Differentiated Instruction: ContentLiteracy Centers for Mathematics, Social Science and Science Katie McKnight, Ph.D. Katie@KatherineMcKnight.com
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.
Assumptions Underlying Content Literacy Subject Matter Role of the Textbook Active Readers Independent Readers
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)
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.
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.
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.
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
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
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
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.
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
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
A Classroom PictureSample Stations for First Rotation Content Reading StudyVocabulary StrategyActivity Practice Listening or Make with Viewing Content Center Up Center 16
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.
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
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.
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.
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.
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.
Creating Slide Shows www.photopeach.com Sample from an Algebra teacherhttp://photopeach.com/album/tculv0?invitecode=b684ea3b5c
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/
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 example from a Social Studies teacher http://www.adlit.org/media/mediatopics/contentarea/
For Copies ofToday‟s Posters See this Website: http://goo.gl/J242X