Course Code REA-550 Class Code REA-550-O500 Criteria Criteria Percentage 100.0% Supported Standards 20.0% Multiple Literacies and Their Effect 20.0% Incorporating Literacy 20.0% Multiple Literacies as Assessments 20.0% Organization 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Multiple Literacies Professional Development Proposal No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 55.0 Insufficient (69.00%) Inaccurately identifies grade level standards that would be supported by this professional development. Ineffectively describes how multiple literacies support reading and writing instruction for all students. Insufficiently includes ways to incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. Incorrectly explains the appropriate use of multiple literacies as assessments. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (74.00%) Marginally identifies grade level standards that would be supported by this professional development. Somewhat describes how multiple literacies support reading and writing instruction for all students. Unclearly includes ways to incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. Ambiguously explains the appropriate use of multiple literacies as assessments. The content may not be adequately organized even though it provides the audience with a sense of the main idea. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. Acceptable (87.00%) Accurately identifies grade level standards that would be supported by this professional development. Effectively describes how multiple literacies support reading and writing instruction for all students. Clearly includes ways to incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. Correctly explains the appropriate use of multiple literacies as assessments. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Target (100.00%) Accurately and meaningfully identifies grade level standards that would be supported by this professional development. Expertly describes how multiple literacies support reading and writing instruction for all students. Thoroughly includes ways to incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. Innovatively explains the appropriate use of multiple literacies as assessments. The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Comments Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. Points Earned Multiple Literacies Professional Development Proposal is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m 1 Alisha Mimes 05/13/2020 REA-550 Professor Rider sh Th Grand Canyon University This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 2 Introduction Upon reading this proposal it will explain how to identify the standards appropriate for my grade level that I would be supporting by this professional development. Also, it will explain how to describe how all of the multiple literacies support reading and writing instruction for every student. It would tell ways to include incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. Also, it will explain how is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m to explain the appropriate use of multiple literacies as assessments. Being the reading specialist for first grade the literature standard we would work on is RL.1.1. The students would learn how to ask and answer questions about key details in a text. After whole group or small group reading, I will discuss with them what we have read to make sure they understood and remember certain parts of the story. The informational text standard we will work on would be RI.1.1. Which would also, have the students to ask and answer questions about key details in a text. Both standards are the same which would be instilled into my students so they would be able to ask and answer all the questions about key details in a text. The last one would be the foundational skills standard which consists of the students to demonstrate understanding of the organization and basic features of print by recognizing the distinguishing Th features of a sentence (e.g., first word, capitalization, ending punctuation). sh The visual literacy would be great with helping the students to understand and remember the key details in a text because the students would have the ability to understand and evaluate information presented through images such as pictures, photographs, symbols, and videos. Also, using the visual literacy would help my first graders to demonstrate understanding of the This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 3 organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation) because it involves assessing the message the image is trying to convey or the feelings it is designed to evoke. Digital and technological literacies can be integrated together because they both would help with every standard needing research information for projects. Textual literacy would help the students with standards by writing information that they are hearing such as, who, what, when, where, and why. is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m There are many different ways that multiple literacies support reading and writing instruction for all students. Visual literacy gives the support by the students can actually see what they need to read and the letters or words the need to write. Technological literacy gives support with finding information for projects that needs to be research. The students can navigate through many articles to find as much information they’re needing. Digital literacy supports the students with interpreting information found through the website and video games. Textual literacy supports the students by understanding information that has been written. Th Here are some ways to incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. I would hang up posters and anchor with words and sh people we are studying about. One being a word wall so the students can see them every day, this would help them to notice the words anywhere they see them either at school or home. There would be chrome books, cameras, digital textbooks, audio enhancements, and my smartboard. The devices would be used for projects, group activities, and helping the students with learning This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 4 the sounds of letters and words. Everything listed the students can either use for all four literacies. Students should learn to locate, evaluate, and process information and communicate what they have learned to others. There are several students could be assessed using multiple literacies. Assessing students with the visual literacy can be done by showing pictures with multiple choices to choose which is the correct word for the picture. Using textual literacy have several words written down and have is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m the students choose the correct spelling. With the use of digital literacy have it where the students have to choose the correct website where something can be found. With the use of technological device, have the students to navigate through certain areas to find where they can research for sh Th definition of words. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 5 References: sh Th is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Bales, K. (2019, July 3). How to Utilize Multiple Literacies to Maximize Learning. Retrieved from https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Powered by TCPDF (www.tcpdf.org) 1 is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Running head: PROPOSAL Multiple Literacy Professional Development Proposal Breanna Mitchell Grand Canyon University: REA 550 sh Th October 7, 2020 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 2 Multiple Literacy Professional Development Proposal Standards The goal of utilizing multiple literacies is to prepare students for college and career readiness. Society is rapidly evolving; therefore, requiring various skills to be utilized through multiple contexts. The standards for this professional development are geared toward third grade students including grade level standards, as well as college and career ready standards.        is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m  sh  CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Th  This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 3 (Common Core State Standards, 2020) Reading and Writing Instruction Utilizing multiple literacies is essential for providing a literacy-rich environment that provides various learning opportunities for students. When they are effectively integrated, they can have a positive impact on reading and writing instruction. The overall goal is to allow students to receive and relay information through various contexts. Students must go beyond reading, writing, and communicating. Multiple literacies allow students to become multiliterate is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m by drawing on experiential, contextual, and knowledge they have developed from the world, while developing evaluating, interpreting, and analysis skills (Navehebrahim, 2011). Educators can utilize this information to effectively plan literacy instruction to incorporate multiple literacies to prepare students for learning and understanding these concepts. Classroom Incorporation Visual literacy, textual literacy, digital literacy, and technological literacy are included in multiple literacies. These literacies work together to allow students to receive and relay information (Bales, 2019). It is vital to understand how to incorporate them to positively impact students in the classroom. Visual literacy refers to using visuals to understand and evaluate information. This can easily be incorporated by having students evaluate visuals in texts to find Th meaning, adding visuals to understand vocabulary, or even comparing and contrasting visuals with other students. Textual literacy describes how students read, analyze, interpret, and evaluate sh written text. Incorporating textual literacy can be as simple as providing students with various sources of text like print and digital sources to practice key skills. They could even listen to audio books while following along with a printed text version. Digital literacy refers to using digital sources to locate and analyze information. This could be incorporated by allowing This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 4 students to explore and use various websites for research projects. Technological literacy refers to the ethical and appropriate usage of technology. Incorporating this literacy could look like modeling how to use social media, or software programs appropriately. Assessment Utilizing multiple literacies as assessments can be beneficially appropriate in the classroom. Each student is unique; therefore, students should be assessed through various contexts and modes (Miners & Pascopella, 2013). Multiple literacies can be used to assess how is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m students can demonstrate and apply their learning apart from a paper/pencil assessment. With society ever changing and technology being more prevalent, it is appropriate more than ever to use various literacies. For example, if a third-grade classroom is being assessed on cause and effect, rather than students find the cause and effect in passages through paper/pencil, they can create their own skit and record and upload on a digital platform. Multiple literacies should be sh Th carefully used and selected for assessing student skills. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 5 References Bales, K. (2019, July 3). How to utilize multiple literacies to maximize learning. Retrieved from https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 Common Core State Standards. (2020). English language arts reading: Foundational skills. Retrieved August 19, 2020, from http://www.corestandards.org/ELA-Literacy/RF/K/ Miners, Z., & Pascopella, A. (2013, December 23). The new literacies. Retrieved from is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m https://www.readingrockets.org/article/new-literacies Navehebrahim, M. (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia Social and Behavioral Sciences, 29, 863-868. sh Th doi:10.1016/j.sbspro.2011.11.315 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ Powered by TCPDF (www.tcpdf.org) 1 is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Running head: PROPOSAL Multiple Literacy Professional Development Proposal Breanna Mitchell Grand Canyon University: REA 550 sh Th October 7, 2020 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 2 Multiple Literacy Professional Development Proposal Standards The goal of utilizing multiple literacies is to prepare students for college and career readiness. Society is rapidly evolving; therefore, requiring various skills to be utilized through multiple contexts. The standards for this professional development are geared toward third grade students including grade level standards, as well as college and career ready standards.        is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m  sh  CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Th  This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 3 (Common Core State Standards, 2020) Reading and Writing Instruction Utilizing multiple literacies is essential for providing a literacy-rich environment that provides various learning opportunities for students. When they are effectively integrated, they can have a positive impact on reading and writing instruction. The overall goal is to allow students to receive and relay information through various contexts. Students must go beyond reading, writing, and communicating. Multiple literacies allow students to become multiliterate is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m by drawing on experiential, contextual, and knowledge they have developed from the world, while developing evaluating, interpreting, and analysis skills (Navehebrahim, 2011). Educators can utilize this information to effectively plan literacy instruction to incorporate multiple literacies to prepare students for learning and understanding these concepts. Classroom Incorporation Visual literacy, textual literacy, digital literacy, and technological literacy are included in multiple literacies. These literacies work together to allow students to receive and relay information (Bales, 2019). It is vital to understand how to incorporate them to positively impact students in the classroom. Visual literacy refers to using visuals to understand and evaluate information. This can easily be incorporated by having students evaluate visuals in texts to find Th meaning, adding visuals to understand vocabulary, or even comparing and contrasting visuals with other students. Textual literacy describes how students read, analyze, interpret, and evaluate sh written text. Incorporating textual literacy can be as simple as providing students with various sources of text like print and digital sources to practice key skills. They could even listen to audio books while following along with a printed text version. Digital literacy refers to using digital sources to locate and analyze information. This could be incorporated by allowing This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 4 students to explore and use various websites for research projects. Technological literacy refers to the ethical and appropriate usage of technology. Incorporating this literacy could look like modeling how to use social media, or software programs appropriately. Assessment Utilizing multiple literacies as assessments can be beneficially appropriate in the classroom. Each student is unique; therefore, students should be assessed through various contexts and modes (Miners & Pascopella, 2013). Multiple literacies can be used to assess how is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m students can demonstrate and apply their learning apart from a paper/pencil assessment. With society ever changing and technology being more prevalent, it is appropriate more than ever to use various literacies. For example, if a third-grade classroom is being assessed on cause and effect, rather than students find the cause and effect in passages through paper/pencil, they can create their own skit and record and upload on a digital platform. Multiple literacies should be sh Th carefully used and selected for assessing student skills. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 5 References Bales, K. (2019, July 3). How to utilize multiple literacies to maximize learning. Retrieved from https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 Common Core State Standards. (2020). English language arts reading: Foundational skills. Retrieved August 19, 2020, from http://www.corestandards.org/ELA-Literacy/RF/K/ Miners, Z., & Pascopella, A. (2013, December 23). The new literacies. Retrieved from is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m https://www.readingrockets.org/article/new-literacies Navehebrahim, M. (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia Social and Behavioral Sciences, 29, 863-868. sh Th doi:10.1016/j.sbspro.2011.11.315 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ Powered by TCPDF (www.tcpdf.org) is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Running head: MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL Multiple Literacies Professional Development Cheresa Gilzean Grand Canyon University: REA- 550 sh Th 3/31/2021 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ 1 MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL 2 Multiple Literacy Professional Development Proposal Standards Because our world is almost nearly dependent solely on technology, I would like to propose a specific training geared towards guiding teachers how to incorporate the multiple literacies within their lessons. The following standards are Texas Essential Knowledge and Skills that should already be implemented throughout the sixth-grade year. These TEKs set the basis  is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m and will be used to guide this proposal. 6.8 a demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;  6.8 d Analyze characteristics and structural elements of informational texts  6.9 d analyze the author's use of print and graphic features to achieve specific purposes;  6.12 a generate student-selected and teacher-guided questions for formal and informal inquiry  6.12 d identify and gather relevant information from a variety of sources;  6.12 f synthesize information from a variety of sources;  6.12 j use an appropriate mode of delivery, whether written, oral, or multimodal, to Th present results. sh (Lead4Ward, 2017) Reading and Writing Instruction This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL 3 Multiple literacies include the students’ ability to interpret visual, digital, technological, and textual sources (Bales, 2019). This means that students should be able to understand and effectively utilize these forms of literacy. When teachers incorporate all of these forms of literacies in their classrooms, all students are in a better position to interact with texts. Incorporating multiple literacies within lessons also means that all students are able to analyze and evaluate texts and produce work regardless of learning style. Take for instance a 504 student. Allowing them to use a “speech text” feature in which the student speaks out their thoughts while is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m the computer types out their responses will help level the playing field and eliminate the roadblock of not being able to type properly or quickly. In the real world we actually have multiple applications that can be used in the same manner such as Siri, Alexa, and google. Classroom Incorporation Including multiple literacies can also enhance lessons making them more engaging and practical in comparison to paper and pencil tasks. I would also argue that including these literacies forces students and teachers to take on different roles making the students in charge of their learning while teachers are active facilitators. This can be done by giving students physical space, work time, and flexibility over multiple lessons to play around with different kinds of tools, practices, and representations. (Thibaut, P., Curwood, J.S., 2018) When including visual literacies into classroom, teachers can always incorporate photographs, charts and diagrams to Th explain ideas and concepts. Teachers can also enhance texts by having students take virtual field trips that allow them to see where their texts are taking place. Teachers can also diversify texts sh by granting them access to reading literature in a digital, audio, or hard copy form (Bales, 2013). Teachers should also be trained on how to effectively and efficiently use digital resources such as text annotation applications. This helps support comprehension of texts. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL 4 Ultimately, integrating multiple literacies can promote confidence that paper and pencil tasks may not be able to achieve. Assessment Finally, multiple literacies can also be used for formative and summative assessments. Not only do digital multiple choice self-grading assessments cut down on teacher grading time. They also can be used to quickly and easily filter and desegregate data making reteach, small group, and intervention more strategic. The functions and features that digitalized assessments is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m offer can help accommodate all students while teaching them how accurately use all of its features, like note taking, highlighting, and flagging responses. Once they are familiar with online assessments, students can potentially succeed in taking computerized tests for college and sh Th careers. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL References Bales, K. (2019, July 3). How to Utilize Multiple Literacies to Maximize Learning. ThoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323. Thibaut, P., & Curwood, J. S. (2018). Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum. Theory Into Practice, 57(1), 48–55. https://doiorg.lopes.idm.oclc.org/10.1080/00405841.2017.1392202 Texas Essential Knowledge and Skills (2017). Snapshot – Grade 6 English Language Arts and is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Reading. www.lead4ward.com. sh Th (https://lead4ward.com/docs/resources/snapshots/elar/teks_snapshot_elar_gr_06.pdf. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ Powered by TCPDF (www.tcpdf.org) 5 7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) READING LITERARY (RL) READING INFORMATIONAL (RI)  Key Ideas and Details ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).  Key Ideas and Details ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).  Craft and Structure ELAGSE7RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.  Craft and Structure ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. ELAGSE7RL5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. ELAGSE7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. ELAGSE7RL6: Analyze how an author develops and contrasts the points of view ELAGSE7RI6: Determine an author’s point of view or purpose in a text and of different characters or narrators in a text. analyze how the author distinguishes his or her position from that of others.  Integration of Knowledge and Ideas  Integration of Knowledge and Ideas ELAGSE7RL7: Compare and contrast a written story, drama, or poem to its ELAGSE7RI7: Compare and contrast a text to an audio, video, or multimedia audio, filmed, staged, or multimedia version, analyzing the effects of techniques version of the text, analyzing each medium’s portrayal of the subject (e.g., how unique to each medium (e.g., lighting, sound, color, or camera focus and angles the delivery of a speech affects the impact of the words). in a film). ELAGSE7RL8: (Not applicable to literature) ELAGSE7RI8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place, ELAGSE7RI9: Analyze how two or more authors writing about the same or character and a historical account of the same period as a means or topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts. understanding how authors of fiction use or alter history.  Range of Reading and Level of Text Complexity  Range of Reading and Level of Text Complexity ELAGSE7RL10: By the end of the year, read and comprehend literature, ELAGSE7RI10: By the end of the year, read and comprehend literary nonfiction including stories, dramas, and poems, in the grades 6-8 text complexity band in the grades 6-8 text complexity band proficiently, with scaffolding as needed proficiently, with scaffolding as needed at the high end of the range. at the high end of the range. Georgia Department of Education April 15, 2015 • Page 1 of 5 7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) WRITING (W)  Text Types and Purposes ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. ELAGSE7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.  Production and Distribution of Writing ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade7.) ELAGSE7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.  Research to Build and Present Knowledge ELAGSE7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. ELAGSE7W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELAGSE7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).  Range of Writing ELAGSE7W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Georgia Department of Education April 15, 2015 • Page 2 of 5 7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) SPEAKING AND LISTENING (SL)  Comprehension and Collaboration ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views and understanding. ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. ELAGSE7SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.  Presentation of Knowledge and Ideas ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. ELAGSE7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ELAGSE7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) Georgia Department of Education April 15, 2015 • Page 3 of 5 7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) LANGUAGE (L)  Conventions of Standard English ELAGSE7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* ELAGSE7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.  Knowledge of Language ELAGSE7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*  Vocabulary Acquisition and Use ELAGSE7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ELAGSE7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. *Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for GSE and are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Georgia Department of Education April 15, 2015 • Page 4 of 5 7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) LANGUAGE PROGRESSIVE SKILLS CHART GRADES K-12 The following skills were marked with an asterisk (*) and are included on the Language Progressive Skills chart for ELAGSE because they will require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Instructors in ALL grades should refer to the Language Progressive Skills Chart for progressive standards that should be added to the Language Strand for their grade. STANDARD K ELAGSEKL5b. Relate frequently occurring words to their antonyms (also synonyms/homographs in progression). ELAGSE1L2c. Use commas in dates and to separate single words in a series. ELAGSE1L1i. Use frequently occurring prepositions. ELAGSE1L1g. Use frequently occurring conjunctions. ELAGSE3L1h. Use coordinating and subordinating conjunctions. ELAGSE5L1e. Use correlative conjunctions (e.g., either/or, neither/nor). ELAGSE3L1a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ELAGSE5L1a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. ELAGSE3L1f. Ensure subject-verb and pronoun-antecedent agreement. ELAGSE3L3a. Choose words and phrases for effect. EKACC4L1e. Form and use prepositional phrases. ELAGSE4L1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. ELAGSE4L1g. Correctly use frequently confused words (e.g., to/too/two; there/their). ELAGSE4L3a. Choose words and phrases to convey ideas precisely. ELAGSE4L3b. Choose punctuation for effect. ELAGSE5L1d. Recognize and correct inappropriate shifts in verb tense. ELAGSE5L2a. Use punctuation to separate items in a series (use of commas continues with added complexity throughout the standards). ELAGSE5L5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. ELAGSE6L1c. Recognize and correct inappropriate shifts in pronoun number and person. ELAGSE6L1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). ELAGSE6L1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. ELAGSE6L3a. Vary sentence patterns for meaning, reader/listener interest, and style (varying sentence patterns continues with added rigor throughout the standards). ELAGSE6L3b. Maintain consistency in style and tone. ELAGSE7L1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. ELAGSE7L3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. ELAGSE8L1d. Recognize and correct inappropriate shifts in verb voice and mood. ELAGSE9–10L1a. Use parallel structure. L11-12L3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. * Darkened boxes indicate grades in which the standard should be taught. Georgia Department of Education April 15, 2015 • Page 5 of 5 1 2 3 4 GRADES 5 6 7 8 9-10 11-12 Subsumed by ELAGSE5L5c Subsumed by ELAGSE5L2a Subsumed by ELAGSE4L1e Subsumed by ELAGSE7L3a Multiple Literacies Professional Development Proposal is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m 1 Alisha Mimes 05/13/2020 REA-550 Professor Rider sh Th Grand Canyon University This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 2 Introduction Upon reading this proposal it will explain how to identify the standards appropriate for my grade level that I would be supporting by this professional development. Also, it will explain how to describe how all of the multiple literacies support reading and writing instruction for every student. It would tell ways to include incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. Also, it will explain how is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m to explain the appropriate use of multiple literacies as assessments. Being the reading specialist for first grade the literature standard we would work on is RL.1.1. The students would learn how to ask and answer questions about key details in a text. After whole group or small group reading, I will discuss with them what we have read to make sure they understood and remember certain parts of the story. The informational text standard we will work on would be RI.1.1. Which would also, have the students to ask and answer questions about key details in a text. Both standards are the same which would be instilled into my students so they would be able to ask and answer all the questions about key details in a text. The last one would be the foundational skills standard which consists of the students to demonstrate understanding of the organization and basic features of print by recognizing the distinguishing Th features of a sentence (e.g., first word, capitalization, ending punctuation). sh The visual literacy would be great with helping the students to understand and remember the key details in a text because the students would have the ability to understand and evaluate information presented through images such as pictures, photographs, symbols, and videos. Also, using the visual literacy would help my first graders to demonstrate understanding of the This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 3 organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation) because it involves assessing the message the image is trying to convey or the feelings it is designed to evoke. Digital and technological literacies can be integrated together because they both would help with every standard needing research information for projects. Textual literacy would help the students with standards by writing information that they are hearing such as, who, what, when, where, and why. is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m There are many different ways that multiple literacies support reading and writing instruction for all students. Visual literacy gives the support by the students can actually see what they need to read and the letters or words the need to write. Technological literacy gives support with finding information for projects that needs to be research. The students can navigate through many articles to find as much information they’re needing. Digital literacy supports the students with interpreting information found through the website and video games. Textual literacy supports the students by understanding information that has been written. Th Here are some ways to incorporate visual literacy, textual literacy, digital literacy, and technological literacy in the classroom. I would hang up posters and anchor with words and sh people we are studying about. One being a word wall so the students can see them every day, this would help them to notice the words anywhere they see them either at school or home. There would be chrome books, cameras, digital textbooks, audio enhancements, and my smartboard. The devices would be used for projects, group activities, and helping the students with learning This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 4 the sounds of letters and words. Everything listed the students can either use for all four literacies. Students should learn to locate, evaluate, and process information and communicate what they have learned to others. There are several students could be assessed using multiple literacies. Assessing students with the visual literacy can be done by showing pictures with multiple choices to choose which is the correct word for the picture. Using textual literacy have several words written down and have is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m the students choose the correct spelling. With the use of digital literacy have it where the students have to choose the correct website where something can be found. With the use of technological device, have the students to navigate through certain areas to find where they can research for sh Th definition of words. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Multiple Literacies Professional Development Proposal 5 References: sh Th is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Bales, K. (2019, July 3). How to Utilize Multiple Literacies to Maximize Learning. Retrieved from https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:16:23 GMT -05:00 https://www.coursehero.com/file/70496739/Multiple-Literacies-Professional-Development-Proposaldocx/ Powered by TCPDF (www.tcpdf.org) 1 is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Running head: PROPOSAL Multiple Literacy Professional Development Proposal Breanna Mitchell Grand Canyon University: REA 550 sh Th October 7, 2020 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 2 Multiple Literacy Professional Development Proposal Standards The goal of utilizing multiple literacies is to prepare students for college and career readiness. Society is rapidly evolving; therefore, requiring various skills to be utilized through multiple contexts. The standards for this professional development are geared toward third grade students including grade level standards, as well as college and career ready standards.        is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m  sh  CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Th  This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 3 (Common Core State Standards, 2020) Reading and Writing Instruction Utilizing multiple literacies is essential for providing a literacy-rich environment that provides various learning opportunities for students. When they are effectively integrated, they can have a positive impact on reading and writing instruction. The overall goal is to allow students to receive and relay information through various contexts. Students must go beyond reading, writing, and communicating. Multiple literacies allow students to become multiliterate is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m by drawing on experiential, contextual, and knowledge they have developed from the world, while developing evaluating, interpreting, and analysis skills (Navehebrahim, 2011). Educators can utilize this information to effectively plan literacy instruction to incorporate multiple literacies to prepare students for learning and understanding these concepts. Classroom Incorporation Visual literacy, textual literacy, digital literacy, and technological literacy are included in multiple literacies. These literacies work together to allow students to receive and relay information (Bales, 2019). It is vital to understand how to incorporate them to positively impact students in the classroom. Visual literacy refers to using visuals to understand and evaluate information. This can easily be incorporated by having students evaluate visuals in texts to find Th meaning, adding visuals to understand vocabulary, or even comparing and contrasting visuals with other students. Textual literacy describes how students read, analyze, interpret, and evaluate sh written text. Incorporating textual literacy can be as simple as providing students with various sources of text like print and digital sources to practice key skills. They could even listen to audio books while following along with a printed text version. Digital literacy refers to using digital sources to locate and analyze information. This could be incorporated by allowing This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 4 students to explore and use various websites for research projects. Technological literacy refers to the ethical and appropriate usage of technology. Incorporating this literacy could look like modeling how to use social media, or software programs appropriately. Assessment Utilizing multiple literacies as assessments can be beneficially appropriate in the classroom. Each student is unique; therefore, students should be assessed through various contexts and modes (Miners & Pascopella, 2013). Multiple literacies can be used to assess how is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m students can demonstrate and apply their learning apart from a paper/pencil assessment. With society ever changing and technology being more prevalent, it is appropriate more than ever to use various literacies. For example, if a third-grade classroom is being assessed on cause and effect, rather than students find the cause and effect in passages through paper/pencil, they can create their own skit and record and upload on a digital platform. Multiple literacies should be sh Th carefully used and selected for assessing student skills. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 5 References Bales, K. (2019, July 3). How to utilize multiple literacies to maximize learning. Retrieved from https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 Common Core State Standards. (2020). English language arts reading: Foundational skills. Retrieved August 19, 2020, from http://www.corestandards.org/ELA-Literacy/RF/K/ Miners, Z., & Pascopella, A. (2013, December 23). The new literacies. Retrieved from is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m https://www.readingrockets.org/article/new-literacies Navehebrahim, M. (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia Social and Behavioral Sciences, 29, 863-868. sh Th doi:10.1016/j.sbspro.2011.11.315 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:05 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ Powered by TCPDF (www.tcpdf.org) 1 is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Running head: PROPOSAL Multiple Literacy Professional Development Proposal Breanna Mitchell Grand Canyon University: REA 550 sh Th October 7, 2020 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 2 Multiple Literacy Professional Development Proposal Standards The goal of utilizing multiple literacies is to prepare students for college and career readiness. Society is rapidly evolving; therefore, requiring various skills to be utilized through multiple contexts. The standards for this professional development are geared toward third grade students including grade level standards, as well as college and career ready standards.        is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m  sh  CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-LITERACY.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Th  This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 3 (Common Core State Standards, 2020) Reading and Writing Instruction Utilizing multiple literacies is essential for providing a literacy-rich environment that provides various learning opportunities for students. When they are effectively integrated, they can have a positive impact on reading and writing instruction. The overall goal is to allow students to receive and relay information through various contexts. Students must go beyond reading, writing, and communicating. Multiple literacies allow students to become multiliterate is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m by drawing on experiential, contextual, and knowledge they have developed from the world, while developing evaluating, interpreting, and analysis skills (Navehebrahim, 2011). Educators can utilize this information to effectively plan literacy instruction to incorporate multiple literacies to prepare students for learning and understanding these concepts. Classroom Incorporation Visual literacy, textual literacy, digital literacy, and technological literacy are included in multiple literacies. These literacies work together to allow students to receive and relay information (Bales, 2019). It is vital to understand how to incorporate them to positively impact students in the classroom. Visual literacy refers to using visuals to understand and evaluate information. This can easily be incorporated by having students evaluate visuals in texts to find Th meaning, adding visuals to understand vocabulary, or even comparing and contrasting visuals with other students. Textual literacy describes how students read, analyze, interpret, and evaluate sh written text. Incorporating textual literacy can be as simple as providing students with various sources of text like print and digital sources to practice key skills. They could even listen to audio books while following along with a printed text version. Digital literacy refers to using digital sources to locate and analyze information. This could be incorporated by allowing This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 4 students to explore and use various websites for research projects. Technological literacy refers to the ethical and appropriate usage of technology. Incorporating this literacy could look like modeling how to use social media, or software programs appropriately. Assessment Utilizing multiple literacies as assessments can be beneficially appropriate in the classroom. Each student is unique; therefore, students should be assessed through various contexts and modes (Miners & Pascopella, 2013). Multiple literacies can be used to assess how is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m students can demonstrate and apply their learning apart from a paper/pencil assessment. With society ever changing and technology being more prevalent, it is appropriate more than ever to use various literacies. For example, if a third-grade classroom is being assessed on cause and effect, rather than students find the cause and effect in passages through paper/pencil, they can create their own skit and record and upload on a digital platform. Multiple literacies should be sh Th carefully used and selected for assessing student skills. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ PROPOSAL 5 References Bales, K. (2019, July 3). How to utilize multiple literacies to maximize learning. Retrieved from https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 Common Core State Standards. (2020). English language arts reading: Foundational skills. Retrieved August 19, 2020, from http://www.corestandards.org/ELA-Literacy/RF/K/ Miners, Z., & Pascopella, A. (2013, December 23). The new literacies. Retrieved from is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m https://www.readingrockets.org/article/new-literacies Navehebrahim, M. (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia Social and Behavioral Sciences, 29, 863-868. sh Th doi:10.1016/j.sbspro.2011.11.315 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:58:24 GMT -05:00 https://www.coursehero.com/file/71789005/REA-550-Multiple-Literacy-Proposaldocx/ Powered by TCPDF (www.tcpdf.org) is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Running head: MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL Multiple Literacies Professional Development Cheresa Gilzean Grand Canyon University: REA- 550 sh Th 3/31/2021 This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ 1 MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL 2 Multiple Literacy Professional Development Proposal Standards Because our world is almost nearly dependent solely on technology, I would like to propose a specific training geared towards guiding teachers how to incorporate the multiple literacies within their lessons. The following standards are Texas Essential Knowledge and Skills that should already be implemented throughout the sixth-grade year. These TEKs set the basis  is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m and will be used to guide this proposal. 6.8 a demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;  6.8 d Analyze characteristics and structural elements of informational texts  6.9 d analyze the author's use of print and graphic features to achieve specific purposes;  6.12 a generate student-selected and teacher-guided questions for formal and informal inquiry  6.12 d identify and gather relevant information from a variety of sources;  6.12 f synthesize information from a variety of sources;  6.12 j use an appropriate mode of delivery, whether written, oral, or multimodal, to Th present results. sh (Lead4Ward, 2017) Reading and Writing Instruction This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL 3 Multiple literacies include the students’ ability to interpret visual, digital, technological, and textual sources (Bales, 2019). This means that students should be able to understand and effectively utilize these forms of literacy. When teachers incorporate all of these forms of literacies in their classrooms, all students are in a better position to interact with texts. Incorporating multiple literacies within lessons also means that all students are able to analyze and evaluate texts and produce work regardless of learning style. Take for instance a 504 student. Allowing them to use a “speech text” feature in which the student speaks out their thoughts while is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m the computer types out their responses will help level the playing field and eliminate the roadblock of not being able to type properly or quickly. In the real world we actually have multiple applications that can be used in the same manner such as Siri, Alexa, and google. Classroom Incorporation Including multiple literacies can also enhance lessons making them more engaging and practical in comparison to paper and pencil tasks. I would also argue that including these literacies forces students and teachers to take on different roles making the students in charge of their learning while teachers are active facilitators. This can be done by giving students physical space, work time, and flexibility over multiple lessons to play around with different kinds of tools, practices, and representations. (Thibaut, P., Curwood, J.S., 2018) When including visual literacies into classroom, teachers can always incorporate photographs, charts and diagrams to Th explain ideas and concepts. Teachers can also enhance texts by having students take virtual field trips that allow them to see where their texts are taking place. Teachers can also diversify texts sh by granting them access to reading literature in a digital, audio, or hard copy form (Bales, 2013). Teachers should also be trained on how to effectively and efficiently use digital resources such as text annotation applications. This helps support comprehension of texts. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL 4 Ultimately, integrating multiple literacies can promote confidence that paper and pencil tasks may not be able to achieve. Assessment Finally, multiple literacies can also be used for formative and summative assessments. Not only do digital multiple choice self-grading assessments cut down on teacher grading time. They also can be used to quickly and easily filter and desegregate data making reteach, small group, and intervention more strategic. The functions and features that digitalized assessments is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m offer can help accommodate all students while teaching them how accurately use all of its features, like note taking, highlighting, and flagging responses. Once they are familiar with online assessments, students can potentially succeed in taking computerized tests for college and sh Th careers. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL References Bales, K. (2019, July 3). How to Utilize Multiple Literacies to Maximize Learning. ThoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323. Thibaut, P., & Curwood, J. S. (2018). Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum. Theory Into Practice, 57(1), 48–55. https://doiorg.lopes.idm.oclc.org/10.1080/00405841.2017.1392202 Texas Essential Knowledge and Skills (2017). Snapshot – Grade 6 English Language Arts and is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Reading. www.lead4ward.com. sh Th (https://lead4ward.com/docs/resources/snapshots/elar/teks_snapshot_elar_gr_06.pdf. This study source was downloaded by 100000774567807 from CourseHero.com on 05-30-2021 02:14:31 GMT -05:00 https://www.coursehero.com/file/90870396/REA-Multiple-Literaciesdocx/ Powered by TCPDF (www.tcpdf.org) 5
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