Folio of Literacy Teaching Strategies Brittany Lamond 11490303 ELN402   Table of Contents Obesity 4 Introduction 4 Written Texts 5 Written Text 1 5 Literacy Strategy: Golden Line Strategy 5 Steps involved in Applying the Strategy 5 Components of Literacy 5 Catering for Learner Diversity 6 Information Provided for Assessment Purposes 6 Written Text 2: Childhood Obesity 6 Literacy Strategy: Possible Sentences 6 Steps involved in Applying the Strategy 6 Components of Literacy 7 Catering for Learner Diversity 7 Information Provided for Assessment Purposes 7 Spoken Text 1 8 Literacy Strategy: K-W-L Strategy and Interesting Words 8 Steps involved in Applying the Strategy 8 Components of Literacy 9 Catering for Learner Diversity 9 Information Provided for Assessment Purposes 9 Spoken Text 2: Obesity in Adolescents 10 Literacy Strategy Used: Question-answer Relationship 10 Steps involved in Applying the Strategy 10 Components of Literacy 10 Catering for Learner Diversity 11 Information Provided for Assessment Purposes 11 Visual Texts 11 Text 1 11 Literacy Strategy: Headline It! Strategy 11 Steps Involved in Applying the Strategy 12 Components of Literacy 12 Catering for Learner Diversity 12 Information Provided for Assessment Purposes 13 Visual Text 2: Obesity Documentary 13 Literacy Strategy: Stop and Jot 13 Steps involved in Applying the Strategy 13 Components of Literacy 14 Catering for Learner Diversity 14 Information Provided for Assessment Purposes 14 Conclusion 15 References 16   Obesity Introduction Curriculum implementation is founded on the ability to apply strategies relevant to the content in teaching processes. Sources of literacy identified by Thomas (2014) include written texts, spoken texts, and visual texts. Many strategies can be used for a vast range of texts. Literacy strategies feature methodological procedures in form of identifiable steps. Central to literacy strategies, there exist components of literacy addressed in the curriculum implementation process. Nixon (2003) recognizes the existence of learner diversity and emphasizes the necessity of considering effects of diversity in the instruction process.Schmidt (2006)argued that the learners to develop new skills from their learning so that they gain new knowledge and consider the diversity effects in the learning process. Children come to class with pre-existing leaning as shaped by socio-cultural environment as coined in Ian, Roberts, LaBonte and Graham (2014). The role of a teacher is to select literacy strategies that can elicit the interest in the learner and nurture their pre-existing knowledge. Use of literacy strategies provide various relevant knowledge that can be used for assessment. The aim of this paper is to discussing literacy strategies for teaching by developing the capacity of the student to enhance the health and the wellbeing of the student. He must enjoy theactive lifestyle and movement potential. Written Texts Written Text 1 Literacy Strategy: Golden Line Strategy The golden line strategy engages leaders to seek specific points that speak to them (St. Clair County RESA, 2014). This is because golden lines are powerful quotes within the text that makes the discussion interesting to the learners. Steps involved in Applying the Strategy In the golden line strategy, students are asked to read the article, “Obesity is Everyone’s Business” by Bruce (2015) and choose golden lines. The teacher explains to them that golden lines are the quotations in the text or key statements that attract their attention because they have a special meaning to them. After choosing golden lines, students are paired for purposes of sharing their golden lines and discussing their thoughts. The golden line strategy is vital because it helps to identify information about obesity at a glance from the article provided (Schmidt, 2006). Additionally, the strategy improves reading and analytical skills among students; these skills are important in studying large extracts. Components of Literacy Comprehension is evident because students are trying to understand the content they are reading by identifying golden lines. The vitality of comprehension if founded on the fact, it enhances academic and personal learning (Tankersley, 2003). Additionally, the golden line strategy allows students to expand their vocabulary by understanding the words used in golden lines. Catering for Learner Diversity Oral discussions that occur during pairing and group discussions help shy students to participate in the process of learning because they cannot evade talking to one another when paired and small group discussions. Talented students help other students with learning difficulties (Cruz, 2015); thus, improving their self-esteem. In the first stage of golden line strategy, students work independently; here, the teacher and other fast learners can help students with learning difficulties understand other aspects of the article and how to identify captivating lines. Information Provided for Assessment Purposes The golden line strategy helps the teacher to identify what students like most based on the lines that they select. The speed at which they identify the lines also enables the teacher to know the rate at which they skim and understand a text (Zimmer, 2015). This indicates the level of students’ analytical skills. Written Text 2: Childhood Obesity Literacy Strategy: Possible Sentences Students are to read and then the teacher needs to guide them on how to create possible sentences using cue vocabularies from the text (French, Sanborn, Dimarco& Stephens, 2016). Steps involved in Applying the Strategy The teacher provides an article to the class and asks students to read it in advance; that is before the beginning of the lesson. During the lesson, the teacher allows the students to go through the text again so that they may grasp all the concepts in the article clearly. The teacher then records various words from the text on the board and provides the meaning of these vocabularies to the students. In the next step, the instructor asks learners to construct sentences using each of the words that were listed on the board. Students are then given a chance to go through the article to find out if the sentences they created are correct or if they need changes; learners may rewrite their sentences when they notice that they did not get it in the first attempt. The teacher then discusses the words with the learners while correcting them for mistakes that they committed. After learners identify their mistakes, they are allowed to create new sentences using the same words again before the teacher steps in to correct those who made mistakes. Components of Literacy Possible sentences strategy addresses situated practice and instructor-student relationship aspects of literacy (Thomas, 2014). This technique also exhibits secondary discourse and overt instructions that are observed when students interact with one another and with the article (Manzo, 2000). Catering for Learner Diversity The technique caters for students who have difficulties comprehending English vocabulary especially if it is not their first language (Lacina& Silva, 2011). Students with special needs also benefit from this technique because it helps them to grasp words, their pronunciations and their spelling from the teacher and also from the other students. Information Provided for Assessment Purposes The teacher is able to assess the student’s ability to write, understand and be able to make use of vocabularies that are related to the topic. Spoken Texts Spoken Text 1 Literacy Strategy: K-W-L Strategy and Interesting Words Hannay, Kitahara and Fretwell (2015) described the KWL charts as the graphic organizers that the students use to organize information in relation to what they know, what they learn during a lesson/course and what they learn after the course. KWL charts are vital for engaging students throughout the learning process by activating pre-existing knowledge, learning new content, sharing unit objectives, and monitoring learning (Berry, 2014). Interesting words strategy involves choosing words that are captivating to the student (Thomas 2014). Steps involved in Applying the Strategy Students are provided with KWL charts. The teacher asks them to write anything they remember from the article, “Obesity is Everyone’s Business” by Bruce (2015), in the first column. This is done individually. After filling the first column, the teacher asks them to write what they want to know in the second column. This is based on what they did not understand well when they read the article or any information that they could have liked to learn about obesity, but was not addressed in the article. The audio, “Dr, Sharma’s Obesity Notes” is played and students asked to keenly listen to the words presented. After the audio is over, the teacher instructs students to write what they have learnt from the video. A comparison is made across all sections of the chart to identify and address any misconceptions, and also assess if students actually achieved their learning needs as specified in column 2. As they listen, the teacher asks students to highlight interesting words they hear. Components of Literacy The necessary components of literacy are oral language, phonological awareness, phonemic awareness, word study, phonics, word identification, composition, comprehension, vocabulary, fluency and automaticity. However, the literacy development theories are the Piaget’s Theory of Cognitive Development, Stage Models of Reading, Maturation theory, Family Literacy theory and Emergent Literacy theory.The level of automaticity is determined by the number of words they are able to identify from the audio clip. Catering for Learner Diversity Filling the KWL charts enables the teacher identify needs of each specific learner (Cruz, 2015), thus, presenting the lesson using content and style that will benefit the learners with different needs. Slow learners can also be identified based on the content they fill in the first column and the teacher can help the students to learn the theories of the Literacy. The components of Literacy help the learners to understand the meaning of the difficult words of the theories and develop their knowledge (Berry, 2014). Information Provided for Assessment Purposes The teacher can use KWL charts to assess each student’s level of content mastery.Recall is the most basic of cognitive skills and is often of limited use. The KWL charts help the learners to organize the information before, after and during the lesson. This will provide the opportunity to the learners to develop their higher thinking skills to analyse and justify the lesson. This will help the students to be engaged in new topics, share the unit objectives, activate prior and to monitor the learning. In this technique, the teacher can ask the students to make three columns to write about what they know about topic, what they know and what they learn from the topic. Spoken Text 2: Obesity in Adolescents Literacy Strategy Used: Question-answer Relationship https://www.youtube.com/watch?v=bLmiMJ2t1uU Steps involved in Applying the Strategy The teacher can make eight steps and can include one or two questions in levels. In the first level question, the learners need to answer in the text directly. In level 2, the students need to understand the concepts and need to draw references from the text. The teacher can set the questions these questions in the class and ask a student read it loudly. At this time other students will write down the questions. Then the needs to play the audio and then he can ask the students to record the answers in their copies. The teacher can play the audio for once more, which will help the students to answer the questions. Peregory and Boyle (2017) mentioned this will help the students to answer those questions that the students missed to solve. After that the teacher needs to check the answer. For this purpose the teacher ask the students to submit their copies or he can discuss the answers in the classroom. Components of Literacy The Question Answer relationship helps to improve the reading comprehensive of the learners. It will help the teachers to ask questions to the student and follow the way of students’ answer. It inspires the learners to think innovatively and work collaboratively to take the challenges and solve them by the higher level thinking. QAR mainly examines four types of questions. These are the right questions, thinking and searching questions, author of the literacy and the understanding of the learner. Catering for Learner Diversity This strategy helps the bilingual students to be able to read and write in English. The strategy also caters for the students with the special needs. The question answer relationship works with the reciprocal teaching that helps to develop the cognitive skills of the bilingual students. The bilingual students are asked to copy the questions in English and answer them. Then the students are asked to read the answers loudly in class. Information Provided for Assessment Purposes This strategy assesses the ability of learners to read and write in English fluently. It also helps a teacher to assess the ability of students comprehend and to interpret what they have learned accurately. It can be suggested that students collect their work over the course of the folio sequence, to be reviewed and edited and for reflection purposes at the end of the obesity topic. Visual Texts Text 1 Literacy Strategy: Headline It! Strategy The best literacy strategy for studying the visual text, “The Importance of Diet and Exercise in Reducing Obesity” is Headline It! strategy (St. Clair County RESA, 2014). Students use the Headline It! strategy so that they can develop their thinking. This will help the students to think critically and highlight the important point of the passage at beginning. It will help the learners to develop their innovative power and covey the specific emotion of the learner. Steps Involved in Applying the Strategy When using this strategy each student comes up with innovative headline to a given video related to obesity. Each student answers different questions such as what message does the video convey, which headline stand best for the given video, the content of the video clip that made the student think of headline. Once every student has finished developing headlines, the student asks the teacher for correct headline. This is followed by classroom discussion where students tend to interpret the different headlines developed. This helps the students to realise what kind of thinking is needed. The other step may involve students to analyse the “headline news photos”. Students are to select a cover photo from a magazine or website news related to obesity. This may be followed by analysing the image for its message, credibility, and logical argument put forward by the image. Based on the analysis the student develops a point of view say “health risk for obesity” and later compares with the actual content from the given source (Brown, 2012). Components of Literacy Headline It! provides allows the teacher to scaffold students’ learning process (Brown, 2012). Through overt instruction (Carbaugh, Doubet and Tomlinson, 2016), the teacher actively intervenes to help students make sense of things they are learning. Comprehension is evident when students are able to come up with accurate headlines for video (Tankersley, 2003). Accuracy in headlines implies that they listened and comprehended the content of the visual text. Catering for Learner Diversity Discussion helps each student to put his or her individual views forward. It boosts their self-confidence and self-esteem due to equal participation by each student (Ian, Roberts, LaBonte& Graham, 2014). Peer pressure and criticism from classmates may trigger higher involvement in critical thinking and developing correct headlines. Students with lower competence in academics may benefit from the repeated arguments concerning the headlines. Information Provided for Assessment Purposes The teacher identifies learners’ perceptive skills and levels of attentiveness based on the accuracy of the headlines that they develop. These can be used for formative assessment of students’ ability to learn. Visual Text 2: Obesity Documentary Literacy Strategy: Stop and Jot In this strategy, students watch a documentary on obesity and then the teacher stops the video at intervals and then asks them to jot down what they have learned about the topic up to that section. This strategy enables students to make sense of the new information and understand it in addition to activating their memory (Lacina& Silva, 2011). Steps involved in Applying the Strategy Students get seated in their classroom and then the teacher provides them with instructions on how the exercise will be conducted. The teacher poses two questions to the students and asks them to use the questions as a guide to jotting down the main points that they grasp from watching and listening to the video. The instructor then starts playing the health documentary 2016 that is on YouTube (https://www.youtube.com/watch?v=OuujJuu0rJE). The teacher stops the documentary at intervals then asks students to jot down what they have learned about the topic in that section of the documentary. After writing, the documentary is played again up to a certain point then students are asked to record what they have learned again; this continues until the video ends. Finally, the teacher holds a discussion with the students to find out what they learned from the video; the points that the students missed from the video are highlighted during the discussion. Components of Literacy When the students stop and jot the necessary points, it benefits them by enhancing their communication skills. They have to be a good listener, writer as well as interpreter. This strategy helps them to clearly communicate the visual text into message and symbols. Eventfully the students become expert in interpreting accurately as well as in evaluating the pooled images and texts in both internet hypermedia and traditional (Tankersley, 2003). Catering for Learner Diversity The stop and jot method helps the teacher to develop alternate strategy for the student who are slow learners and other learner differences. For example, the teacher can separately conduct lessons for weaker ones according to their understanding level. Student focused attention may help overcome their problem areas by encouraging and increasing confidence. Teacher may give them additional tips to jot series of information effectively. This strategy of teachers will help the slow learners without jeopardising the needs of fast learner. For students who are facing problem understanding English dialect especially if it is not their fast language the teacher may present the obesity documentary in simple language. Alternately, the teacher may engage weaker students in reflection and discussion to keep up with their classmates (Irvin, Meltzer & Dukes, 2007). Information Provided for Assessment Purposes This is the strategy where the instructor can assess the learner’s speed of grabbing concept. It helps to understand how the learners develop their point of view from a given theme. Based on the accuracy or correctness of the jotted points the educator can understand the differences in perceptive skills and levels of attentiveness among different students in same class. The information provided for the assessment purposes can be used for assessing the student’s learning abilities. Conclusion The complexity of classroom teaching continues to advance with time. Learners enter the class with a myriad of individual differences, which need to be addressed through proper content presentation for learning to feature the desired effectiveness. The existence of a variety of literacy strategies is meant to address varied classroom needs. Teachers use relevant literacy strategies in relation to the content being presented depending on whether it is written, spoken or visual. To make each literacy strategy effective, teachers should follow the right steps in applying literacy strategies, identifying components of literacy addressed, catering for learners’ individual differences and deciphering any information from the strategy that can be used for assessment purposes. This enables all learners to grasp concepts using various techniques and it helps to minimize the literacy gaps that exist among learners.   References Berry, G. (2014). Literacy for learning: A handbook of content-area strategies for middle and high school teachers. Lanham: Rowman & Littlefield. Brown, A. W. (2012). Cautionary Tales: Strategy Lessons from Struggling Colleges. Sterling: Stylus Pub. Carbaugh, E. M., Doubet, K., & Tomlinson, C. A. (2016). The differentiated flipped classroom: A practical guide to digital learning. Thousand Oaks, California: Corwin, a SAGE Company. Cruz, M. C. (2015). The unstoppable writing teacher: Real strategies for the real classroom. Portsmouth, NH: Heinemann. Hannay, M., Kitahara, R., &Fretwell, C. (2015). Student-Focused Strategies for the Modern Classroom. Journal of Instructional Pedagogies, 2(4), 45-61. Ian, O., Roberts, V., LaBonte, R., & Graham, L. (, 2014). Teaching, Learning, and Sharing Openly Online. Journal of Adolescent & Adult Literacy, 58(4), 277-280. Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va: Association for Supervision and Curriculum Development. Johnson, E. R. (2009). Academic language! Academic literacy!: A guide for K-12 educators. Thousand Oaks, Calif: Corwin. Lacina, J., & Silva, C. (2011). Cases of successful literacy teachers. Thousand Oaks, Calif: SAGE Publications. Manzo, A. V. (2000). Teaching children to be literate: A reflective approach. Albany: Delmar Publishers. Mills, K. (2011). The multiliteracies classroom. Bristol: Multilingual Matters. Nixon, H. (2003). New Research Literacies for Contemporary Research into Literacy and New Media? Reading Research Quarterly, 38(3), 407. Peregoy, S. F., & Boyle, O. (2017). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners. Boston: Pearson. Schmidt, P. R. (2006). 50 literacy strategies for culturally responsive teaching, K-8. Thousand Oaks, Calif: Corwin Press. Shelly, G. (2011). Teachers discovering computers: Integrating technology in a connected world. New york: NY: Cengage learning. Spoken Text 1: Sharma, A.M (2017). Dr. Sharma’s Obesity Notes. Retrieved from: http://www.drsharma.ca/SharmaMarch6.mp3 Spoken Text 2: Blum, R. (2013). Obesity in adolescence. Youtube. Retrieved from https://www.youtube.com/watch?v=ynGO67G6pUg Tankersley, K. (2003). Threads of reading: Strategies for literacy development. Alexandria, Va: Association for Supervision and Curriculum Development. Thomas, C. (2014). Inclusive teaching: Presence in the classroom. San Francisco: Jossey-Bass Visual Text 1: WebMed (2017). The Importance of Diet and Exercise in Reducing Obesity. Retrieved from: http://www.webmd.com/diet/obesity/video/obesity-risks. Visual Text 2: Mamatova, E. (2016). Health documentary 2016: obesity documentary children’s health crisis NPT reports. Youtube. Retrieved from https://www.youtube.com/watch?v=4BLgHokzeAc Written Text 1: Bruce, Y.L (2015). Obesity is Everyone’s Business. Forbes. Retrieved from: http://www.forbes.com/sites/brucelee/2015/09/01/obesity-is-everyones-business/#72cb442343fa Written Text 2: French, R., Sanborn, C., Dimarco, N., & Stephens, T. L. (2016). Childhood Obesity: Classification As An Idea Disability. Palaestra, 30(2), 17-26. Zimmer, A. B. (2015). Activities, games, and assessment strategies for the world language classroom. New York: Routledge. Assessment 2 Folio of literacy teaching strategies Brittany Lamond Criteria Fail Pass Credit Distinction High Distinction Employs a range of useful and appropriate strategies promoting literacy learning, and enabling assessment, in a specific curriculum context (Mods 2, 8, 9 & 10) /15 Some or all aspects of this criterion have not been met. Curriculum context and stage of learning are specified;six teaching/learning strategies are discussed promoting literacy learning in this context; assessment ideas are offered in reference to the strategies discussed. Curriculum context, stage of learning and topic are specified; six different teaching/learning strategies are featured promoting literacy learning in this context; a range of assessment ideas is offered indicating options for assessing all activities (as, or of, learning). Curriculum context, topic and stage of learning are specified and current syllabus outcomes are provided; six different teaching/learning strategies are analysed promoting deep literacy thinking in this context; informal and formal data collection and assessment options are offered (as, and of, learning). Curriculum context, topic and stage of learning are specified with current NSW and ACARA syllabus outcomes; six very different teaching/learning strategies are analysed promoting deep literacy thinking in this context; informal and formal data collection and assessment options are offered (for, as, and of learning). Justifies and relates strategies to aspects of literacy learning frameworks; sequences folio tasks effectively to promote collaborative, student-directed learning (Mods 7, 8, 9 & 12) /15 Some or all aspects of this criterion have not been met. Justifies and relates strategies to aspects of literacy learning frameworks; one research-based aspect per strategy; sequences folio tasks to promote student-directed learning. Justifies and relates strategies to aspects of literacy learning frameworks; at least one research-based aspect per strategy with more than one frames referenced; tasks are sequenced logically to promote student-directed learning. Justifies and relates strategies to aspects of literacy learning frameworks; more than one research-based aspect per strategy with a range of frames referenced; tasks are sequenced logically to promote increasing levels of student-directed learning. Justifies and relates strategies to multiple aspects of literacy learning frameworks; a broad range of research-based frames is referenced; tasks are sequenced logically to promote increasing levels of student-directed learning and decreasing teacher control. Texts featured and/or developed by learners are suited to the stated curriculum stage and content area, engaging, well balanced, and meaningful in terms of contemporary pedagogy (Mods 4 & 5) /10 Some or all aspects of this criterion have not been met. Texts featured and/or developed by learners are suited to the stated curriculum stage and content area; engaging; balanced (written, spoken and visual); and in keeping with contemporary pedagogy. Texts featured and/or developed by learners are well suited to the stated curriculum stage and content area; engaging; balanced (written, spoken and visual); and clearly useful in contemporary pedagogy. Texts featured and/or developed by learners are clearly suited to the stated curriculum stage and content area; engaging and varied; well balanced (written, spoken and visual); and justified in reference to effective contemporary pedagogy. Texts featured and/or developed by learners are clearly suited to the stated curriculum stage and content area; engaging and varied; well balanced (written, spoken and visual), and justified in reference to essential features of contemporary pedagogy. Digital technology is featured in the strategies and/or focus texts; a range of literacy learning needs is considered such as those of EAL/D learners (Mods 4, 5, 9 & 11) /10 One or both aspects of this criterion have not been met. Digital technology is featured in the strategies and/or focus texts; varying literacy learning needs are considered, such as those of EAL/D learners. Digital technology is featured in the strategies and focus texts; a range of literacy learning needs is discussed and accommodated, including those of EAL/D learners. Digital technology is featured repeatedly in the strategies and focus texts; a range of literacy learning needs is discussed in depth and accommodated with task modifications, including those of EAL/D learners. Digital technology is incorporated consistently in the strategies and focus texts; a wide range of literacy learning needs is discussed in depth and accommodated with various task modifications, including those of EAL/D learners. Work is presented professionally and structured effectively. Accurate APA 6 referencing is used. The submission is within 10% of the word limit (Mod 1) /10 Some or all aspects of this criterion have not been met Overall, written expression is reasonably clear and grammar is mainly correct with some exceptions; the folio is structured clearly and includes a contents page; APA 6 referencing is used in the discussion and reference list with some errors; the submission is within 10% of the word limit. Written expression is clear and grammar is correct with few exceptions; the folio is structured effectively and includes an accurate contents page; APA 6 referencing is used reasonably correctly in-text and in the reference list; the submission is within 10% of the word limit. Written expression is cohesive, grammar accurate and vocabulary broad; the folio is structured very effectively and includes an accurate contents page; APA 6 referencing is used correctly throughout the submission and the reference list; the submission is within 10% of the word limit. Written expression is cohesive, grammar exceptionally accurate and vocabulary broad; the folio is structured very effectively and includes a detailed and accurate contents page; APA 6 referencing is used correctly throughout the submission and the extensive reference list; the submission is within 10% of the word limit. Total: 27.5 Comments: Brittany, this submission has been assessed on its merits in relation to the task criteria (as required). It is clear that a great deal of thought has been put into this folio, which features a range of literacy teaching strategies addressing the topic of Obesity. Additional context was required to enable the effectiveness of the strategies to be gauged in relation to their target audience. Generalised assessment ideas have been offered to inform teachers’ professional practice. These should be varied and scaffolded to facilitateequitable data collection and feedback. Literacy learning frame components have been identified in just a few cases and cross-referenced to the strategies. The folio sequence does not facilitate student-directed learning effectively. Building towards a final multimodal text-construction task would have been an ideal way to feature this requirement. It would also enable students to demonstrate critical framing and transformed practice. Unfortunately, in the absence of these literacy components a pedagogical imbalance is very evident. The written, spoken and visual focus texts selected and discussed are usefuland reasonably engaging overall. Digital texts are featured for teaching purposes but digital tools and programs are not implemented for learning purposes. This was a very complex and challenging task, Brittany, and you came close to meeting the task criteria satisfactorily. I hope thatthis feedback will be useful to you for future reference. Carmel Mason, February 2017