8:00-8:30 collect materials from classrooms. Begin at 8:30 sharp NEED 6 copies of student texts from any subject
Secondary teachers have not “signed up” to teach reading, but reality has hit that literacy skills are the make or break. We are training students for jobs that have not yet been created. Not only is it important to have them learn the content, but to think critically and have the ability to read, write and respond to a variety of text.
Fighting your expertise and knowledge is difficult, I do believe that all students can learn maybe not to the extent of the top, but when given the skills they can be part of the class and the knowledge shared in that class.
Referred to as B D A’s, the cognitive learning process, activating prior knowledge (before reading strategies, graphic organizers for during strategies, note-taking etc. After strategies can include summarization, but many other creative ways for students to show and share what knowledge they gained and questions they still have.
HAND OUT PACKETS!
Rethinking the Problem: Crisis and Opportunity Hand out article and Anticipation guide
Hand out text features
Hand out Blank ABC (2 copies each)– Brainstorm prior knowledge if topic is vacation destinations
No example needed- it is a blank page to begin with
Hand out envelopes with words and have them sort into categories
Hand out vocab chart and example Do NOT USE ANY ONE STRATEGY EVERY TIME- RETURN TO THE ONES THAT WORK- BUT DO NOT BORE THE STUDENTS.
Add link to slide for think aloud about vocabulary
Models of the note taking
Read article and model how to complete the role- whole group –article from Meeting the challenges of adolescent literacy
Continue with information about Adolescent Literacy Continue to use the article on Adolescent Literacy
Notes/article on swine flu
See Handouts and teacher editions of textbooks. Swine flu vs. flu
Printed instructions--- I use forms instead of notecards- either are fine -- article from anticipation guide “Rethinking the Problem: crisis…” handout form for STLWFM
Using the article from the during activity Four Square –why a schoolwide literacy focus is critical?
Content literacy ppt
Welcome toContent Area Literacy
If not me, then who?Teaching literacy skills is everyteacher’s responsibility.Ifa student is not taught the skills to access thetext within a content area, he will remain unable toaccess the information within that subject. It hasvery little to do with homework completion. It haseverything 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…”
Objective- To effectively use before, during, and afterreading/writing strategies within the classroom to accelerateand improve student learning.Before Reading Strategies Vocabulary Development StrategiesDuring Reading StrategiesAfter Reading Strategies
Before Reading Strategies The most powerful time to support reading is BEFORE students begin to read.
Before Reading Link new information to prior knowledge Clarify misconceptions Relate new vocabulary to known concepts Provide information about the organization of the content Generate questions about the topic Make predictions about what might be learned
Before Reading StrategiesAnticipation GuideChapter WalkABC’s of ______________KWL/ KNLBelow the Line
Anticipation Guide1. Read each statement and place a check under agree or disagree in the “before” column.2. Whole group discussion on agreements and disagreements.3. Read the text (teacher read or independently).4. Reread each statement and place a check under the agree or disagree in the “after” column.5. Make a note in the box as to where the evidence can be located to support this statement.6. Whole group or small group discussion to collaborate on the text based evidence.Anticipation Guide-EXAMPLE.doc
Chapter Walk Text Features vary from textbook to textbook Take time periodically to point out how to use the text - do not assume that students will read the text the same way you read it Let’s try it with a generic Chapter Walk Text Features.doc
ABC’S of _______________ Brainstorming on a certain topic Can be used independently, whole group, or small groups Can be broken apart to adapt for students with less prior knowledge (ex. Some students complete A-G, others H-P and so on) Provides information springboard for discussion where everyone can participate ABC-EXAMPLE.doc
BELOW THE LINE Individual brainstorm and then group discussion Students have a piece of paper with a line in the center to divide the page Teacher poses a question Students brainstorm and list answers above the line Whole group - students share responses Check mark next to same or similar responses Different responses go below the line Discussions can occur about which responses occurred most often and why Discussions can occur about the “different” responsesBelow the Line-EXAMPLE.doc
Vocabulary DevelopmentHand them the words on the platter.-Jacobs, 2000One way to ensure that students get the most out of their reading is to focus on vocabulary. –Robb, 2003Spend the time working with and making sense of the words, other than defining them. -Runkle, 2009
Vocabulary Choose the most important and essential words for the topic of study. Provide direct instruction Make connections to prior knowledge from previous chapters or courses Organize and categorize the terms in a meaningful way
Vocabulary Development StrategiesWord Sorts (open and closed)Vocabulary CirclesMagnet SummariesVocabulary ChartThink Alouds
WORD SORTS1. Place vocabulary terms onto small cards, one word per card.2. Individually, or in groups, students then sort the words into categories. 1. “Closed Sort”- categories provided by teacher 2. “Open Sort”- students create and label categories discovered of their own making3. 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, 1998Word Sort-EXAMPLE.doc
VOCABULARY CHART One of the best ways to learn a new word is to associate an image with it. Imagery-based techniques produced achievement gains that were 37 percentile points higher than those produced by techniques that focused on having students continually review word definitions. Vocabulary Chart.doc Vocabulary Chart- EXAMPLE.doc
THINK ALOUDS Make your thinking public You are the expert in your field Allow students to mimic your way of thinking You may feel “out of your comfort zone.” It gets easier with time and practice Preparation is key - use post-its to prepare http://books.heinemann.com/wordwise/
During Reading StrategiesAll students need to have opportunities to think critically, organize and question while they are interacting with the text.Instruction that encourages students to continually summarize, visualize, connect, predict, question, organize, infer and monitor will increase comprehension.
DURING READING STRATEGIES4 Square Reading2 Column Note-TakingNote-Taking with codesExtract/ReactGraphic Organizers specific to text Venn Diagram Cause and Effect Cycle Organizer
4 SQUARE READING1. Divide text into 4 sections2. Divide students into groups of 43. Assign each student a different role 1. Summarizer 2. Connector 3. Visualizer 4. Predictor/ Questioner4. Students will read one section of the text in group5. Each student completes his/her role6. Discussion of the completed roles7. Rotate roles8. Repeat steps 4-7 until all boxes are completeFOUR SQUARE.doc
2 Column Note-TakingCornell Note-TakingTopic with Sub-TopicsSummary at the end is keyCornell notetaking.doc
Note-Taking with CodesFinding key pieces of information from textIdentifying personal knowledgeCoding the factsContent notes with codes.docm
Graphic OrganizersChoose and use the organizer that works best for the text and the information Venn Diagram Cause and Effect Cycle Organizer Textbook publishers often send supplemental guides with graphic organizers.
After Reading StrategiesTo consolidate their learning, effective learners reflect on new information and integrate it into previous understandings by personalizing and applying the new concepts.- Buehl, 2001Have the students use the new information in a meaningful way that they can apply prior knowledge and skills.- Runkle, 2009
After Reading Strategies RAFT Save the Last Word for Me Rating Scale 3-2-1
RAFT Informal Writing Role of the writer (Who are you?) Audience for the writer (To whom are you writing?) Format of the writing (What form will your writing assume?) Topic to be addressed in the writing (What are you writing about?)
RAFT- cont.1. Analyze the important ideas or information you want students to learn- establish the topic2. Brainstorm possible roles for students to assume3. Decide who the audience will be for this communication4. Determine the format of the writingRAFT- EXAMPLES.doc
Save the Last Word For MePrinted Instructions ProvidedInstructions for SAVE THE LAST WORD FOR ME1. 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.)2. 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.)3. 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.)4. 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.5. 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.6. 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.Save the Last Word for Me-form.docm
Rating Scale Students must identify important facts or topic Students will then “rank” them in order of importance – thinking critically about the topic Students must then explain the rankingsRating Scale.DOCRating Scale-EXAMPLE.DOC
3-2-1- quick strategy for the end of any lesson, vary the response3 - new facts that you have learned over the past two days2 - strategies that you will definitely use this school year1 - question that you still have about content area literacy