Nash-Rocky Mount Schools
Literacy Plan Overview
September 10th, 2013
Nash-Rocky Mount Schools
Literacy Plan Overview
September 10, 2013
2:00 – 4:00
“Preparing ALL students for a bright and prosperous future by Deliberately and Intentionally providing
Rigorous and Relevant instruction in every classroom, every day.”
North Carolina Professional Teaching Standards Addressed
Standard III: Teachers know the content they teach
Standard IV: Teachers facilitate learning for their students
Standard V: Teachers reflect on their practice
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Learning Targets:
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I understand the types of materials that may be used as text.
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I understand how to integrate literacy into my content area.
I understand the connections between Reading, Writing, Speaking, Listening, Thinking and Creating.
What?
Who?
How?
Time
Literacy Plan Overview
Bob Alexander- ELA
Amy Keith- ELA
Jennifer Curtis- Math
Mike Jones- Math
Diane Rigsbee- SS
Melissa Butts- STEM
PowerPoint Presentation
60 minutes
Thinking Maps & Task
Content Specialist and Coaches
PowerPoint Presentation
45 minutes
Closure/Q & A
Evaluation
Facilitator/ Participants
Group Discussion
15 minutes
The Vision
The NRMPS literacy vision is to develop and
support on-going comprehensive literacy
expectations for all grades and content areas,
K-12. Our goal is to build, refine, and
practice the life-long literacy skills of
reading, writing, speaking, listening,
thinking, and creating through content and
supporting projects in an effort to prepare all
students to be college and career ready
contributing members of our democratic
society.
What Does the NRMS Literacy Model
Look like
Reading
Writing
Creating
TEXT
Thinking
Speaking
Listening
Text
Text:
a tangible artifact or
document appropriate
for students’ current
level of social and
intellectual
development.
We Believe…
• NRMPS believes that text is the primary lens
for literacy.
• Through the text experience, literacy is
engaged via a complete cycle of the reading,
writing, speaking, listening, thinking, and
creativity skills inherent in all content
standards.
• Texts can take a variety of forms, both print
and non-print.
books articles essays paragraphs
photos paintings sculptures raw data
primary sources documents
journals
letters
maps
charts
graphs
word problems
interviews
speeches diagrams
models music
editorials political cartoons laws
pamphlets
technical plans
art
digital creations blue prints memoirs
schematic drawings
recipes
film compound equations symbols
Think out of the box
when it comes to
selecting text.
READING
“Either write
something worth
reading or do
something worth
writing.”
We Believe…
• We believe with
support, practice, and
daily reading
opportunities, both
students and teachers
can become partners in
teaching and learning
reading in the content
areas.
WRITING
We Believe…
• Writing clarifies and refines thinking.
• For assessing student understanding, writing
is a non-negotiable.
• Students need opportunities to write daily.
• Students need coaching and feedback on
creating and refining a writing process in
each content area.
• The District Writing Plan outlines specific
assignments that should be included at each
grade level from various content areas.
NRMS Digital Writing Support Pieces
•Write to Learn
(Grades 4-8)
•Writing Coach
•Essay Scorer
Speaking
Speaking
The ability to express and
articulate thoughts and ideas and
engage in dialogue is an essential
component of the Common Core
State Standards and a key life-long
learning skill.
We believe…
Through the discussion and exchange of
ideas, students and teachers are able to:
• learn to agree and disagree in a civil
fashion,
• examine and clarify various
perspectives,
• create new meaning,
• articulate complex cognitive and
metacognitive information,
observations, and thought.
Listening
Listening
• What did you say?
• The ability to listen and think deeply
about what you hear is a crucial
literacy skill.
• In what ways have you observed
students practicing active listening?
We Believe…
If you are going to survive in
st
the 21 Century, filtering all
the noise is going to save
your life.
Thinking
Thinking
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THINKING
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P
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Thinking
• Thinking has been
defined as the “…ability
to explain and
manipulate complex
systems.”(Roberts and Billings)
• Teaching students to
think creatively and
critically is the essential
function of literacy.
We Believe…
We believe thinking can
be taught with frequent
and deliberate practice.
CREATING
Creativity Tools in NRMS
We Believe…
Creating well-defined projects,
developed for authentic audiences,
generates opportunities to:
• demonstrate and assess (formative,
benchmark, summative) mastery of
standards,
• practice life-long learning and
sophisticated literacy skills.
Kick Starting Creativity
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Graduation Project
The District Writing Plan
Transition Projects
STEM Projects
Problem-Based Learning
Project-Based Learning
Performance Tasks
The 8 Math Practices
Paideia Coached Project
Inquiry Projects
NRMS: Let’s
stop talking
about
Literacy….