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21st Century Literacy Curriculum by Calle Friesen
- 1. Designing a 21stCentury Reading Curriculum to support Struggling Readers Presented by Calle Friesen Buena Vista University ICTE 2011
- 2. Our Story • Aproblem 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
- 3. The Challenge • Howdoes 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?
- 4. The Project • Howdid 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?
- 5. Who is the21st Century Reader?
- 6. The 21st CenturyReader • 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
- 7. What is 21stCentury Literature?
- 8. 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
- 9. 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
- 10. Student Profiles • Studentsenrolled 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.
- 11. Student Profiles • 4students 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.
- 12. 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)
- 13. The Curriculum • 40%Traditional Print Sources • Books (primarily young adult lit) • Magazines (every possible subject) • Newspapers (everyday) • Scripts (one play)
- 14. 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.
- 15. Popular Magazines & E-Zines
- 16. Cultural Commentary • Invitestudents 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?
- 17. 21st Century Issue: Portrayalof 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
- 18. Biography Students chose acontemporary personality and read biography autobiography or memoir of that person’s life
- 19. Biography Project • Followingreading, 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
- 20. Blogging Reading the internet:Non-Fiction Investigations
- 21. Blogging Investigation • Studentschose 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
- 22.
- 23. Fiction • Everyone chooseswhat they will read • Everyone reads every day • Student reading journals • Atwell’s Reading Zone • Read Alouds • Book Talks
- 24. Building your YAL library • 2,000 books • N.C.T.E. • In-School Resources • Community Library • Reading Online • High Interest Low Vocab
- 25. 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
- 26. Poetry StudentChap Books Exploring Poetry Online Poetry Alive Performance Poetry Jam The great poets
- 27. Online Poetry Explorations • Performance & Teaching Resources Link: PoetryAlive! • Poetry Jam Presentations Link: Favorite Poem Project
- 28. Script Reading A Broadway Show in 10 Acts and 10 Youtube videos
- 29. Script Reading A Broadway Show in 10 Acts and 10 Youtube videos
- 30. WICKED • Find ScriptsOnline • Wicked (Libretto): Musicorld Wicked Libretto (Act 1) • YouTube: London Promo Wicked • Documentary: YouTube - Wicked The Musical Documentary • Student Response
- 31. Text Talk Vocabulary & New Genres Text Talk Lit E-Journal diaries (E-Js) *Digi-Ficiton* *Doodle-Fiction* *Menga* *Graphic Novels *
- 32. 21st Century TextTalk Literature An Order of Amelie, Cruel Summer Hold the Fries Blogs, Letters, & E-mails Letters & Text Messages
- 33. 21st Century TextTalk Literature Heart on My Sleeve Eyelash Emails & Instant Messages Blog, IM, & Chat Room
- 34. 21st Century TextTalk Literature Connect 2 God TTYL, TTFN, & L8r G8r Instant Messages (Spiritual)
- 35. 21st Century TextTalk Literature Nancy Drew: Stolen E-mails The E-Mail Mystery Emails & IMs Emails & IMS
- 36. Vocabulary Builders • TheNew Language - 21st Century Dictionary • Glossary: NetLingo The largest list on the web! • Language Building Assignments • Conversation Translation • Class notes • Thank You cards
- 37. Virtual Vacations Where inthe world do you want to go? Planning the trip of a lifetime online
- 38. What does itmean to be Literate today? • New Definition of “literate”: N.C.T.E Definitions 2008 • 21st Century Learners: 21st Century Skills Map
- 39. Student Feedback What didthey really think of the class? Here is what they said..
- 40. • 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)
- 41. • Now thatthe 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)
- 42. • I’ve grownmore 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)
- 43. • I madea 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)
- 44. • I changedmy 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)
- 45. • I havechanged 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)
- 46. • As areader 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).
- 47. Measuring Student Achievement
- 48. Measuring Achievement • BaselineAssessments: • 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)
- 49. 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
- 50. Questions? Please Contact: Calle Friesen • Reading/Literacy Specialist Buena Vista University, Storm Lake friesen@bvu.edu • Masters in Reading *NEW* Program Co-ordinator Drake University, Des Moines calle.friesen@drake.edu • (712) 299-5862