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  • Strengthen reading instruction in all high school courses by incorporating complex reading materials into course content.The type of text to which students are exposed in high school has a significant impact on their readiness for college-level reading.Specifically, students need to be able to read complex texts if they are to be ready for college. All courses in high school, not just English and social studies but mathematics and science as well, must challenge students to read and understand complex texts.
  • From the National Reading Panel’s report: strong connection to vocabulary in the reading process (NICHD, p. 4-15). both direct and indirect vocabulary instruction should be used to achieve reading comprehension.Effective vocabulary instruction also requires active participation from students. Also recommended: Multiple exposures to words in both indirect and direct learning.Who better to teach vocabulary than content area teachers who know the content???!Blachowicz and Fisher (2005) suggest choosing the following kinds of words:Comprehension words (necessary for comprehending the subject or content)Useful words (practical across several fields)Academic words and phrases (such as “essential message” , “in contrast to”)Generative words (prefixes, suffixes, and roots that can be identified and applied to other words)
  • Vocabulary Frames are a flashcard method for learning new vocabulary. Do not use Vocabulary Frames for every vocabulary word encountered. Words that introduce new concepts are best used with Vocabulary Frames.Top Right Corner: Write the word’s definitionTop Left Corner: Write the word’s opposite and cross it outLower Left Corner: Write a silly sentence that uses the definition of the wordLower Right Corner: Draw a graphic to help you visualize the conceptIn the Center: Write the wordOther ideas for explicit placement on card:Isolate any prefixesIsolate the rootNote the meaning of the rootIsolate any suffixesLabel the part of speech in parenthesis
  • Webklipper: annotation and extractor for web pages: http://webklipper.com/k/KGyIAr0cga2AFVdooC4r Zooburst: pop up books: http://www.zooburst.com/zb_books-viewer.php?book=4c7d7e4911329Ten: LIFE has unveiled a neat new feature that lets you search for any photos in its archives and create an online timeline/slideshow that you can share with a unique url address. Their Photo Timeline lets you use their original captions or you can edit them and create your own, as well as writing your own description for your whole creation. After you log-in (you can do so using your Twitter, Facebook, Yahoo, or Google accounts — it would be nice if they allowed on site registration, but I guess you can’t have everything!), it’s just a matter of searching and dragging the photos to your timeline/slideshow. Nine: Crocodoc is a super-simple application that allows you to annotate webpages with virtual post-it notes and drawings. You can also upload any document you create and immediate make it into a webpage.Eight: WebKlipper lets you easily, without requiring registration, annotate any webpage with virtual post-it notes or a highlighter. You’re then given the url address of the annotated webpage. It’s quite easy to use. Students can use it to demonstrate reading strategies (visualizing, asking questions, making a connection, etc.).Seven: ZooBurst, allows you to create your own “customized 3D pop-up books.” You can see a number of examples at their site.Six: Fotobabble, is a neat application where people can post photos along with an audio description. It has gotten even better recently. Now, users can grab images off the web by just using the photo’s url address. Before, uploading images was the only option. It’s one of the best Web 2.0 applications of the year for educators, and is on The Best Sites To Practice Speaking English list. It’s a simple tool students can use to practice their speaking skills. It’s very easy to use but, just in case, Russell Stannard at the great Teacher Training Videos has posted a good video tutorial on how to use the app. You can see examples my students have created here.Five: Tripline is a great map-making application. You just list the various places you want to go in a journey, or a famous trip that has happened in history or literature, or a class field trip itinerary, and a embeddable map is created showing the trip where you can add written descriptions and photos. You can use your own photos or just through Flickr. Plus, you can pick a soundtrack to go with it as it automatically plays through the travels. Here are examples of the ride of Paul Revere and the Lewis and Clark Expedition. It’s super-easy to use, and the only tricky part is that you can’t add photos until after you create your trip and save it. That’s not a big deal, unless you couldn’t figure it out like me and had to contact the site.Four: Story Jumper is a new site that lets kids create their own story books. Online versions are free, and you can pay for hard copies. Registration is quick and easy. You can create your books from “scratch” or use one of several templates they have (one or two of them didn’t seem particularly intuitive to me, but most were fine, and the “scratch” version was certainly easy). They offer lots of easy “props” to integrate into the stories, and you can upload your own photos and type your own text. Once you’re finished, you can email the link to yourself and post it on a student/teacher blog or website.Three: TxtBear is a new and very useful web application that allows you to easily upload and document and immediately turn it into a webpage. A site like this is one is wonderful for students and others who are not very tech savvy. All they have to do is create a document in Word (including easily copying and pasting images into it), which they might be more familiar with, and easily turn it into a website. Students can upload papers they’ve written, as well. Then, they can just copy and paste its url address into a teacher or student blog. For example, now I have students type essays in a Word Document and then copy and paste them directly into the comments section of our class blog. With TxtBear, they use Word, illustrate it if they want, and then paste the link into the class blog. It makes the document much more readable that way.Two: The Middlespot Search Engine has made previous “The Best…” lists. Their new version is like an even easier and embeddableWallwisher. In other words, it’s a virtual bulletin board with virtual “stickies.” If you’re searching for an image, website, or video, though, you don’t necessarily have to copy and paste their url addresses (though you can) — if they are in the search results you just click on it to go into your “mashup” and it goes to it automatically. No registration is necessary, and you can collaborate with others.One: Simple Booklet is a great new tool that lets you create online books and reports that can be embedded or linked to by its url address. It’s free, you can grab images and videos off the web, and extremely simple to use. No registration is required. What’s not to like? Coincidentally, it’s also designed by Middlespot.

Disciplinary Literacykeynotewegmann Disciplinary Literacykeynotewegmann Presentation Transcript

  • Disciplinary Literacy: Another Name for Teaching Texts
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    1
  • Disciplinary Literacy: Another name for Teaching Texts
    Dr. Susan Wegmann
    swegmann@mail.ucf.edu
    Council for Online Literacy Educators
    Inaugural Conference,
    November 18, 2010
  • 3
    Agree/Disagree
    Reading is a one-way road from text to person.
    Most content area texts are written on grade level.
    Learning language is a social activity.
    View slide
  • 4
    In every case, it is the reader who reads the sense. . .We read to understand, or to begin to understand. We cannot do but read. Reading, almost as much as breathing, is our essential function.
    Alberto Manguel, (1996). A History of Reading. NY: Viking.
    View slide
  • 5
    Disciplinary Literacy. . .
    “…requires an understanding of how
    knowledgesare constructed and organized
    in the content area, an understanding of what
    counts as warrant or evidence for a claim,
    and an understanding of the conventions of
    communicating that knowledge” (Moje,
    Ciechanowski, Kramer, Ellis, Carrillo &
    Collazo, 2004, p. 45).
  • 6
    Building Blocks for Disciplinary Literacy
    LANGUAGE
  • 7
    Building Blocks for Disciplinary Literacy
    READING PROCESSES
    LANGUAGE
  • 8
    Building Blocks for Disciplinary Literacy
    STRATEGIES
    READING PROCESSES
    LANGUAGE
  • 9
    Building Blocks for Disciplinary Literacy
    SUBJECT MATTER
    STRATEGIES
    READING PROCESSES
    LANGUAGE
  • 10
    Defining Disciplinary Literacy
    "Literacy is the state of being able to participate fully in a to-and-fro interplay between person and text.”
    “Disciplinary Literacy” then, is being literate in a particular discipline or content area.
  • 1.2 million students tested – only 51% labeled as “ready for college”
    11
  • 12
    Discipline Specific Literacy Skills
    Acknowledge the interplay between self and text
  • 13
    Discipline Specific Literacy Skills
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
  • 14
    Discipline Specific Literacy Skills
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Test taking ability
  • 15
    Discipline Specific Literacy Skills
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Knowledge of content text structure
    Test taking ability
  • 16
    Discipline Specific Literacy Skills
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Ability to identify important information
    Knowledge of content text structure
    Test taking ability
  • 17
    Discipline Specific Literacy Skills
    Ability to synthesize information using LER first, then external sources
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Ability to identify important information
    Knowledge of content text structure
    Test taking ability
  • 18
    Discipline Specific Literacy Skills
    Ability to synthesize information using LER first, then external sources
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Ability to identify important information
    Knowledge of content text structure
    Ability to read visual/graphic information
    Test taking ability
  • 19
    Discipline Specific Literacy Skills
    Ability to synthesize information using LER first, then external sources
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Ability to identify important information
    Knowledge of content text structure
    Knowledge of organizational patterns
    Ability to read visual/graphic information
    Test taking ability
  • 20
    Discipline Specific Literacy Skills
    Ability to synthesize information using LER first, then external sources
    Knowledge of specialized vocabulary
    Acknowledge the interplay between self and text
    Ability to identify important information
    Knowledge of content text structure
    Knowledge of organizational patterns
    Ability to read visual/graphic information
    Test taking ability
    Research skills
  • 21
    Expert readers. . .
    activate prior knowledge (LER)
    set goals for reading
    make predictions
    self-monitor
    construct the main idea
    critique the text’s propositions
    evaluate the structure of the text
  • 22
    Disciplinary Reading Strategies
  • 23
    Semantic Feature Analysis
     
     
  • 24
    DIRECTED TEXT MARKING
    Instructor Directed MarkingsType of Markings To Be Used
    Titlecircle
    Paragraphsnumber: 1, 2, 3, etc. (left margin)
    Paragraph summary main idea word or brief phrase
    (right margin)
    Challenging vocabulary words box:
    Location names bracket: [ ]
    People named in the story wavy line vvvvvvvvvvvvvvv
    Data that contains dates, asterisk
    numbers, distances or
    amounts; anything numerical
    Webklipper.com
  • Limited amount of vocabulary words per week.
    Explicit vocabulary instruction
    25
    Disciplinary Vocabulary Instruction
  • 26
  • 27
    K.I.M.
  • 28
    RAP: Paraphrasing
    Read a paragraph
    Ask yourself what is the main idea and what are important supporting details
    Put the main idea and supporting details into your own words
  • 29
    Concept Map of Learning Unit
    Unit Essential Question
    Examples/Steps/Vocab
    Unit Topic/Concept
    Major Concepts/Skills/Key Questions
  • 30
    Written responses to text:
    Postcard/Letter to the (Textbook) Editor
    Student Authored Study Guides
    Textbook Chapter Rewrites
    Narrative about “Being there.”
    Journal or diary entries
  • 31
    Written responses to text: (cont)
    Write a Memoir
    Sharing/Interactive writing
    Written dialogue
    Manga
  • 32
    Strategic Activities
    Read Alouds
  • 33
    Read Alouds
    WebQuests WIPs
    Strategic Activities
  • 34
    Read Alouds
    Text Sets
    WebQuests WIPs
    Strategic Activities
  • 35
    Read Alouds
    Reader’s Theatre
    Text Sets
    WebQuests WIPs
    Strategic Activities
  • 36
    Strategic Activities
    Read Alouds
    Reader’s Theatre
    Text Sets
    WebQuests WIPs
    Interviews
  • 37
    Strategic Activities
    Read Alouds
    Reader’s Theatre
    Alternative Texts
    Text Sets
    WebQuests WIPs
    Interviews
  • 38
    Strategic Activities
    Read Alouds
    Reader’s Theatre
    Alternative Texts
    In just 10 minutes. .
    Text Sets
    WebQuests WIPs
    Interviews
  • Scavenger Hunt
    39
    Strategic Activities
    Read Alouds
    Reader’s Theatre
    Alternative Texts
    In just 10 minutes. .
    Text Sets
    WebQuests WIPs
    Interviews
  • Scavenger Hunt
    40
    Strategic Activities
    Read Alouds
    Reader’s Theatre
    Alternative Texts
    In just 10 minutes. .
    Text Sets
    WebQuests WIPs
    Interviews
    Digital Stories
  • 41
  • 42
    Best Web 2.0 Applications for 2010
    Sitehoover
    Titan Pads
    Clp.ly
    Flisti
    Send Shots
    Simple Guide Tool
    Copytaste
    Twextra
    Mappy Friends
    Explorra
  • Best Web 2.0 Applications for 2010
    11. Life’s Photo timeline
    12. Crocodoc
    13. WebKlipper
    14. ZooBurst
    15. Fotobabble
    16. Tripline
    17. Story Jumper
    18. TxBear
    19. Wallwisher
    20. Simple Booklet
    43
  • 44
    Magic Wand
  • 45
    I was more than a teacher. And less. In the . . . classroom you are a drill sergeant, a rabbi, a shoulder to cry on, a disciplinarian, a singer, a low-level scholar, a clerk, a referee, a clown, a counselor, a dress-code enforcer, a conductor, an apologist, a philosopher, a collaborator, a tapdancer, a politician, a therapist, a fool, a traffic cop, a priest, a mother-father-brother-sister-uncle-aunt, a bookkeeper, a critic, a psychologist, the last straw.
    Frank McCourt
  • 46
    Miscellaneous Treats
    Electronic Field Trips
    Yellowstone National Park
    http://www.windowsintowonderland.org/
    Google Earth (earth.google.com)
    TeacherTube (www.teachertube.com)
  • 47
    References
    Allington, R. (2002) You can’t learn much from books you can’t read. Educational Leadership, 60 (3). 16-19.
    Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997).Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
    Lewin, L. (2006). Reading response that really matters to middle schoolers. New York: Scholastic.
    Rasinski, T. (2000). Speed does matter in reading. The Reading Teacher, 54, 146–151.
    Scraper, K. (2006, May). What a character! Bringing out the best in your students through reader’s theater. Paper presented at International Reading Association, Chicago, IL. Retrieved August 9, 2007 from http://www.edwriter.com/downloads/2006_IRA_Handout.pdf
    Swanson, H.L. (1999). Instructional components that predict treatment outcomes for students with LD: Support for a combined strategy and direct instruction model. Learning Disability Research and Practice, 14(3), 129-140
  • 48
    Au, K. H. & Raphael, T. E. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35, 170-188. Pp. 178-18
    Bercaw, L., & Wegmann, S. (2003) Literature Discussions, Participant Stance, and the Discussion Filter American Reading Forum Yearbook of Proceedings, 2003. Available online: http://www.americanreadingforum.org/03_yearbook/html/Bercaw.htm
    Bloom, B. (1975). Language development. In F. D. Horowitz (Ed.) Review of child development research, 4, (pp. 245-303). Chicago: University of Chicago Press.
    Britton, J. (1993). Language and learning. Portsmouth, NH: Boynton/Cook.
    Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinneman.
    Draper, R. J. (2002) Every teacher a literacy teacher? An analysis of the literacy-related messages in secondary methods textbooks. Journal of Literacy Research.
    Find Articles at http://findarticles.com/p/articles/mi_qa3785/is_200210/ai_n9087467
    McCourt, F. (2005) Teacher Man. New York: Scribner. An excellent website for videos for content area teachers: http://school.discovery.com/teachers/archive/
    Mehan, H. (1979a) Learning Lessons. Cambridge: Harvard University Press.
    Mehan, H. (1979b) What time is it, Denise?: Asking known information questions in classroom discourse. Theory into Practice, 18, 285-294.
    Piaget, J. (1964). Six Psychological Studies. New York: Vintage. For more information about Piaget's work: www.piaget.org or perform a Google search.
    Probst, R. (1987) Available online: http://www.ericdigests.org/pre-926/theory.htm
    Rosenblatt, L. (1938/1983). Literature as exploration (4th ed.). New York; MLA.
    Rosenblatt, L. (1994) The reader, the text, the poem. Carbondale, IL: Southern Illinois University Press.
    For a great article that examines the contribution of Rosenblatt to literary interpretation, see http://www.vccaedu.org/inquiry/inquiry-spring97/i11chur.html
    Street, B. V. (1999). The meanings of literacy. In d. A. Wagner, R. L. Venezky, & B. V. Street (Eds.), Literacy: An international handbook. (pp. 34-42). Boulder, CO:  Westview Press.
    Taylor, B. M., & Beach, R. W. (1984). The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text. Reading Research Quarterly, Vol. 19, 2. pp. 134-146.
    Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press. For more information about Vygotsky's work: http://www.kolar.org/vygotsky/ or perform a Google search.
    Wikipedia definition of Literacy
    Wimsatt, W. K. (1954) The Verbal Icon: Studies in the Meaning of Poetry. Kentucky: University of Kentucky Press.
  • Disciplinary Literacy: Another name for Teaching Texts
    Dr. Susan Wegmann
    swegmann@mail.ucf.edu
    Council for Online Literacy Educators
    Inaugural Conference,
    November 18, 2010