2. If not me, then who?
Teaching literacy skills is every
teacher’s responsibility.
We must stop just assigning reading and writing!
Students must be systematically taught how to
comprehend their Math, Science or Social Studies
text! Content literacy strategies give them the tools
to be able to understand your info.
So.. Here are some tools
3. from Meeting the Challenge of Adolescent Literacy…
“Teachers of each content area are in the
strongest position to help student
successfully meet those challenges.
Content area teachers know their subject
matter and the standards they should be
meeting. They also understand the
literacy demands of their content; how to
read the different kinds of text, how to
write in the formats associated with each
subject, how to recognize key concepts
and vocabulary terms…”
4. Before Reading Strategies
The most powerful time to support reading
is BEFORE students begin to read.
Brain research says we must use
movement, connections, and preload the
vocabulary to make the text accessible.
5. Before Reading
Link new information to prior knowledge
Hook them!! Get up and move!
Try movie or tv connections!
Provide information about the organization
of the content
Generate questions about the topic
Make predictions about what might be
learned
7. Anticipation Guide
1. Read each statement and place a check under agree or
disagree in the “before” column.
2. Whole group discussion on agreements and disagreements.
3. Read the text (teacher read or independently).
4. Reread each statement and place a check under the agree or
disagree in the “after” column.
5. Make a note in the box as to where the evidence can be
located to support this statement.
6. Whole group or small group discussion to collaborate on the
text based evidence.
8. Chapter Walk
Text Features vary from textbook to textbook
Take time periodically to point out how to use
the text - do not assume that students will
read the text the same way you read it
9. ABC’S of _______________
Brainstorming on a certain topic
Can be used independently, whole group, or small
groups
Can be broken apart to adapt for students with less
prior knowledge (ex. Some students complete A-G,
others H-P and so on)
Provides information springboard for discussion
where everyone can participate
10. BELOW THE LINE
Individual brainstorm and then group discussion
Students have a piece of paper with a line in the center to divide
the page
Teacher poses a question
Students brainstorm and list answers above the line
Whole group - students share responses
Check mark next to same or similar responses
Different responses go below the line
Discussions can occur about which responses occurred most
often and why
Discussions can occur about the “different” responses
11. Vocabulary Development
Hand them the words on the platter.-Jacobs, 2000
One way to ensure that students get the most
out of their reading is to focus on
vocabulary. –Robb, 2003
Spend the time working with and making sense
of the words, other than defining them. -Runkle, 2009
12. Vocabulary
Choose the most important and essential
words for the topic of study.
Provide direct instruction
Make connections to prior knowledge from
previous chapters or courses
Organize and categorize the terms in a
meaningful way
14. WORD SORTS
1. Place vocabulary terms onto small cards, one word per card.
2. Individually, or in groups, students then sort the words into
categories.
1. “Closed Sort”- categories provided by teacher
2. “Open Sort”- students create and label categories discovered of their
own making
3. Students write their list for each category with a brief
explanation of why these words are included together in that
particular category.
Completing VOCABULARY SORTS in small groups using
textbooks and class notes for reference provides
opportunities for in-depth discussion as students consider
the word from many aspects. - Billmeyer and Baron, 1998
15. VOCABULARY CHART
One of the best ways to learn a new word is to
associate an image with it.
Imagery-based techniques produced achievement
gains that were 37 percentile points higher than
those produced by techniques that focused on
having students continually review word
definitions.
16. During Reading Strategies
All students need to have opportunities to
think critically, organize and question while
they are interacting with the text.
Instruction that encourages students to
continually summarize, visualize, connect,
predict, question, organize, infer and
monitor will increase comprehension.
17. DURING READING STRATEGIES
4 Square Reading
2 Column Note-Taking
Note-Taking with codes
Extract/React
Graphic Organizers specific to text
Venn Diagram
Cause and Effect
Cycle Organizer
18. 4 SQUARE READING
1. Divide text into 4 sections
2. Divide students into groups of 4
3. Assign each student a different role
1. Summarizer
2. Connector
3. Visualizer
4. Predictor/ Questioner
4. Students will read one section of the text in group
5. Each student completes his/her role
6. Discussion of the completed roles
7. Rotate roles
8. Repeat steps 4-7 until all boxes are complete
19. Graphic Organizers
Choose and use the organizer that works
best for the text and the information
Venn Diagram
Cause and Effect
Cycle Organizer
Textbook publishers often send supplemental
guides with graphic organizers.
20. After Reading Strategies
To consolidate their learning, effective
learners reflect on new information
and integrate it into previous
understandings by personalizing and
applying the new concepts.- Buehl, 2001
Have the students use the new
information in a meaningful way that
they can apply prior knowledge and
skills.- Runkle, 2009
22. RAFT Informal Writing
Role of the writer
(Who are you?)
Audience for the writer
(To whom are you writing?)
Format of the writing
(What form will your writing assume?)
Topic to be addressed in the writing
(What are you writing about?)
23. RAFT- cont.
1. Analyze the important ideas or information
you want students to learn- establish the
topic
2. Brainstorm possible roles for students to
assume
3. Decide who the audience will be for this
communication
4. Determine the format of the writing
24. Rating Scale
Students must identify important facts or
topic
Students will then “rank” them in order of
importance – thinking critically about the
topic
Students must then explain the rankings
Rating Scale.DOC
Rating Scale-EXAMPLE.DOC
25. 3-2-1- quick strategy for the end of any lesson, vary the response
3 - new facts that you have learned over
the past two days
2 - strategies that you will definitely use
this school year
1 - question that you still have about
content area literacy
Laissez les bons temps rouler !!
Editor's Notes
8:00-8:30 collect materials from classrooms. Begin at 8:30 sharp NEED 6 copies of student texts from any subject
Secondary teachers have not “signed up” to teach reading, but reality has hit that literacy skills are the make or break. We are training students for jobs that have not yet been created. Not only is it important to have them learn the content, but to think critically and have the ability to read, write and respond to a variety of text.
Fighting your expertise and knowledge is difficult, I do believe that all students can learn maybe not to the extent of the top, but when given the skills they can be part of the class and the knowledge shared in that class.
HAND OUT PACKETS!
Rethinking the Problem: Crisis and Opportunity Hand out article and Anticipation guide
Hand out text features
Hand out Blank ABC (2 copies each)– Brainstorm prior knowledge if topic is vacation destinations
No example needed- it is a blank page to begin with
Hand out envelopes with words and have them sort into categories
Hand out vocab chart and example Do NOT USE ANY ONE STRATEGY EVERY TIME- RETURN TO THE ONES THAT WORK- BUT DO NOT BORE THE STUDENTS.
Models of the note taking
Read article and model how to complete the role- whole group –article from Meeting the challenges of adolescent literacy
See Handouts and teacher editions of textbooks. Swine flu vs. flu
Using the article from the during activity Four Square –why a schoolwide literacy focus is critical?