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//Answer the following question:// The skill(s) you focus on should not be content area specific (e.g., color study in art or sequencing in math) but rather more generic skills such as those that are a part of traditional literacy, research skills, or critical analysis skills. Use technologies and/or tech strategies that fit __where it makes sense__.
 * Explain 1 teaching strategy/approach that you, as a teacher, can use to foster literacy skills in grades 7-12 through __your content area__ and through the use of technologies?**

Describe the strategy you choose to use on the wiki-page for your content area.

Example: Students will create a "zine" ("zines" are small, self-made, self-published pamphlets or booklets) on an assigned topic. Student will use Microsoft Word to create and publish their class zine. Skills: critical evaluation, reflecting on the intellectual and social significance of a topic, and effective communication Materials: Paper for draft prior to digital version, laptops (1 per group) with Microsoft Word, printer Procedures: Over the course of 1 week, students will choose a topic for their page in the class zine; focus on an audience; design a visually appealing and easy to read layout; research and write an article for publication. Assessment: Rubric based on content knowledge, writing skills, effective communication and overall effort and contribution
 * Science:**

Source: Andrew Yang "Engaging Participatory Literacy through Science Zines" //The American Biology Teacher, Vol. 72, No. 9, pages 573–577. ISSN 0002-7685, electronic ISSN 1938–4211. ©2010 by National Association of Biology Teachers. Retreived from: http://www.andrewyang.com/folder2/Yang-ScienceZinesABT.pdf//

-Learning and literacy are active and social experiences through which students construct knowledge. -Students have multiple intelligences. -We can foster the growth of literacy skills that will allow students to exercise their power and build knowledge. -Literacy is linked to notions of power.
 * Keep the following assumptions that we have discussed in class in mind:**

**English Language Arts (Karstina Wong):** Text-on-Text Students will write and respond **on** a chosen literary piece. Students will comment on their own texts and the responses of each other. Skills: critical evaluation, reflection on literature, communication, draw inferences, reflection on other students' comments, gain different perspectives Materials: short literary text, pen or pencil, timer Procedures: In a small group of 3-4, students will spend approximately 3-4 minuets to respond to the text at hand, and in a timely order, will pass the text at hand to the student on their right. The time starts over and the student will respond to the text and the other students response to the same text. In about 3-4 minuets, this will then repeat. Do this until every student responds to every student in group. Assessment: Students will discuss responses in groups of in a larger classroom discussion. What have you learned? What new perspective have you gain? Do you agree or disagree to the comments on your page?