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Adolescent
Literature in the
Content Area
Classroom
Trevour Smith
Grand Canyon University:
SED 535 Adolescent Literacy
Home
Literacy in Mathematics
 Literacy in Mathematics is mainly more
addressed through the use of students
language process
 These language process are used by
students to demonstrate understanding of
mathematical concepts
 Students should be able to make
connections and articulate verbally or in
writing how to they solve problems
Mathematical Strategy
 Educators can use an array of teaching
strategies to help support development of
literacy skills in the classroom such as:
 Graphic Organizers
 Math Journals
 Word Problems
Mathematical Strategy
(Continued)
 Educator can also provide strategies to
students to aid students in reading math
books by:
 Having students read aloud(Kucan, L.,
&Beck I. 1997).
 Students create questions while reading
and try to solve them after.
 Have students pay attention to graphs and
tables
Mathematical Activity
 Students work in Collaborative groups and
categorize different mathematical problems
from text
 Students compare problems to criteria given
by teacher and select problems should be
include on exam
 Students write rationale for making the
selection and exchange selected problems
with group to solve to help prepare for
assessment
Literacy in Science
 Many uses of texts are used and students
MUST read, write and speak every day to
analyze articles and essays (Ballenger, C.
(1997).
 Reading Comprehension is key and
supported to students through laboratory
experiences
 Writing analyzed reports
Scientific Strategy
 Educators can use a variety of strategies
to help aid in literacy development by
providing students the opportunity to
create:
 Flowcharts
 K-W-L charts (I know, I want , I learned)
 Student created word walls
 Engaging students in Web Quests
Scientific Activity
 Students work in pairs on a Web Quest.
 Students find important facts, definitions,
and images on the topic (McCombs, B. L.,
&Barton, M. L. 1998).
 Students will then create a presentation
on their findings and share the
presentation with the class
Literacy in Social Studies
 Literature in Social studies is used more for
reproduction of primary sources such as:
 Newspapers
 Maps
 Historical photos, letters, and inventions
 Students also make connections to the
past and present through investigative
thinking and exploration.
Social Studies Strategies
 Educators will be able to provide
strategies for students to use with literature
in classroom that will help investigate the
past and present
 Interviewing(students create questions to
interview a famous individual about the
past)
 Use of skits or plays to have students read
and engage in literature that expresses the
culture of an era
Social Studies Strategy
(Continued)
 Class Discussions and Debates are very
good strategies, for students to explain
and analyze historical literature and text.
 Students also can use
Social Studies Activity
 Students are working in pairs on persuasive
multimedia presentations that incorporate a
variety of source documents and images to
illustrate their essays supporting one side of a
controversial topic in American history.
 Students will present these to students of another
class, who will rate the quality of their
presentations according to the rubric developed
by the class at the start of the project.
References
 Kucan, L., &Beck I. (1997). Thinking Aloud and
Reading Comprehension Research:
Inquiry,Instruction, and Social Interaction. Review
of Educational Research, 67(3), 271−299
 Tierney, R. J., &Person, P. D. (1981). Learning to
Learn from Text: A Framework for Improving
Classroom Practice. In R. B. Ruddell, M. R. Ruddell
&H. Singer (Eds.), Theoretical Models andProcesses
of Reading (pp. 496−513). Newark, DE:
International Reading Association
References(continued)
 Ballenger, C. (1997). Social identities,
moral narratives, scientific argumentation:
Science talk in a bilingual classroom.
Language and Education, 11(1), 1−14.
 McCombs, B. L., &Barton, M. L. (1998).
Motivating secondary school students to
read their textbooks. NASSP Bulletin,
82(600), 24−33.

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Adolescent literature in the content area classroom

  • 1. Adolescent Literature in the Content Area Classroom Trevour Smith Grand Canyon University: SED 535 Adolescent Literacy Home
  • 2. Literacy in Mathematics  Literacy in Mathematics is mainly more addressed through the use of students language process  These language process are used by students to demonstrate understanding of mathematical concepts  Students should be able to make connections and articulate verbally or in writing how to they solve problems
  • 3. Mathematical Strategy  Educators can use an array of teaching strategies to help support development of literacy skills in the classroom such as:  Graphic Organizers  Math Journals  Word Problems
  • 4. Mathematical Strategy (Continued)  Educator can also provide strategies to students to aid students in reading math books by:  Having students read aloud(Kucan, L., &Beck I. 1997).  Students create questions while reading and try to solve them after.  Have students pay attention to graphs and tables
  • 5. Mathematical Activity  Students work in Collaborative groups and categorize different mathematical problems from text  Students compare problems to criteria given by teacher and select problems should be include on exam  Students write rationale for making the selection and exchange selected problems with group to solve to help prepare for assessment
  • 6. Literacy in Science  Many uses of texts are used and students MUST read, write and speak every day to analyze articles and essays (Ballenger, C. (1997).  Reading Comprehension is key and supported to students through laboratory experiences  Writing analyzed reports
  • 7. Scientific Strategy  Educators can use a variety of strategies to help aid in literacy development by providing students the opportunity to create:  Flowcharts  K-W-L charts (I know, I want , I learned)  Student created word walls  Engaging students in Web Quests
  • 8. Scientific Activity  Students work in pairs on a Web Quest.  Students find important facts, definitions, and images on the topic (McCombs, B. L., &Barton, M. L. 1998).  Students will then create a presentation on their findings and share the presentation with the class
  • 9. Literacy in Social Studies  Literature in Social studies is used more for reproduction of primary sources such as:  Newspapers  Maps  Historical photos, letters, and inventions  Students also make connections to the past and present through investigative thinking and exploration.
  • 10. Social Studies Strategies  Educators will be able to provide strategies for students to use with literature in classroom that will help investigate the past and present  Interviewing(students create questions to interview a famous individual about the past)  Use of skits or plays to have students read and engage in literature that expresses the culture of an era
  • 11. Social Studies Strategy (Continued)  Class Discussions and Debates are very good strategies, for students to explain and analyze historical literature and text.  Students also can use
  • 12. Social Studies Activity  Students are working in pairs on persuasive multimedia presentations that incorporate a variety of source documents and images to illustrate their essays supporting one side of a controversial topic in American history.  Students will present these to students of another class, who will rate the quality of their presentations according to the rubric developed by the class at the start of the project.
  • 13. References  Kucan, L., &Beck I. (1997). Thinking Aloud and Reading Comprehension Research: Inquiry,Instruction, and Social Interaction. Review of Educational Research, 67(3), 271−299  Tierney, R. J., &Person, P. D. (1981). Learning to Learn from Text: A Framework for Improving Classroom Practice. In R. B. Ruddell, M. R. Ruddell &H. Singer (Eds.), Theoretical Models andProcesses of Reading (pp. 496−513). Newark, DE: International Reading Association
  • 14. References(continued)  Ballenger, C. (1997). Social identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education, 11(1), 1−14.  McCombs, B. L., &Barton, M. L. (1998). Motivating secondary school students to read their textbooks. NASSP Bulletin, 82(600), 24−33.