literacy strategies to help science teachers

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A presentation by Dr. Donna Mahar on 3/6/2012.


  • 1. Literacy Strategies and The Common Core: HelpingStudents to Become College &Career ReadyTuesday, March 6, 2012

2. Making Textbook Reading Meaningful Slides 2-11 from:Guthrie, J.T. & Klauda, S.L. (2012). MakingTextbook Reading Meaningful. EducationLeadership, V. 69 (6), Alexandria, VA: ASCD 3. 5 Crucial Practices That MotivateAdolescents to Read Informational Texts Develop Dedication Build Self-Efficacy Show Students the Texts Value Use Social Motivation Give Students Choices 4. Develop Dedication Effective Teachers go beyond the textbook to use avariety of texts.They do not offer curriculum that is a mile-wide and an inch deepThey do provide in-depth units of studyin which students have a chance to readextensively and deeply about topics. 5. Dedication One leading 8th grade science textbook coverssymbiosis in one pageCompare to Content Orientated ReadingInstruction (CORI) at the University ofMaryland ( Where 1 week is spent on the concept ofmutualism alone using a multitude of texts 6. Dedication 7. Build Self-Efficacy Do not avoid the text book because it is toohard Students need repeated experiences ofsuccessfully learning from textbooks andinformational texts to build self-efficacy aslearners Use supplementary texts Gradually increase task selection and taskcomplexity 8. Demonstrate the Texts Value Apply information to concrete classroomtasks, presentations, labs, and units of inquiry 9. Use Social Motivation Think-Pair- Share Collaborative Reasoning(Chinn, Anderson, & Waggoner, 2001)Students build on one anothers ideas to explain a major concept or topic of inquiry by adding key elements as they synthesize to form consensus. 10. Vocabulary Example The teacher may say:Read this paragraph silently and then reachagreement within your group on the threemost important words in the paragraph. Beprepared to defend your choices to the class.You have three minutes.Guthrie & Klauda, p.67 11. Give Students Choice Not in terms of whether or not to do assignedreading and subsequent assignments Do give limited choices such as: Which paragraph to emphasize in drawingconclusions Which examples to reread Supplemental reading 12. From Teach Like A Championby Doug Lemov 13. Use Technical Vocabulary Good teachers get students to developeffective right answers using terms theyalready are comfortable with:Volume is the amount of space somethingtakes up. 14. Great Teachers Great teachers get students to use precisetechnical vocabulary:Volume is the cubic units of space an objectoccupies. 15. Rationale The great response expands studentvocabularies and builds comfort with termsthe student will need to be college ready. Expanding students vocabulary and self-efficacy with informational texts will help stamp out the soft bigotry of low expectations. 16. Follow-up The 5 crucial practices that motivate adolescentsto read informational texts are grounded inresearch John Guthrie & Susan Kutz Klauda did atthe University of Maryland. Using the practice of social motivation, reviewthis presentation and develop 3 questions youhave regarding Guthrie & Klauda, and/or Lemovspremises on using informational texts 17. Living the Questions Be patient toward all that is unresolved inyour heart and try to love the questionsthemselves like locked rooms and like booksthat are written in a very foreign tonguethepoint is, to live everything. Live the questionsnow. Rainer Maria Rilke 18. References Chinn, C.A., Anderson, R.C., & Waggoner, M.A.(2001). Patterns of discourse in two kinds ofliterature discussion. Reading ResearchQuarterly, 36, 378-411. Guthrie, J.T. & Klauda, S.L. (2012). Makingtextbook reading meaningful. EducationLeadership,69 (6),64-68. Lemov, D. (2010). Teach like a champion.San Francisco: John Wiley & Sons. 19. Follow Up & Discussion Questions5 Crucial Practices That Motivate Adolescents to ReadInformational Texts Develop Dedication Build Self-Efficacy Show Students the Texts Value Use Social Motivation Give Students Choices The 5 crucial practices that motivate adolescents to readinformational texts are grounded in research John Guthrie& Susan Kutz Klauda did at the University of Maryland. Using the practice of social motivation, review thispresentation and develop 3 questions you have regardingGuthrie & Klauda, and/or Lemovs premises on usinginformational texts