671270684-Lac-Powerpoint-Presentation-for-Literacy-and-Numeracy-Skills.pptx

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1. EFFECTIVE TEACHING STRATEGIES TO ENHANCE LEARNER’S ACHIEVEMENT IN LITERACY AND NUMERACY SKILLS LIBERTY R. ABRASADO TAMBU ELEMENTARY SCHOOL

2. Objectives: Identify the illustrations and features of practice for indicator 2 of the RPMS Tool Define literacy Explain literacy skills Identify the types of literacy Enumerate literacy teaching strategies Define Numeracy Identify numeracy across curriculum

3. Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

4. Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

5. Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

6. LITERACY The ability to understand and evaluate meaning through reading and writing, listening and speaking, viewing and representing Central to achievement in all areas of learning as students progress through the early, middle and later years of schooling and into the workforce and personal life

7. Literacy Skills

8. Traditional Literacy

9. Digital Literacy

10. VOCABULARY Content Vocabulary significantly increases the depth and complexity of text.

11. CONCEPT MAP Thinking about how terms are connected is much deeper than simply defining the terms. You can do this easily by writing some terms on index cards. In groups, students determine how the terms are connected then explain their reasons aloud or on paper. They might also write on the arrows to show the connections

12. ACROSTICS Academic language is a must! Acrostics are an excellent tool for students to practice their new academic vocabulary.

13. VOCABULARY SQUARES Draw vocabulary squares in notebooks or use printable notebook templates to record the definitions, illustrations , examples , and non-examples for important terms

14. PICTURE DICTIONARY Instead of looking for examples, images, and definitions on your own, the work is done for you!

15. COMPREHENSION NARRATIVE TEXT tells a story from a particular point of view and can be presented using words, images and/or sounds. Narratives can also be used to teach, persuade or inform the reader. INFORMATIONAL TEXT non-fiction writing that aims to educate or inform the reader about a topic. doesn't use characters. presents information in a way that helps the reader learn more about something that they are interested in.

16. NARRATIVE TEXT STRATEGIES DOUBLE ENTRY JOURNAL TWO-WORD STRATEGY SKETCH TO STRECH ANALOGY CHARTING CHARACTER CHARTS

17. DOUBLE-ENTRY JOURNAL students record their responses to text as they read. students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. improves students’ comprehension, vocabulary, and content retention

18. TWO-WORD STRATEGY Select a passage, short story, picture book or newspaper article that evokes students’ thoughts, opinions and connections. Students read a selection, choose two words, write the explanation for their choices and then share.

19. SKETCH TO STRETCH STRATEGY a reading comprehension strategy where students visualize a passage of text and then interpret it through drawing encourages creative thinking, welcomes diverse perspectives, and fosters discussion of various interpretations students are expected to “sketch” and not for them to produce works of art.

20. ANALOGY CHARTING STRATEGY Used when introducing a new concept Connects new information to familiar information/experiences Text to Self, Text to Text, Text to World Focuses on Text to Self

21. CHARACTER CHARTS STRATEGY involves using graphic organizers to help students organize information about major and minor characters in a text. They’re often used to record information about literary characters, but they can be adapted for historical figures

22. INFORMATIONAL TEXT STRATEGIES 3 MINUTE PAUSE DISCUSSION WEB SEMANTIC FEATURE ANALYSIS POST-IT NOTE RESPONSES OPINION PROOF CHART

23. 3 MINUTE PAUSE STRATEGY provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. Within a group, students are given a total of three minutes for the ENTIRE process. First, they should focus in on the key points of the lesson, next, the students should consider prior knowledge connections they can make to the new information. Lastly, students pose clarifying questions: To avoid reteaching, it is a perfect bridge, a chance for students to consolidate and clarify their emerging understanding, before you move on to teach more new ideas or concepts

24. DISCUSSION WEB STRATEGY helps students visualize the key elements of an issue and quickly identify opposing points of view on the matter. allows students to identify ideas of contention, to weigh opposing viewpoints, to critically evaluate the arguments, and to draw conclusions. the class identifies the main question of the text. A question is posted for quick reference . Groups write down at least 3 reasons for answering the question "Yes" and 3 reasons for answering the question "No.“ After discussing the individual reasons, students are encouraged to decide on a position on the general question.

25. OPINION-PROOF CHART STRATEGY allows students to personally engage with the text while challenging them to develop persuasive reasoning skills Students record an opinion in the left column and, in the right column they record evidence from the reading that supports their opinion.

26. SEMANTIC FEATURE ANALYSIS CHART STRATEGY uses a grid to help kids explore how sets of things are related to one another students can see connections, make predictions and master important concepts. enhances comprehension and vocabulary skills.

27. NUMERACY SKILLS ABILITY TO COUNT ABILITY TO SOLVE PROBLEMS ABILITY TO MAKE SENSE OF TIME ABILITY TO MAKE SENSE OF NUMBERS ABILITY TO MAKE SENSE OF PATTERNS AND SHAPES

28. NUMERACY ACROSS CURRICULUM NUMERACY IN DANCE spatial exploration, rhythm, structure, and symbolization (Watson, 2005). Space: three-dimensional shapes and pathways Time: duration, speed, and metre Dynamics: the range of force and flow in combination; height applied to execute a movement or sequence Relationships: spatial awareness and spatial organization Form: the shape or structure of a dance according to a pre-conceived plan

29. NUMERACY ACROSS CURRICULUM NUMERACY IN DRAMA Space: mapping objects and actors in the performance space using stage placement principles Time: exploring drama from a range of cultures, times, and locations; using the voice and body in paced ways for dramatic effect Symbol: exploring representation of abstract ideas and concepts Production elements/stagecraft: lighting, staging, designing sets, and making costumes

30. NUMERACY ACROSS CURRICULUM NUMERACY IN ENGLISH Statistics can be used as rhetorical devices to inform and persuade readers (Quiring, 2018) students critically inquire about how statistics can be used to inform, persuade, and/or mislead, students’ critical thinking and reading skills are developed. evaluate, analyze, interpret, and compare data displays representing two variables describe and interpret data sets and displays presented in digital media and from other secondary sources interpret tabulated data knowledge of fractions and simple ratios

31. NUMERACY ACROSS CURRICULUM NUMERACY IN ECONOMICS AND BUSINESS specialized consumer and financial competencies such as personal budgeting, the calculation of tax expenses, and the examination of interest rates and the costs of credit build lifelong skills in understanding “public issues, such as national debt, health care reform, welfare reform, and human rights, are often presented to individuals through visual representations of the data, statistical projections, and logical data-supported inferences” ( Capraro et al., 2014, p. 427) Understand measurements of economic performance, including real Gross Domestic Product (GDP) growth, inflation rate, and unemployment rate

32. NUMERACY ACROSS CURRICULUM NUMERACY IN SCIENCE solving numerical problems and understanding the ways in which numerical information is gathered by counting and measuring Gather data by making observations and taking measurements Process data using calculation, tabulation, and graphing skills Interpret data by identifying patterns and trends Calculate and predict values Make judgments about accuracy of data Consider issues of uncertainty and reliability