Think Literacy: Cross-Curricular Approaches, Grades 7-12

1
Think Literacy Cross-Curricular Approaches,
Grades 7-12

• OMEA Think Literacy
• Music Supports

Developed in cooperation with
2
(No Transcript)
3
Think Literacy Music Supports Background
Information

• Based upon approaches introduced in the Think
  Literacy initiative, published in the Spring of
  2004
• Written by Ontario Teachers in two weeks in July
  2004
• Each grade offers strategies to link music
  curriculum to literacy skills in Oral
  Communication, Reading and Writing
• Now posted on www.omea.on.ca

4
Music Supports Writing Team

• 6 writers from throughout the province

oGrade 7 Helen Coker Margarite Bereznick
oGrade 8 Suzanne Denney Kevin Merkley
oGrade 9 Steve Fralick Jim Palmer
5
Grade 7 Supports OverviewMain Themes Basic
Music Literacy and Procedures

• Reading Activity
• Getting Ready to Read
• Extending Vocabulary (Creating a Word Wall)
• Writing Activity
• Writing for a Purpose
• Using Templates Writing a Procedure
• Oral Activity
• Small-group Discussion
• Place Mat

6
Grade 8 Supports OverviewVocabulary and
resources comparing Program and Absolute Music

• Reading Activity
• Getting Ready to Read
• Extending Vocabulary (Creating a Word Wall)
• Writing Activity
• Using an Information Report Template
• Oral Activity
• Small-group Discussion Jigsaw

7
Grade 9 Supports OverviewExpanded Vocabulary and
Music in the Community

• Reading Activity
• Getting Ready to Read
• Extending Vocabulary (Creating a Word Wall)
• Writing Activity
• Developing and Organizing Ideas Adding Details
• Oral Activity
• Getting Ready to Read
• Determining Key Ideas

8
The Facing Pages Template

• Design and purpose in keeping with original
  Think Literacy Document.
• Page one of each Facing Pages section includes
  a brief description of the activity, including

• Purpose
• Payoffs
• Tips and Resources
• Further Support

9
(No Transcript)
10

• Getting Ready to Read Extending Vocabulary
  (Creating a Word Wall)
• Grade 8
• A word wall is a display listing key words that
  will appear, often in a new unit of study.
• They are usually listed alphabetically. It is
  suggested that in the music classroom, the
• word wall consist of music related words.
  Temporary lists of other non-music content
• words may be posted for the duration of the unit.
  
• Purpose
• Identify unfamiliar vocabulary and create a
  visible reference in the classroom for words that
  will appear often in a topic or unit of study.
• Payoff
• Students will
• practice identifying words which are unfamiliar
  or confusing to them.
• learn the meaning of key words in the text.
• improve comprehension and spelling because the
  key words remain posted in the classroom.
• use appropriate vocabulary associated with
  program music in writing and discussions.
• improve musical understanding.
• improve understanding of future texts read.

11

• Further Support
• If it appears that students will need additional
  support review the terminology on the word wall
  in the two classes following this activity using
  Think/Pair/Share in Think Literacy
  Cross-Curricular Approaches, Grades 7-12.
• Examples of possible five minute word wall
  follow-up activities
• Match the definition
• have students match definition cards to words on
  the word wall
• Guess the word
• give the students clues to guess the word to
  reinforce spelling, usage and meaning
• example word movement
• Clue 1-This is a two syllable word. (Ask for, and
  write guesses down.)
• Clue 2-It has eight letters. (Ask for, and write
  guesses down.)
• Find a part of speech
• Ask students to write down five verbs from the
  wall
• Understanding related words
• Ask students to identify root words and create
  related words by adding prefixes and suffixes
• example word compose
• Write the noun form of this word. (composer, or
  composition-discuss er or or added to a verb
  usually means one who does)
• Write the past tense of this word. (composed)
  (Discuss ed ending)
• Word Sorts (This could be a longer activity.)

• .

12
The Facing Pages Template

• Page Two of the Facing Pages section includes
  specific steps for the delivery of the activity,
  including instructions for

• Before
• During
• After

13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
Student/Teacher Resources

• The last, and probably most useful section of
  each activity are examples of teacher and
  student resources, many of which are ready to
  photocopy for classroom use. These include

• Teacher resources
• Student readings
• Templates for student responses
• Sample student answers

18
Teacher Resource
  Music Words  
19
Teacher Resource  
Music Words  
20
Online NOW at www.omea.on.ca
21
Jim Palmer

• E-mail jimpalm_at_enoreo.on.ca
• Athens District High School, UCDSB
• Website Director, OMEA
• Lead Writer, Think Literacy Music