blame earlier grades for not preparing the students?
tell students what to read and test/quiz to see if they actually read it?
feel like some students will never “get it”?
This workshop can help!
If not me, then who? Teaching literacy skills is every teacher’s responsibility.
If a student is not taught the skills to access the text within a content area, he will remain unable to access the information within that subject. It has very little to do with homework completion. It has everything to do with literacy competency.
from Meeting the Challenge of Adolescent Literacy…
“ Teachers of each content area are in the strongest position to help student successfully meet those challenges. Content area teachers know their subject matter and the standards they should be meeting. They also understand the literacy demands of their content; how to read the different kinds of text, how to write in the formats associated with each subject, how to recognize key concepts and vocabulary terms…”
Place vocabulary terms onto small cards, one word per card.
Individually, or in groups, students then sort the words into categories.
“ Closed Sort”- categories provided by teacher
“ Open Sort”- students create and label categories discovered of their own making
Students write their list for each category with a brief explanation of why these words are included together in that particular category.
Completing VOCABULARY SORTS in small groups using textbooks and class notes for reference provides opportunities for in-depth discussion as students consider the word from many aspects. - Billmeyer and Baron, 1998
Analyze the important ideas or information you want students to learn- establish the topic
Brainstorm possible roles for students to assume
Decide who the audience will be for this communication
Determine the format of the writing
Save the Last Word For Me Printed Instructions Provided
Instructions for SAVE THE LAST WORD FOR ME
Students read an article independently, highlighting statements, sections, sentences, etc. that stand out to the student for ANY REASON. (Maybe it was interesting, maybe he/she disagrees or agrees with the statement, maybe he/she is confused, amused, saddened, angered, etc by the statement.)
AFTER reading the ENTIRE article, students choose 3 statements they would like to share with group members. Using index cards, students should write each of the statements on a separate index card. On the BACK of each index card, the students should write WHY they chose that statement to share (here they should explain their reasoning for picking the statement.)
After all students are through writing their statements and reasons on the index cards, students should get into groups (4-6 people per group is ideal.)
Each group chooses a person to start. This person chooses one of his statements to share with the group. He just shares the STATEMENT ONLY at this point (NOT HIS REASONING.) After sharing the statement with the whole group, each group member must comment on the statement, telling what he/she thinks about the statement. It may be helpful to pass the card with the statement to each group member to allow them to reread it before commenting.
AFTER ALL GROUP MEMBERS HAVE COMMENTED, the person who shared the statement gets to share his reasoning for choosing the statement. After he speaks, there is no more discussion, thus he gets THE LAST WORD.
At this point a different group member gets to share a statement. Continue this process until all group members have shared at least once. The teacher can decide to have the group share a second and/or third comment.