Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
Designing a 21st Century Reading Curriculum to support Struggling Readers Presented by Calle Friesen Buena Vista University ICTE 2011
Our Story• A problem in our high school• Identify who the problem most affected: 21st Century Readers• Identify the most likely tool to repair the problem: 21st Century Literature• Plan: Design a program for 21st Century Readers using 21st Century Literature and 21st Century Technology
The Challenge• How does an “old school” instructor implement modern resources for students who surpass them technologically?• How do we instill a love of reading in struggling students who have given up and are counting down the days to graduation?
The Project• How did one teacher create an integrated curriculum for high school reading instruction that combines classic reading instruction and technology with the goal of improving comprehension and competency?
The 21st Century Reader• grew up using technology as a primary learning tool• is capable of navigating and interpreting digital formats and media messages• possesses literacy skills which include technological abilities such as keyboarding, internet navigation, interpretation of technological speak, ability to communicate and interpret coded language and decipher graphics
21st Century Literature• New literary work created within the last decade• Written by contemporary authors• Deals with current themes/issues and reﬂects a technological culture• Often breaks traditional writing rules• Emerging genres like IM and blog format books, digi-ﬁction, doodle
21st Century Literature• Beyond books and traditional print sources, 21st Century Literature includes:• web pages, blogs, wikis, and e-zines• chat rooms, social networks, and tweets• video games, educational games and learning software
Student Proﬁles• Students enrolled in “21st Century Literacy” were scoring below the 40th percentile in reading achievement.• The majority of students entered with an independent reading level at least two years below their grade level.• Candidates were determined by middle school and high school grades in English Language Arts, Accelerated Reader records, and reading comprehension and vocabulary scores from ITBS and ITEDS.
Student Proﬁles• 4 students in the class had IEP for English Language Arts (RD)• 1 Foreign exchange student from Korea• 3 students classiﬁed as ESL or ELL• All remaining students were identiﬁed as “struggling readers”• All below the 40th percentile in reading comprehension on the ITBS the previous school year.
The Curriculum• 30% Practical reading instruction • the habits of good readers before, during and after reading • “how to” reading approaches for every possible kind of text • The Reader’s Handbook: A Student Guide for Reading and Learning (Great Source Education Group)
The Curriculum• 40% Traditional Print Sources • Books (primarily young adult lit) • Magazines (every possible subject) • Newspapers (everyday) • Scripts (one play)
The Curriculum• 30% 21st Century Digital & Media Literacy sources • Online documents, web pages, blogs, interactives, games,Web-Quests, learning sites, email, messaging, twitter, news feeds, youtube, stumble, etc.
Cultural Commentary• Invite students to discover an issue from their favorite magazine that concerns them.• What message is being conveyed?• How is that message emphasized in other literary venues?• What is the student’s opinion?• Can we ﬁnd other possible perspectives?
21st Century Issue:Portrayal of Teen Girls in Magazines How Seventeen magazine undermines women• Several Copies of Seventeen Magazine• Harvard University Article “Media Awareness and Seventeen Magazine”• 21st Century Assignment: Magazine Redux Exercise readwritethink.org
BiographyStudents chose a contemporary personality and read biographyautobiography or memoir of that person’s life
Biography Project• Following reading, students created a powerpoint presentation on the subjects contribution to the world and what could be learned by studying another person’s life story.• Samples of student power points• Lance Armstrong ~ Student . ppt• Katherine Tarbox ~ Katie.com Student. ppt
BloggingReading the internet: Non-Fiction Investigations
Blogging Investigation• Students chose one active Blog to follow for 2 weeks. Each day they read blog updates, responded to postings and reported back to the class about the latest developments• Application activity: 21st Century Lit Blogging Project.doc• Student Blog Samples: • Jun careers for the 21stcentury • Real jobs for real people
Fiction• Everyone chooses what they will read• Everyone reads every day• Student reading journals• Atwell’s Reading Zone• Read Alouds• Book Talks
Building your YAL library• 2,000 books• N.C.T.E.• In-School Resources• Community Library• Reading Online• High Interest Low Vocab
Novels Short Stories• Reading Online • Multi Genre• Link: The Teacher • Flash Fiction Tap • Writing Contests• Link: Readprint.com • Comprehension Tools• Link: Free Online Novels & Short • Link: Wordle Stories • Link: The Mufﬁn Man• Audio Literature by Victor Aguilar 2010
Poetry Student Chap BooksExploring Poetry Online Poetry AlivePerformance Poetry Jam The great poets
Text Talk Vocabulary & New Genres Text Talk Lit E-Journal diaries (E-Js) *Digi-Ficiton* *Doodle-Fiction* *Menga* *Graphic Novels *
21st Century Text Talk Literature An Order of Amelie, Cruel Summer Hold the Fries Blogs, Letters, & E-mails Letters & Text Messages
21st Century Text Talk LiteratureHeart on My Sleeve Eyelash Emails & Instant Messages Blog, IM, & Chat Room
21st Century Text Talk Literature Connect 2 God TTYL, TTFN, & L8r G8r Instant Messages (Spiritual)
21st Century Text Talk Literature Nancy Drew: Stolen E-mails The E-Mail Mystery Emails & IMs Emails & IMS
Vocabulary Builders• The New Language - 21st Century Dictionary• Glossary: NetLingo The largest list on the web!• Language Building Assignments• Conversation Translation• Class notes• Thank You cards
Virtual VacationsWhere in the world do you want to go? Planning the trip of a lifetime online
What does it mean to be Literate today?• New Deﬁnition of “literate”: N.C.T.E Deﬁnitions 2008• 21st Century Learners: 21st Century Skills Map
Student FeedbackWhat did they really think of the class? Here is what they said..
• Final Exam: 21st Century Literacy Final Reﬂection Paper• This class changed me… I started to read books without being told. That never happened before. All through middle school I wanted to know when it would ﬁnally click in for me, but it never did. This year I read because the stories meant something to me. (Jessica)
• Now that the semester is over, I can ﬁnally stand reading. I can read anything assigned to me. This gives me conﬁdence that I will be able to tackle the reading they throw at me next year in college. I learned that I don’t need Spark Notes. It makes you feel good to know that you have better reading skills. If you give me a good sports book I will most likely ﬁnish it. I also like reading magazines more now. Before I just looked at the pictures, but now I actually read the stories and learn about the person in the article. (Paul)
• I’ve grown more fond of reading. This doesn’t shock me much. Enjoying reading is somewhat rare in today’s society, so I’m glad to be one of the people who has a passion for it. This year, reading has been my escape. If I feel stressed or if something is really bothering me, I dig into a book and it always seems to work. (Lexi)• This class was not only about reading but also about ﬁnding each person’s motivation for reading- that was an eye-opener. I thought more about “connecting” and I feel more mature if that makes sense. I comprehend what I am reading, but I am more aware of hidden things like symbolism, bias, and inference. I am a smarter reader. (Melanie)
• I made a big jump in my reading skills. I learned how to write a lot of different types of poems, how to make a study guide, how to summarize important parts of a story or article, and I learned to read textbooks and understand. I used to not like to read, but now it is very different. Today if I start a book and enjoy it, I don’t want to stop until I ﬁnish. I like to read in Spanish. I never thought about buying a book in Spanish. I went to Barnes & Noble and I saw they have many shelves of Spanish books. I want to read them all. (Miguel)
• I changed my interests. It’s like a got a new taste for something I never tried before. I like poetry. I like historical ﬁction and I like biographies. Who knew? I didn’t. (Mark)• This class taught me how to read patiently. I thought that only playing video games, watching T.V. and messing around on the computer were fun. I never thought that reading a book would be fun. I still do the other things, but reading is fun too, you just have to take it easy and it can be very relaxing. (Xeung)• I can comprehend what I read and I know how to read textbooks and where to ﬁnd answers in text books. It is all about understanding organization. That was a good tip. (Juila)
• I have changed as a reader because now I know that I am good at it. I love to read about death, suicide, rape, teenage pregnancy, teenagers with problems, juveniles in the system, mysteries and romance. I love books that make me cry. My reading level has gone up both semesters. I am proud of myself. This is the ﬁrst English class that I did not have to go to the special class for. If I can read twenty books in one year, I can do anything! (Blanca)
• As a reader I believe I have changed the most of anyone in the class. This year I read 10 books where none of them were books I had to read for school or a test. It was just me choosing to read. For graduation I asked my dad to build me a bookshelf because I want to ﬁll it up with good books that I have read. (Nicole).
Measuring Achievement• Baseline Assessments: • Informal: Previous ITED Scores • Formal: Basic Reading Inventory (B.R.I.) and STAR Reading Assessment (reading placement level & National Curriculum level)• Formal Assessments were repeated at the end of the 1st Semester (December), and again at the end of the 2nd Semester (May)
Beginning Ending Year• Average reading level 6.4 • Average reading level 8.6• Lowest Reading level • Lowest Reading Level represented 3.8 represented 5.8• Highest reading level • Highest reading level represented 9.2 represented 13+ • EVERY student participating improved by at least two full grade levels
Questions? Please Contact: Calle Friesen • Reading/Literacy Specialist Buena Vista University, Storm Lake firstname.lastname@example.org • Masters in Reading *NEW* Program Co-ordinator Drake University, Des Moines email@example.com • (712) 299-5862