Opening Activity – Experiencing the LMP (10 minutes)
Content: Participants engage in a short Literacy Mindset Protocol activity to experience inquiry through questioning.
Engagement: Small-group generation of questions from a prompt, prioritization, and short share-out.
Process: Facilitator uses this as an anchor to connect later phases.
1. Opening & Framing the Challenge (5 minutes)
Content: Define today’s literacy demands: multimodality, questioning, and the role of generative AI. Briefly reflect on the LMP activity.
Engagement: Quick audience poll (hands or Mentimeter) on challenges with teaching literacy in an AI world.
Process: Facilitator captures responses to anchor the session in participant needs.
2. Introducing the Literacy Mindset Protocol (8 minutes)
Content: Walk through the four phases of LMP (Initiating Inquiry, Building Text Sets, Engaging in Dialogue, Extending Research).
Engagement: Small-group “Think-Pair-Share” on how questioning currently shows up in their literacy instruction.
Process: Participants connect the protocol to existing practice.
3. Multimodal Text Sets in Action (8 minutes)
Content: Define multimodal text sets; show classroom examples supporting equity, access, and deeper learning.
Engagement: Pairs examine a sample multimodal text set and discuss how it provides multiple entry points for diverse learners.
Process: Facilitated discussion with guiding question: “Which students in your classroom would this support—and how?”
4. Integrating Generative AI with LMP (9 minutes)
Content: Demonstrate how AI strengthens each LMP phase—generating prompts, scaffolding questions, adapting reading levels, supporting fluency, and extending projects.
Engagement: Device-based activity: participants use AI (or provided outputs) to refine a question, suggest multimodal resources, or scaffold comprehension.
5. Designing for Practice (15 minutes)
Content: Participants apply LMP + AI to their own contexts.
Engagement: Small groups design a mini-inquiry cycle: select a question, outline a text set, and propose one AI-supported scaffold.
Process: Peer-to-peer interaction; groups record ideas on chart paper or shared slides.
6. Reflection & Next Steps (5 minutes)
Content: Recap participant outcomes, connect to ISTE/ASCD principles, and highlight equity considerations.
Engagement: Individual reflection: “One way I’ll use questioning + AI in my classroom is…” (shared on Post-Its or digital board).
Process: Facilitator synthesizes key themes and provides closing takeaways.
Experience and reflect on the Literacy Mindset Protocol by participating in a live inquiry activity that models questioning as the foundation of literacy.
Analyze and apply the four phases of the Literacy Mindset Protocol to design inquiry-driven literacy instruction.
Curate and evaluate multimodal text sets that provide multiple access points and support equity for diverse learners.
Integrate generative AI tools strategically within the LMP to scaffold questioning, resource curation, and foundational literacy skills.
Design a mini-inquiry cycle that blends questioning, multimodal texts, and AI scaffolds, creating a draft plan they can adapt to their own classrooms.
Wexler, N. (2025). Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. ASCD.
– Connects comprehension, background knowledge, and inquiry to literacy learning.
Rasinski, T. V., & Padak, N. D. (2013). From Fluency to Comprehension: Powerful Instruction through Authentic Reading. Guilford Publications.
– Highlights the importance of fluency and comprehension as foundational literacy skills.
Poth, R. D. (2024). How to Teach AI: Weaving Strategies and Activities Into Any Content Area. ASCD.
– Explores classroom applications of generative AI in teaching and learning.
Berger, W. (2014). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas. Bloomsbury Publishing USA.
– Frames the role of questioning as central to curiosity and deeper learning.
Bearne, E., & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5–11. Sage Publications.
– Foundational work on multimodal literacy practices in the classroom.
OECD Future of Education and Skills 2030. https://www.oecd.org/education/2030-project/
– Outlines global perspectives on the skills students need in complex, information-rich societies.
Mills, K. A. (2016). Literacy Theories for the Digital Age: Social, Critical, Multimodal, Spatial, Material and Sensory Lenses. Multilingual Matters.
– Expands the definition of literacy to include multimodal and digital practices.
Drost, B., Graves, K., Hambrick, T., & Kulich, L. (2024, December). Tyranny of Or: Using modern item analysis in ELA. District Administration. Retrieved from: https://districtadministration.com/opinion/tyranny-of-or-using-modern-item-analysis-responsibly-in-ela/
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