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Module 1: Unit 1, Session 1 MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session 1

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Page 1: Module 1: Unit 1, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session

Module 1: Unit 1, Session 1

MODULE 1: ADOLESCENT READING, WRITING, AND THINKING

Adolescent Literacy – Professional DevelopmentUnit 1, Session 1

Page 2: Module 1: Unit 1, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session

Module 1: Unit 1, Session 1

TEXT AS A TEACHING TOOL

Session 1.1.1

Page 3: Module 1: Unit 1, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session

Module 1: Unit 1, Session 1

Essential QuestionsModule 1 Question

What do we know about how teens learn from text and how can we use that knowledge to improve our practice?

Unit 1, Session 1 ObjectivesTo understand how we can support content-area learning

by providing a range of engaging texts and making them accessible to students

To provide some tools for thinking about text challenges along with understanding the strengths and weaknesses of these tools

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Page 4: Module 1: Unit 1, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session

Module 1: Unit 1, Session 1

Reading for Understanding: A Heuristic for Thinking about Reading Comprehension

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Module 1: Unit 1, Session 1

WarmUp

Text example 1: Convergent evolution is one kind of evolution. Convergent evolution is a pattern of evolution that happens when distantly related organisms evolve/develop similar traits. (23 words)

Text example 2: A pattern of evolution in which distantly related organisms evolve similar traits is called convergent evolution (Example from Fang & Schleppegrell, 2008, p. 27). (16 words)

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Page 6: Module 1: Unit 1, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session

Module 1: Unit 1, Session 1

The Prevalence of Reading Across the Content Areas

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ELA Math Science Social Studies

Re

ad

ing

do

ne

fo

r e

ac

h s

ub

jec

t

In ClassHomework

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Module 1: Unit 1, Session 1

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ELA

Math

Science

Social Studies

Su

bje

ct

Are

as

Frequency of reading

Graphs, charts,tables

Class notes

Research papersor reports

Textbook

The Variety of Text Types In Content Area Classrooms

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Module 1: Unit 1, Session 1

Students Need Support

Students need support in:understanding the advantages of using

different text types.ways to navigate using multiple documents.ways to find the resources they need.

We should provide multiple points of entry for our students in a range of text types and levels.

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Page 9: Module 1: Unit 1, Session 1 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session

Module 1: Unit 1, Session 1

Application

Look at the texts available in these rooms. Are they of high quality?Are they engaging? Do they draw students

in?Are they accessible?Is there are a range of texts available?

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Module 1: Unit 1, Session 110

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Module 1: Unit 1, Session 111

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Module 1: Unit 1, Session 112

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Module 1: Unit 1, Session 1

Application

Now use the Text Inventory to rate your own classroom.

Share the strengths and weaknesses of your inventory with a colleague.

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Module 1: Unit 1, Session 1

Text Rating

Choose some of the texts from your classroom and find out what grade level they are scaled at using different text analysis tools.

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Module 1: Unit 1, Session 1

Extension

Based on your Text Inventory, choose one or two areas that you will improve upon. If you have many texts in your class, think about making them more accessible or more engaging.

If you need additional high-quality texts in your classroom, remember used book stores, eBay, libraries, Craigslist, and other sources of inexpensive texts that could enrich your classroom.

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Module 1: Unit 1, Session 1

ReferencesAlvermann, D., & Moore, D. W. (1991). Secondary School Reading. In R. Barr, M. L. Kamil, P. B. Mosenthal

& P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 951-983). New York: Longman, Inc.Fry, E. (2002). Readability versus Leveling: Both of These Procedures Can Help Teachers Select Books for

Readers at Different Stages. The Reading Teacher, 56(3), 286-292.Hiebert, E. (2001). Standards, assessment, and text difficulty. In A. Farstrap & S. Samuels (Eds.), What

research has to say about reading instruction (Vol. 3rd). Newark, DE: International Reading Association.

Hoffman, J. (2001). The TEX-IN3: Text Inventory, text in-use and text interview observation system.Unpublished manuscript, University of Texas at Austin.

Hoffman, J., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. et al. (2005). Teachers' preparation to teach and their experiences and practices in the first three years of teaching. The Elementary School Journal, 105(3).

Hoffman, J., Sailors, M., Duffy, G., & Beretvas, S. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303–334.

Lawrence, J. (2008). Adolescent vocabulary development: A longitudinal study of in-school and out-of-school predictors. Boston University, Boston, Massachusetts.

Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154.

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