Literacy Strategies for the New Century. Professional Faculty Development Workshop, Fall 2001.

Literacy strategies useful in the adult education classroom were presented at a faculty professional development workshop. Literacy was described as a two-part process that included receptive (involving listening and reading) and expressive (involving speaking and writing). Content area was described as the focus of adult education literacy with an emphasis on reading to learn rather than on learning to read. The objective of content area literacy was outlined in the Into, Through, Beyond model, the goals of which are to inspire the student with the project at hand while activating prior knowledge. Ten strategies and worksheets were described and presented under the following categories: (1) prereading (for students unfamiliar with concepts or ideas in the text) and text preview (list of questions that engage students to fully explore the options of the text); (2) reading, including standard reading strategies such as read aloud, shared reading, guided reading, Quaker Read, and independent reading; and, nontraditional reading strategies like asking questions about what we read, KWLS, inquiry or I-Chart, and directed reading-thinking); (3) writing including model write, probable passages, and found poem; and, (4) vocabulary including test-organize-anchor-say-test (TOAST) and verbal-visual word association strategy (VVWA). (AJ)