Literacy+map

Type in the content of your new page here. TEACHER NAMES: GRADE 6-8: Runfola, Insinna, Gorlewski GRADE 6 & 8: Maleskos GRADE 7: Passalacqua and Gregoretti || || Certain strategies are incorporated into lesson to enhance literacy throughout a topic. 2. ** To provide a social context for learning ** (ie. Cultural discussions, personal experiences) 3. ** To provide explicit teaching of strategies ** (ie. Use of all 8 strategies)  || 2. **Vocabulary cards** (Flashcards are used daily by students and teachers to reinforce vocabulary. These also served as great student study tools.) 3.**Shades of meaning** (Shades of meaning were used to differentiate between all forms of speech.) ||
 * DEPARTMENT: LOTE
 * ** QUESTION ON READING AND WRITING  ** || **  RESPONSE TO QUESTION ON READING AND WRITING.   ** ||
 * How will your department members have students read, write and discuss a topic or activity related to a lesson each day? ||  The following routine is done on a daily basis.
 * ** Sponge/warm-ups ** (Teachers used to reinforce previous topics and to introduce new ones as well.)
 * ** Vocabulary review with the use of vocabulary ** **cards** (Students created flashcards for study tools. Teacher used photo ID cards to review vocabulary.)
 * ** Cooperative learning ** (Students participated communicative and project-based activities.)
 * ** Review of HW ** (HW was used to reinforce material taught.)
 * ** Independent/guided learning ** (Student were given activities that assisted with the mastery of the topics Student learned through the use of all 4 language skills.)
 * ** Independent/guided/group practice ** (Students practiced grammar through the use of pocket charts and vocabulary through flashcards.)
 * ** A form of closure – exit slips, comprehension ** **checks** (Informal and formal forms of closure were used to assess the comprehension level on different tasks.)
 * ** Read authentic material ** (Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * ** Echo and choral reading, popcorn ** (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * ** Exit slips ** (Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * ** Letter writing ** (Students wrote letters to classmates and pen-pals in the TL.)
 * ** Think-pair-share ** (Students brainstormed vocabulary on own prior to “teaching” partner.)
 * ** Modeling language of process ** (Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * ** Venn Diagram ** (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * ** Word walls ** (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * ** Read alouds ** (Students read through text, dialogues, and various authentic prints.)
 * ** Concept maps ** (Students used graphic organizers for letter writing and pre and post-reading.) ||
 * Identify one of the four guiding principles that your department will focus on for the next ten weeks? ||  1.  ** To provide instruction embedded in authentic experiences ** (ie. Recipes, realia, brochures, general ads, use of Internet) – Students used Internet was used for Food Unit to search cultural foods. Also, teachers used websites in TC to enhance student learning.)
 * How will your department members demonstrate a literacy rich classroom (Refer to the checklist in your packet). ||  Display student work, access of diverse materials, vocabulary displays, comprehensions strategies, writing supports, assessment, modes of instruction (Student work was displayed to enhance student pride, various teacher materials were used- literacy walls, etc.)  ||
 * What three RWAC strategies will your department use on a consistent basis to ensure reading comprehension skills are being taught? ||  1. **Mnemonics** (Teachers created “clues” to help students grasp terms on various topics.)
 * How will you check for writing quality (e.g., spelling, punctuation, and agreement of subject and verb, control of verb tenses)? Proofreading, editing, and revision should be expected. ||  Peer-editing, teacher models and feedback, drill and practice of grammatical concepts, use of rubrics, checklists (Students paired up to edit rough drafts prior to final copy due date. Teacher feedback was given both in oral and written forms to students. Rubrics were used to assess writing quality- holistically and analytical.)  ||