Teachers have choices in the types of texts and teaching methods used for content learning. Textbooks provide a basic overview but should be supplemented with trade books, magazines, newspapers and other sources. When selecting texts, teachers consider the readability, fairness, and how well the content and format work together for student comprehension. Teachers also make decisions about communication roles, grouping patterns, teaching tools, and assessment tools. Formative assessments help guide instruction while summative assessments evaluate learning. Lesson plans outline goals, materials, instruction, and evaluations. Experienced teachers adapt plans based on students' needs.

1. Chapter 3- Choices and Decisions for Content LearningLiteracy and Learning in the Content Areas-Strategies for Middle and Secondary School Teachers

2. Choices and Decisions for Content LearningWhat different type of texts do you usually read in your content area? Are there other types that you could incorporate?Do you match text readability to your students levels?Give examples of times when teaching tools become assessment tools.How is the role of a lesson plan different for a beginning teacher and an experienced teacher?

3. Choices and decisions about materialsMaterials or resources are objects needed to carry out your lessonsText is any material composed of words

4. Why should you use multiple forms of text?Not every type of text is suitable for a specific content area, unit of study, or particular studentHaving suitable materials for your students affects your decisions about what you teach and how you teach itUsing a variety of resources will promote differentiated instruction

5. Multiple resources benefit students Gain more knowledge- more widely readRepeated vocabulary across different contextsPractice a variety of literacy strategiesLearn that they can express their own ideas and knowledge through a variety of textsLearn that authors write for different audiences and that they may too

6. Type of texts- textbooksOften required by local or state boards or chosen to support districtwide curriculaYou are not allowed to change state and district requirements for the course you teachTextbook is a resource for you and your studentsDesigned to survey content and present a synthesis of agreed-on information (creates a static view of information)You can and should supplement (for motivation)Explore controversies, conflicting theories, and tenuous facts

7. Type of texts- tradebooksFiction, nonfiction, informational, picture booksUsed to capture the mood of an event- adds interest to learn factsFiction writing is more descriptive- adds a personal touch makes it easier to connect- leads to motivation to learn moreNonfiction helps to narrow down the subject and provide further details and more exposure to vocabularyWritten on different reading levels- all students can be successfulPicture books make sensitive subjects more palatable

8. Types of texts- electronic textsHighly motivatingProvide opportunities for meaningful research and inquiryEnhance communicationVaried learning styles can be metNeeds to be teacher monitoredUse a database or bookmarked sites for student accessEliminates superficial use and provides quality instruction

9. Types of text- other sourcesMagazines- short selections highly motivatingNewspapers-connect to the world instantly, wide array of topicsStudent texts-their own journal writing, notes, records of observationsPrimary sources-make content areas come alive-public documents such as census records, maps, death certificates, letters, journals

10. Selecting Appropriate TextsReadability- the reading level a student would need to read a given text successfullyReadability formula- a procedure used to analyze a sample of text in a systematic manner in order to determine its difficulty levelFry Readability Formula most widely used to assess content area material (figure 3.2 textbook)Trade books- www.lexile.comGrammar check grade level scoreKeep in mind- student’s motivation and schema are not measured

11. Selecting Appropriate TextsIn addition to readability- considerateness and fairness need to be examinedConsiderateness- how well the content and format work together to enable a student to comprehend and learn the material in the textFairness-equitable treatment of diversity avoiding stereotypesLiteracy Selection Checklist (figure 3.3 textbook)

12. Choices and Decisions About PedagogyFour interlocking teaching decisions when you plan a class period or lesson-Communication roles for the teacher and for the studentsGrouping patterns for learningTeaching tools for literacyAssessment tools for literacy

13. Communication roles in the classroomTeacher-directed communication- teacher does most if not all of the talking. Find ways to keep listeners on their “toes” encourage active listening. Mini-lessons are brief, teacher-directed communicationTeacher-student interchanges- teacher and students share communication. Teacher assumes different roles depending on situationStudent to student interchanges- students govern who talks and for how long. Teacher is observer or participant observerShare an example of how you use each style

14. Grouping for LearningPurpose for instruction determines grouping pattern chosenGrouping patterns should be flexible, balanced, and changing to match objectivesMajor purpose is to allow teachers to meet the instructional purpose dictated by the content being studiedSize of the group can make or break the success of small group workEstablish group norms prior to using cooperative groupsTeacher is visible and accessible at all times- easy to stray off task

15. Types of groupingWhole class- everyone needs to learn or share similar informationSmall groups-differentiate instruction based on student needsTeacher led small groups- teacher acts as a coach helping students accomplish taskStudent led small groups- students take on a variety of roles in support of learning with one anotherPairs and partners-tutorial partners, share ideas, study partnersShare an example of how when you would use each group.

16. Teaching tools for literacyModeling and explaining- primary teaching tool, objective is to make literacy strategies visible and explicit so students can understand why, when, and how to use strategiesShow your process and hold a running commentary on your processStudents need guidance and practice in using a strategy before they can use them independentlyDirect teaching tools are used to tell students specific information and should be followed up with an activity in a meaningful situation

17. Assessment tools for literacyAssessment tools inform students and teachers about ongoing learning of content and/or strategiesShould be based on these guidelines-Should exhibit that the goals and objectives of a lesson or unit were accomplishedStudents should be required to demonstrate their use of knowledgeThe degree of choice or how an assessment tool is chosen should vary according to student needs and teacher objectivesStudents should have the opportunity to share their knowledge with appropriate audiences

18. Formative assessmentOccurs while a task or project is still progressingAllows the teacher to modify goals, directions, and assignments before a task or project or unit of study is completed.Four main types-Teaching/assessing tools-used to determine what and how to teach nextassessment-only tools-indicate what a student has learnedMonitoring and self-monitoring questionsWorking or collection portfolios-artifacts students have learned

19. Summative assessmentConcluding or culminating synthesis activityEnd projects that demonstrate learningClassroom and teacher made testsShowcase portfolios-display portfolios, students provide a written commentary to explain why they have chosen particular pieces of workCollaborative assessmentShare examples of collaborative assessments you have participated in

20. Lesson plansOrganized list of directions-Goals and objectivesMaterialsPedagogy or teaching proceduresAssessment or evaluationMay include state standardsReflect on the evolution or change your lesson plan template has undergone over the years. What advice would you give to a first year teacher?

21. Key UnderstandingsA broad range of texts needs to be used in order to meet the needs of all studentsTextbooks are designed to survey content and present a synthesis of agreed-on informationComplement your textbook with trade book readingReal world text such as newspaper, internet, and magazines can help build connectionsReadability, fairness, and considerateness are criteria factors used to analyze textPurpose of instruction is the primary determinant for grouping patterns

22. Three major forms of communication patterns in classrooms- teacher-directed, teacher-student interchanges, student-to-student interchanges

23. Teaching tools used to support reading and writing in the content areas-modeling and explaining, direct teaching tools, and teaching/assessing tools

24. Tools that inform students as well as teachers of ongoing learning (formative assessment) demonstrate understanding and knowledge gained (summative assessment)

25. Lesson plans have four similar components- goals and objectives, materials and resources, pedagogy and teaching procedures, and assessment and evaluation