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Literacy Across the Content-Areas

Across
Determines the appropriate grade level
Native speakers who need accommodations
Assessment before instruction
Bias in and reliability of sources
Groups/individuals have a part of the whole task
Students create their own meaning from the content
Applying, analyzing, evaluating, creating
Content, state, and professional
Instructional, environmental and professional expectations
Helps plan instruction at three critical points
Teachers working together to improve their craft
Adjusted instruction based ability levels and interests
Teacher builds on prior knowledge
Down
Standards, domains, levels of performance, can do descriptors
Designated as a model to follow
Me, We, Two, You
Standardized approach to delivering instruction
General-strategic-intensive
Moves from lower to higher levels of cognitive demand
Lists necessary accommodations
Teacher-directed, collaborative, on-line, independent