iLit Collaborative Inquiry
Using the Professional Learning Cycle to Improve Learning
Images and text resources included in this SMORE are available in the public domain.
Day 3 - Video Resources
"Literacy supports and is developed through thinking, expressing, and reflecting."
(ALG p. 4)
Components of Adolescent Literacy
"Embedded in the abilities to think, express, and reflect is a range of indicators which form evidence of student learning and a basis for a comprehensive approach to literacy.
These literacy indicators are organized around five components:
- CRITICAL LITERACY
- QUESTIONING
- METACOGNITION
- STRATEGY
- VOICE & IDENTITY" (ALG, p.13)
Assessment for Learning - Components of Adolescent Literacy
Look for/ students:
Questioning
- explore, wonder and investigate to build understanding
- ask questions that clarify, extend thinking and challenge ideas to probe more deeply into an issue or topic
- construct different types of questions purposefully to meet learning goals
- pose and answer questions in collaboration with peers to explore various ways of thinking
Metacognition
- identify learning understanding in relation to learning goals and success criteria
- are aware of own actions and beliefs and recognize how attitudes, habits, and dispositions influence the extent of their learning
- reflect on their learning and engage in conversations to explain, question and refine their thinking
- seek clarification and support when barriers to learning are encounter
Critical Literacy
- recognize that texts are created by authors who have certain perspectives and biases
- recognize that point of view influences how a text is interpreted and understood
- determine whose voices are present and whose voices are missing form the text
- evaluate sources for bias, reliability, fairness, and validity
- analyze how language is used to exercise power and/ or maintain status quo
- take a stance and engage in a response or action in the interest of equity, fairness and social justice
Strategy
- set goals, establish criteria, create and follow plans, make judgments, and determine the effectiveness of the plan
- use subject-specific processes to create, solve problems, research, make decisions, revise thinking, communicate ideas, and reflect on learning
- apply knowledge of organizational patterns, text structures and features to navigate and advance understanding of the text
- access and use subject-specific vocabulary to precisely communicate ideas
- use active reading, writing, viewing, listening, and speaking techniques to record, react and respond to ideas
- use a writing process to generate explore, develop and refine writing for particular purposes , forms and audiences
- select and use appropriate organizers to gather, manage, and communicate information and ideas
Voice and Identity
- recognize their roles and responsibilities in their own learning
- make personal connections to text and task during reading, writing, speaking, listening and representing
- value their own knowledge and experience and that of others by actively contributing and welcoming new ideas
- advocate for self and others to advance learning
- recognize how personal views and the views of others can affect thinking
- seek opportunities for purposeful self-expression to authentic audiences about meaningful topics and issues
- advocate for choice in learning opportunities
- set personal goals and explore ideas of personal interest relevant to topics of study
WRITERS' WORKSHOP
INFOGRAPHICS
Below are the infographics used in some of the writing activities.