verona 1.reading in the content areas
DESCRIPTION
Slides from workshop on May 30, 2012TRANSCRIPT
What We Will Do In This Today…
Review Important Information about Content Literacy (Interdisciplinary literacy)
Introduce learning centers as an instructional tool for the content areas.
Examine a wide variety of content literacy (interdisciplinary literacy) focused learning centers for mathematics, social science, and science.
Examine a variety of text sets for the teaching of content.
Discuss assessment strategies that are rooted in content and interdisciplinary literacy.
Some Reminders about Content
Literacy
Assumptions Underlying Content Literacy
SubjectMatter
Role of the Textbook
Active Readers Independent
Readers
What is Content Literacy?
Generally defined as:
“the ability to use reading and writing for the acquisition of new content in a given discipline”
(McKenna & Robinson, 1990, p. 184)
The Impact of Schema on Content Literacy
Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
The Kingdom Of Kay Oss
Once in the land of Serenity there ruled a king called Kay Oss. He wanted to be liked by all his people. So onx day thx bxnxvolxnt dxspot dxcidxd that no onx in thex country would bx rxsponsiblx for anything. Zll of thx workerxrs rxstxd from thxir dzily lxbors. "Blxss Kzy Oss," thxy xxclzimxd. Now, thx lzw mzkxrs wxrx vxry wvsx. But zs wvsx zs wthxy wxrx, thxy dxcvdxd thzt thx bxst form of govxernmxnt wzs nonx zt zll.
More on Schema
The notes were sour because the seam split.
Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one in four after another along with an occasional six. Not once did a ball look like it would hit their stumps or be caught.
Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
More on Schema
Content Literacy is now referred to as Interdisciplinary
Literacy (Common Core State
Standards)
What do we know about
our students’ reading?
What do we know about readers?
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.
Students Most At Risk
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.
Components of Reading
Alphabetics: understanding and using the sounds thatmake up words (phonemic awareness) and the letters thatcorrespond to those sounds (decoding) and being able torelate the letters and sounds to the particular words theyrepresent (word recognition)
Fluency: identifying words accurately in an effortlessmanner and being able to read them in text with appropriateintonation, stress and phrasing
Vocabulary: knowing and understanding the meanings ofwords and using them with flexibility and precision
Comprehension: the process and product of constructingmeaning from what is read, involving an interaction betweena reader and a text, for a purpose and within a context
What are Learning Centers?
Synonymous with Learning Stations.
Learning Stations are locations that a teacher designs for students to work in small groups or individually.
Each center has a clearly articulated learning activity.
Getting Started: A Checklist
Write out all directions for the students for each station.
Explain procedures and have them written out and posted in your classroom.
Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets.
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The teacher should circulate among the groups to facilitate answers and questions about the work.
Formal assessment occurs when the students have finished the novel.
When possible, give students a choice at each station.
I like to make a poster for each station.
Let’s look at a model for learning centers.
Getting Started: A Checklist (cont.)
456
A Classroom PictureSample Stations for First
Rotation
VocabularyActivity
ReadingStrategy
ContentStudy
PracticeWith
Content
Listening or Viewing
Center
Make UpCenter
Sample Learning Centers
Directions: Circulate around the room to the different learning stations.
Consider the following questions:
How can you use this learning center activity for your content area and classroom?
As you consider your content area and a specific learning center, what adaptations and
suggestions do you have for the activity?
Note: These learning centers focus on vocabulary. When you create center activities for your students, you will have a variety of activities, not just vocabulary.
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VOCABULARY AND TERMINILOGY CENTERS
Learning Center StationVocabulary
Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass.
Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass.
Learning Center StationVocabulary
Concept Sorts
What is it?
Introduces students to the vocabulary of a new topic or book.
Students are provided with a list of terms or concepts from reading material.
Students place words into different categories based on each word's meaning.
Categories can be defined by the teacher or by the students.
When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students' understanding of the concepts presented.
Concept Map
You or the student selects a word or concept for the center box of the organizer. In the box directly above, students should write the dictionary definition of the word or concept.
Students should record key elements of the word or concept in each of the boxes on the upper left side.
In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept.
Examples of the word or concept are recorded in the boxes along the bottom of the page.
The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging.
Be sure to model responses to these or allow students to work in pairs so that they will have greater success in completing this activity.
Word Detective
The importance of encouraging students to study words cannot be emphasized enough.
In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
Creating Slide Shows
www.photopeach.com
Sample from an Algebra teacherphotopeach.com/album/tculv0?invitecode=b684ea3b5c
Vocabulary Demonstration Lesson
www.adlit.org/media/mediatopics/vocab
Sample Reading Activities
KWL
K = What the reader already knows
L = What I learned
W = What the reader wants to learn or know
DRTA
The Directed Reading and Thinking Activity develops the students purpose for reading a selected text. This activity helps students to become more active readers as questions are considered during their reading. When students use this activity, especially when they are reading textbooks, they are better able to focus on the content and main ideas and concepts.
DRTA
Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading. Portsmouth, NH: Heinemann, p 121.
Sketch Throu
gh Text
Stop and Write
Inquiry Chart
The Inquiry Chart (I-Chart) is a strategy that enables students to generate meaningful questions about a topic and organize their writing.
Students integrate prior knowledge or thoughts about the topic with additional information found in several sources.
The I-Chart procedure is organized into three phases: (1) Planning, (2) Interacting, and (3) Integrating/Evaluating. Each phase consists of activities designed to engage students in evaluating a topic.
http://www.adlit.org/strategies/21826/
I Do, We Do, You Do
www.adlit.org/media/mediatopics/comprehension
Comprehension Demonstration
Visuals
Graphic Organizers and other visuals support student comprehension and understanding of text.
Here is an example from a Social Studies teacher:www.adlit.org/media/mediatopics/contentarea
Where is Content Information Stored?
Reference books
Textbooks
Primary Sources
Charts
Web Pages
Images
Formulas
Differentiating Texts
Selecting and adapting texts to differentiate information to meet the needs of diverse readers.
Making students better readers in your subject area.
Using efficient and engaging activities that add to content learning.
Strategies: One-Page Wonder
According to Daniels and Steineke, One-Page Wonders (OPW) allows us to:
Provide texts that are interestingKeep in-class reading time shortAllow for efficient practice of
comprehension and discussion strategies
Finding OPWs
Interesting and relevant to kids
Surprising, puzzling, funny, quirky, or weird
Invite the reader to visualize places, faces, and events
Feature people you can get interested in
Are complex enough to justify time and thought
Offer background knowledge in your content area
Contain open-ended or debatable issues that invite lively discussion
Strategy, Encourage the Students to Code the Text
We’re going to look at some sample OPWs and Strategies
in a “Seated” Gallery Walk…..
Work in pairs or groups of three. You’ll have about 5 minutes to look through the materials with your partner.
As you look at the text sets, catalogue the strategies for each text set and record comments and questions. Be prepared to discuss the following:
How is this a differentiation strategy?
How can this strategy be used in the teaching of your content?
What do you think you might need in order to implement this strategy?
Sample Text Sets
These text sets are were created for teachers and students at George Washington Community High School in Indiana.
Samples are for several different content areas.
It’s Time To Create and Build
We’ve explored many strategies for developing adolescent literacy skills today.
In content related groups, create a set of centers that you could use to teach a topic:
Include the following:
Content Area: Topic
Essential Question
Descriptions of Each Center (at least 6)
More Resources
www.readingquest.org
www.adlit.org
www.readwritethink.org
Email: [email protected]
Website: www.KatherineMcKnight.com
Twitter: @literacyworld
Facebook: Katie McKnight Literacy
For more materials and updated powerpoint, see my blog at www.KatherineMcKnight.com
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Questions???