Author: Sunitha Appikatla Title: Senior Programmer/Analyst Role: Building admin/coordinator Location: Providence, RI Date: 01-19-11 Testing
	Author: Casey Wright Title: Social Science Teacher Role: K-12 Classroom teacher Location: Rolling Meadows , IL Date: 10-15-03 Instead of simply using text based white male perspective, social science teachers use a variety of sources to illustrate an event in American History. Students read a magazine source like Time Life as well as first person accounts as well as the textbook to gather data from various sources. At our table today, we liked the jigsaw approach to text. We thought we could use Jigsaw with various primary or secondary sources.
	Author: Gregory Sinner Title: Program Planning Specialist /Student Centered Learning Role: University Staff Location: Providence, RI Date: 10-15-03 Julie Meltzer said that we all have many things on our plates, but that "literacy IS the plate." What does everyone think about that?
	Author: peter hearty Role: K-12 Classroom teacher Location: east haven, CT Date: 03-24-03 I have students use prior knowledge by analyzing the illustrations in a new chapter. Students contribute their insights and analysis about each picture from their prior knowledge and also try to predict what the main themes of the chapter will be. Using topics from prediction is an effective technique to introduce a historical period and also to stimulate class discussion.
	Author: Linda Peduzzi Title: teacher Role: K-12 Classroom teacher Location: East Haven , CT Date: 03-24-03 I am constantly amazed at the potential and possibilities that are open to me on the Internet. Being a "techno-phobe," I am reluctant to explore. When I am encouraged to do so, I am always excited at what I find. Today I found a Webcite for a number of activities for much of the literature that I teach. I will be returning to search when I have more time.
	Author: Vincent DeNuzzo Title: Social Studies Role: K-12 Classroom teacher Location: East Haven, CT Date: 03-24-03 In my high school social studies classroom, I use a variety of instructional tactics, such as the classic lecture, collaborative activities, individual research projects, student presentations and others to try to keep students motivated to learn. By doing so, the students enter the classroom on a daily basis with curiosity and interest, thus creating an environment where students are motivated to learn.
	Author: Daniel Brencher Role: K-12 Classroom teacher Location: East Haven, CT Date: 03-24-03 Hi I'm Daniel. I'm a first year teacher at EHHS. It has been an arduous and often frustrating task to get some of my ninth grade students to appreciate reading. Even throught he use of self-developed projects that call on the the students to do high interest reading and writing have failed. the most recent project called on the students to choose an issue that they are curious about learning more and chalenge theri ideas. I had them do frequent reflection through writngs. i asked them to evaluate the credibility of their sources. This forced them to take a stance on judging the texts and evaluating them in terms of point of view. This project was succesful also in getting the students to think about their metacognitive process. Even though they complained I thik that they learned a lot and worked hard. They seemed proud of their final results
	Author: estelle sanders Title: ELA consultant for MDOE Role: State admin/coordinator Location: Augusta, ME Date: 01-17-02 As a former high school teacher, my story now may be obsolete. However, my seniors had to pass English in order to graduate. For some, even that was not motivation enough to try. I found that with my "not readers", the most difficult problem was organization. They found that even if they did read the assignment, they didn't know how to organize their ideas, notes, etc. so that they could retrieve them when they wanted to. So, I started with a required looseleaf notebook, provided a handout with 4 ( Literature, Grammar, Vocabulary, Writing) simple divisions, then as we went along I showed them where each piece that we were working on fit. We did periodic checks for which I provided a sheet outlining where each piece went in the 4 sections. They also kept a quarter grade sheet at the front of their notebooks, and they received a grade for their notebooks.Once they had a tool to organize themselves, then they could focus on other issues.
	Author: Martin Huntley Title: Director of Technology Role: Research/tech assistance org Location: Providence, RI Date: 01-17-02 I have students preview a story before reading it: They actually read the title of the story, skim the pages for pictures, read the captions, go to the end of the story and read questions about the story (if there are questions), read a summary (if there is one), they along this path, I constantly am asking them questions about what they are seeing and reading, posing such questions as, "I wonder why the main character said that, or I wonder where he's going.... " Then we read.. because students automatically want to know the answers to the questions posed.
	Author: Julie Imbruno Title: Special Education Teacher Role: K-12 Classroom teacher Location: Turner, ME Date: 01-17-02 As a special education teacher, I have had to use many of the literacy skills talked about in this site. However, never having seen what I do in my classroom in print (on a website) it is nice to know that what I have been doing through trial and error is the right path to follow for increased success. With many of the students in my classroom (within our special education department) the skills about literacy and comprehension seem to me to be the most effective and worthwhile skills for the students to learn. The process of "Reciprocal Teaching"...summarizing, question gathering, clarifying, and predicting are essential literacy skills. These are the skills that seem to be most beneficial to my special education students across the curriculum.
	Author: Jack Cook Title: Director Role: Research/tech assistance org Location: Franconia, , NH Date: 10-04-01 Administrators can encourage more "traditional" teachers to use literacy in their mathematics classrooms by doing the following: encouraging a departmental meeting of mathematics teachers to discuss means for getting students into the linguistics of word problems. encouraging mathematics faculty to model the deciphering of word problems using language-based strategies such as vocabulary identification, tying mathematical operations mentioned to mathematical symbols, interpreting questions
	Author: Beth Battey Title: Literacy Coach Role: K-12 Classroom teacher Location: Providence, RI Date: 10-04-01 To design a literacy based class for 9th grade students who are reading below 6th grade level the following suggestions may apply: Lesson design coaching / profession support for teachers Reading Partners Reading with a purpose Think / Pair share Using abstract information to predict Modeling vairous reading and writing skills Although this is a brainstorm list, please contribute your ideas/and suggestions
	Author: Ingrid Kehlhofer Role: K-12 Classroom teacher Location: Yonkers, NY Date: 10-04-01 What strategies can be used to ensure student choice in an environment where textbooks are the norm? Identify a particular lens for each student to use to approach the material, ie. focusing on the facts, looking at the motivation of a character or historical personage... Differentiated assignments based on interests: illustrate, write about or chart the basic concepts addressed in the chapter. Instead of relying on the textbook summary and/or questions, have students create the summaries, questions and illustrations. Stage debates where students argue from various viewpoints.
	Author: Jean Lifford Title: Literacy Coach Role: District admin/coordinator Location: Boston Public Schools, MA Date: 10-04-01 As part of this year's school-wide writing prompt, we are adding an activity that requires students to read a content text, to apply reading strategies, and then to write an analysis of the text. Content-area texts have been selected. Response prompts that ask students to access prior knowledge before they read, ask questions and clarify and summarize information with a partner as they read, and then write an analysis of author's purpose after they read according to a process model have been designed. Students will be completing this task next. Papers will scored and results shared in November. We'll let you.

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