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
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1
Alisha Mimes
05/13/2020
REA-550
Professor Rider
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Grand Canyon University
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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
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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
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features of a sentence (e.g., first word, capitalization, ending punctuation).
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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
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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.
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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.
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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
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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
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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
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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
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definition of words.
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Multiple Literacies Professional Development Proposal
5
References:
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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
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Running head: PROPOSAL
Multiple Literacy Professional Development Proposal
Breanna Mitchell
Grand Canyon University: REA 550
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October 7, 2020
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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.
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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
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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
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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
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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
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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.
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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
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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
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doi:10.1016/j.sbspro.2011.11.315
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Running head: PROPOSAL
Multiple Literacy Professional Development Proposal
Breanna Mitchell
Grand Canyon University: REA 550
sh
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October 7, 2020
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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
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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
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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
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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
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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
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Running head: MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL
Multiple Literacies Professional Development
Cheresa Gilzean
Grand Canyon University: REA- 550
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3/31/2021
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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
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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
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present results.
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(Lead4Ward, 2017)
Reading and Writing Instruction
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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
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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
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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
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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.
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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
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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
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careers.
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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
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Reading. www.lead4ward.com.
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(https://lead4ward.com/docs/resources/snapshots/elar/teks_snapshot_elar_gr_06.pdf.
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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
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1
Alisha Mimes
05/13/2020
REA-550
Professor Rider
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Grand Canyon University
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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
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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
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features of a sentence (e.g., first word, capitalization, ending punctuation).
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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
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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.
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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.
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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
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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
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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
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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
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definition of words.
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Multiple Literacies Professional Development Proposal
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References:
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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
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Running head: PROPOSAL
Multiple Literacy Professional Development Proposal
Breanna Mitchell
Grand Canyon University: REA 550
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October 7, 2020
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PROPOSAL
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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.
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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).
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PROPOSAL
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(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
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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
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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
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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
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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
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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
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carefully used and selected for assessing student skills.
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PROPOSAL
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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
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o
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rs e
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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.
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doi:10.1016/j.sbspro.2011.11.315
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Running head: PROPOSAL
Multiple Literacy Professional Development Proposal
Breanna Mitchell
Grand Canyon University: REA 550
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October 7, 2020
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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.
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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).
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PROPOSAL
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(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
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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
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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
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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
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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
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Running head: MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL
Multiple Literacies Professional Development
Cheresa Gilzean
Grand Canyon University: REA- 550
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3/31/2021
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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
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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
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present results.
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(Lead4Ward, 2017)
Reading and Writing Instruction
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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
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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
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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
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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.
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MULTIPLE LITERACIES PROFESSIONAL DEVELOPMENT PROPOSAL
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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
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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
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careers.
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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
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Reading. www.lead4ward.com.
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(https://lead4ward.com/docs/resources/snapshots/elar/teks_snapshot_elar_gr_06.pdf.
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