Differentiated Instruction: ContentLiteracy Centers for Mathematics,          Social Science            and Science       ...
What we will do in this             session…. Introduce learning centers as an instructional tool for  mathematics, socia...
Some Reminders about  Content Literacy
Assumptions Underlying Content            Literacy Subject Matter Role of the Textbook Active Readers Independent Read...
What is Content Literacy? Generally defined as “the ability to use reading and writing for the acquisition of new content...
The Impact of Schema           on Content LiteracySource: Alvermann, D. and Phelps, S. (2002). Content Readingand Literacy...
More on SchemaThe notes were sour because the seam split.   Source: Alvermann, D. and Phelps, S. (2002). Content Reading  ...
More on SchemaThe batsmen were merciless against the bowlers. Thebowlers placed their men in slips and covers. But to noav...
What do we know aboutour students‟ reading?                         9
What do we know about readers?                       At or Above Proficient on 2002 NAEP Reading               100        ...
Students Most At Risk                             BelowBasicon2002NAEPReading              100                80          ...
Components of ReadingAlphabetics: understanding and using the sounds thatmake up words (phonemic awareness) and the letter...
What are Learning Centers? Synonymous with Learning Stations. Learning Stations are locations that a teacher designs for...
Getting Started: A Checklist1. Write out all directions for the students for each   station.2. Explain procedures and have...
Getting Started: A Checklist            (cont‟d)4. The teacher should circulate among the groups to    facilitate answers ...
A Classroom PictureSample Stations for First Rotation                              Content             Reading          St...
Sample Learning CentersDirections: Circulate around the room to the differentlearning stations.Consider the following ques...
VOCABULARY AND TERMINILOGY        CENTERS
Learning Center StationVocabulary             Samples are from: McKnight, K. (2010). The Teachers Big Book of             ...
Learning Center StationVocabulary              Samples are from: McKnight, K. (2010). The Teachers Big Book of            ...
Concept Sorts What is it? Introduces students to the vocabulary of a new topic or book. Students are provided with a li...
Concept MapYou or the student selects a word or concept for the center box of the organizer.In the box directly above, stu...
Word Detective The importance of encouraging students to study  words cannot be emphasized enough. In this center, stude...
Creating Slide Shows www.photopeach.com Sample from an Algebra  teacherhttp://photopeach.com/album/tculv0?invitecode=b68...
Vocabulary Demonstration           Lesson http://www.adlit.org/media/mediatopics/vocab/ http://www.adlit.org/media/media...
Sample Reading Activities
KWLK= What the reader already knows     L= What the reader wants to learn or know.                       L= What I learned
DRTA
DRTA
Sketch                     Through TextDaniels, H. and Zimmerman, S. (2004). SubjectsMatter: Every Teachers‟ Guide to Cont...
Stop and Write
Inquiry ChartThe Inquiry Chart (I-Chart) is a strategy that enablesstudents to generate meaningful questions about a topic...
I Do, We Do, You Do http://www.adlit.org/media/mediatopics/comprehension/ Comprehension Demonstration
Visuals Graphic Organizers and other visuals support student  comprehension and understanding of text. Here is an exampl...
More Resourceswww.readingquest.orgwww.adlit.orgwww.readwritethink.org
For Copies ofToday‟s Posters  See this Website:  http://goo.gl/J242X
Content area centers
Content area centers
Content area centers
Content area centers
Content area centers
Content area centers
Content area centers
Upcoming SlideShare
Loading in …5
×

Content area centers

1,124 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,124
On SlideShare
0
From Embeds
0
Number of Embeds
145
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Content area centers

  1. 1. Differentiated Instruction: ContentLiteracy Centers for Mathematics, Social Science and Science Katie McKnight, Ph.D. Katie@KatherineMcKnight.com
  2. 2. What we will do in this session…. Introduce learning centers as an instructional tool for mathematics, social science, and science. Examine a wide variety of content literacy focused learning centers for mathematics, social science, and science. Discuss assessment strategies for learning centers.
  3. 3. Some Reminders about Content Literacy
  4. 4. Assumptions Underlying Content Literacy Subject Matter Role of the Textbook Active Readers Independent Readers
  5. 5. What is Content Literacy? Generally defined as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna & Robinson, 1990, p. 184)
  6. 6. The Impact of Schema on Content LiteracySource: Alvermann, D. and Phelps, S. (2002). Content Readingand Literacy: Succeeding in Today’s Diverse Classrooms. (5thEd.).Boston, MA: Allyn and Bacon.
  7. 7. More on SchemaThe notes were sour because the seam split. Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
  8. 8. More on SchemaThe batsmen were merciless against the bowlers. Thebowlers placed their men in slips and covers. But to noavail. The batsmen hit one in four after another alongwith an occasional six. Not once did a ball look like itwould hit their stumps or be caught. Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
  9. 9. What do we know aboutour students‟ reading? 9
  10. 10. What do we know about readers? At or Above Proficient on 2002 NAEP Reading 100 80 60 White 40 Black Hispanic 20 0 Grade 4 Grade 8 Grade 12Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center. 10
  11. 11. Students Most At Risk BelowBasicon2002NAEPReading 100 80 60 White 40 Black Hispanic 20 0 Grade 4 Grade 8 Grade 12Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center. 11
  12. 12. Components of ReadingAlphabetics: understanding and using the sounds thatmake up words (phonemic awareness) and the letters thatcorrespond to those sounds (decoding) and being able torelate the letters and sounds to the particular words theyrepresent (word recognition)Fluency: identifying words accurately in an effortlessmanner and being able to read them in text with appropriateintonation, stress and phrasingVocabulary: knowing and understanding the meanings ofwords and using them with flexibility and precisionComprehension: the process and product of constructingmeaning from what is read, involving an interaction betweena reader and a text, for a purpose and within a context 12
  13. 13. What are Learning Centers? Synonymous with Learning Stations. Learning Stations are locations that a teacher designs for students to work in small groups or individually. Each center has a clearly articulated learning activity.
  14. 14. Getting Started: A Checklist1. Write out all directions for the students for each station.2. Explain procedures and have them written out and posted in your classroom.3. Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets. 14
  15. 15. Getting Started: A Checklist (cont‟d)4. The teacher should circulate among the groups to facilitate answers and questions about the work.5. Formal assessment occurs when the students have finished the novel.6. When possible, give students a choice at each station.I like to make a poster for each station.Let‟s look at a model for learning centers. 15
  16. 16. A Classroom PictureSample Stations for First Rotation Content Reading StudyVocabulary StrategyActivity Practice Listening or Make with Viewing Content Center Up Center 16
  17. 17. Sample Learning CentersDirections: Circulate around the room to the differentlearning stations.Consider the following questions:1. How can you use this learning center activity for your content area and classroom?2. As you consider your content area and a specific learning center, what adaptations and suggestions do you have for the activity?Note: These learning centers focus on vocabulary. Whenyou create center activities for your students, you will havea variety of activities, not just vocabulary.
  18. 18. VOCABULARY AND TERMINILOGY CENTERS
  19. 19. Learning Center StationVocabulary Samples are from: McKnight, K. (2010). The Teachers Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass. 19
  20. 20. Learning Center StationVocabulary Samples are from: McKnight, K. (2010). The Teachers Big Book of 20 Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass.
  21. 21. Concept Sorts What is it? Introduces students to the vocabulary of a new topic or book. Students are provided with a list of terms or concepts from reading material. Students place words into different categories based on each words meaning. Categories can be defined by the teacher or by the students. When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students understanding of the concepts presented.
  22. 22. Concept MapYou or the student selects a word or concept for the center box of the organizer.In the box directly above, students should write the dictionary definition of theword or concept.Students should record key elements of the word or concept in each of the boxeson the upper left side.In each of the boxes on the upper right side, the students should recordinformation that is incorrectly assigned to the word or concept.Examples of the word or concept are recorded in the boxes along the bottom ofthe page.The „„What is it like?‟‟ and „„What is it NOT like?‟‟ boxes can be particularlychallenging.Be sure to model responses to these or allow students to work in pairs so thatthey will have greater success in completing this activity.
  23. 23. Word Detective The importance of encouraging students to study words cannot be emphasized enough. In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
  24. 24. Creating Slide Shows www.photopeach.com Sample from an Algebra teacherhttp://photopeach.com/album/tculv0?invitecode=b684ea3b5c
  25. 25. Vocabulary Demonstration Lesson http://www.adlit.org/media/mediatopics/vocab/ http://www.adlit.org/media/mediatopics/vocab/
  26. 26. Sample Reading Activities
  27. 27. KWLK= What the reader already knows L= What the reader wants to learn or know. L= What I learned
  28. 28. DRTA
  29. 29. DRTA
  30. 30. Sketch Through TextDaniels, H. and Zimmerman, S. (2004). SubjectsMatter: Every Teachers‟ Guide to Content –AreaReading. Portsmouth, NH: Heinemann, p 121.
  31. 31. Stop and Write
  32. 32. Inquiry ChartThe Inquiry Chart (I-Chart) is a strategy that enablesstudents to generate meaningful questions about a topicand organize their writing.Students integrate prior knowledge or thoughts about thetopic with additional information found in several sources.The I-Chart procedure is organized into three phases: (1)Planning, (2) Interacting, and (3) Integrating/Evaluating.Each phase consists of activities designed to engagestudents in evaluating a topic. http://www.adlit.org/strategies/21826/
  33. 33. I Do, We Do, You Do http://www.adlit.org/media/mediatopics/comprehension/ Comprehension Demonstration
  34. 34. Visuals Graphic Organizers and other visuals support student comprehension and understanding of text. Here is an example from a Social Studies teacher http://www.adlit.org/media/mediatopics/contentarea/
  35. 35. More Resourceswww.readingquest.orgwww.adlit.orgwww.readwritethink.org
  36. 36. For Copies ofToday‟s Posters See this Website: http://goo.gl/J242X

×