copyright © allyn & bacon 2011 planning instruction for content literacy chapter 5 this...

Copyright © Allyn & Bacon 2011

Planning Instruction for Content Literacy

Chapter 5

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Frame of Mind

How can content area teachers plan and design instruction so that students will become actively engaged in literacy-related activities?

What planning components are involved in explicit strategy instruction?

What is involved in designing a text lesson based on a B–D–A instructional framework?

How does designing a unit of study help teachers plan a variety of instructional activities that connect literacy and learning?


Frame of Mind

How do teachers create an inquiry/research emphasis within units of study?

How can teachers incorporate collaborative/cooperative learning activities within lessons and units of study?

How are guided discussions different from reflective discussions?


Key Terms

B–D–A instructional framework

Collaborative interactions

Content analysis Cooperative learning

groups Group investigation Group retellings

Inquiry/research emphasis

Jigsaw groups Learning circles Multiple text emphasis Positive

interdependence Units of study


The Engaged Learning Dynamic

“The social and cultural factors that influence the classroom learning environment contribute heavily to the intellectual climate of content area classrooms.”


Lesson Plan Formats

Standards (Benchmarks)

Instructional Goals

Essential Questions

Instructional Strategies and Activities


Lesson Plan Formats

Instructional Materials and Resources

New Literacies

Assessment


B–D–A Instructional Framework

Before Reading Establish purpose Activate background knowledge Sustain motivation and provide direction

During Reading Guide an active search for meaning

After Reading Extend and elaborate ideas from the text


Components of a Well-Designed Unit

A title reflecting the theme or topic of the unit The major concepts to be learned The texts and information sources to be

studied by students The unit’s instructional activities Provisions for assessing what students have

learned from the unit


Procedures for Guiding Inquiry/Research Projects Raise questions, identify interests, organize

information. Discuss interest areas related to the units of

study. Engage in goal setting. Pose questions relating to each area and/or

subarea. Organize information; have students make

predictions about likely answers to gaps in knowledge.


Procedures for Guiding Inquiry/Research Projects Select materials.

Use visual materials.

Use nonvisual materials.

Use human resources.

Encourage self-selection of materials.


Procedures for Guiding Inquiry/Research Projects Guide the information search.

Encourage active research.

Facilitate with questions.

Have students keep records.


Procedures for Guiding Inquiry/Research Projects Consider different forms of writing.

Initiate a discussion of sharing techniques.

Encourage a variety of writing forms.


Procedures for Guiding Inquiry/Research Projects Guide the writing process.

Help students organize information.

Guide first-draft writing.

Encourage responding, revising, and rewriting.

“Publish” finished products.


Steps Involved in the Use of Multiple Texts Identify salient concepts that become the

content objectives for the unit.

Identify appropriate trade books, Web sites, and software that will help in the teaching of these concepts.

Teach the unit.

Follow up.


Designing and Planning Collaborative Interactions Cooperative Learning Groups Jigsaw Groups Student Teams Achievement Divisions

(STAD) Learning Circles Group Investigation Group Retellings


Small-Group Processes Underlying Cooperative Learning Group Size Group Composition Group Goals and Tasks Positive Interdependence Group Roles and Division of Labor

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