of domains. Used in conversation and in literature. These require direct instruction. Note: Tier 2 & 3 words are not all clear-cut in their tier classification. Word knowledge is also subject to personal experience and background knowledge.

Tier 3 Words

Low Frequency, Context-Specific Vocabulary - occur in specific domains. Domains include school subjects, hobbies, occupations, geographic regions, technology, weather, etc. We usually learn these words when a specific arises.

Pay Attention to Teaching Academic Vocabulary

Marzano’s Six Step Process

Teaching Academic Vocabulary

1. Provide a description, explanation, or example of the new term. (Include a non-linguistic representation of the term for ESL kids.)

2. Ask students to restate the description, explanation, or example in their own words. (Allow students whose primary existing knowledge base is still in their native language to write in it.)

3. Ask students to construct a picture, symbol, or graphic representing the word.

4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

5. Periodically ask students to discuss the terms with one another. (Allow in native language when appropriate)

6. Involve students periodically in games that allow them to play with terms.

Also see Common Core Document - Appendix A - Vocabulary Development page 32

Informational Articles...

Locate and read your assigned article.
Highlight and record key words that you believe are important to note.
Identify the main idea and details that you believe are most important for teachers to know. (Independently)
Record your notes and your key words from the article on your notepad. (on your Ipad)