Download - Content literacy ppt
Welcome to Content Area Literacy
If not me, then who?
Teaching literacy skills is every teacher’s responsibility.
If a student is not taught the skills to access the text within a content area, he will remain unable to access the information within that subject. It has very little to do with homework completion. It has everything to do with literacy competency.
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…”
Objective- To effectively use before, during, and after reading/writing strategies within the classroom to accelerate and improve student learning.
Before Reading StrategiesVocabulary Development Strategies
During Reading Strategies
After Reading Strategies
Before Reading Strategies
The most powerful time to support reading is BEFORE students begin to read.
Before Reading Link new information to prior
knowledge Clarify misconceptions Relate new vocabulary to known
concepts Provide information about the
organization of the content Generate questions about the topic Make predictions about what might be
learned
Before Reading Strategies
Anticipation GuideChapter WalkABC’s of ______________KWL/ KNLBelow the Line
Anticipation Guide1. 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.
Anticipation Guide-EXAMPLE.doc
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
Let’s try it with a generic Chapter Walk
Text Features.doc
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
ABC-EXAMPLE.doc
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
Below the Line-EXAMPLE.doc
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
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
Vocabulary Development StrategiesWord Sorts (open and closed)
Vocabulary Circles
Magnet Summaries
Vocabulary Chart
Think Alouds
WORD SORTS1. 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 teacher2. “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
Word Sort-EXAMPLE.doc
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.
Vocabulary Chart.docVocabulary Chart- EXAMPLE.doc
THINK ALOUDS Make your thinking public
You are the expert in your field Allow students to mimic your way of thinking You may feel “out of your comfort zone.” It gets
easier with time and practice Preparation is key - use post-its to prepare
http://books.heinemann.com/wordwise/
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.
DURING READING STRATEGIES
4 Square Reading2 Column Note-TakingNote-Taking with codesExtract/ReactGraphic Organizers specific to text
Venn DiagramCause and EffectCycle Organizer
4 SQUARE READING
1. Divide text into 4 sections2. Divide students into groups of 43. Assign each student a different role
1. Summarizer2. Connector3. Visualizer4. Predictor/ Questioner
4. Students will read one section of the text in group5. Each student completes his/her role6. Discussion of the completed roles7. Rotate roles8. Repeat steps 4-7 until all boxes are complete
FOUR SQUARE.doc
2 Column Note-Taking
Cornell Note-TakingTopic with Sub-TopicsSummary at the end is key
Cornell notetaking.doc
Note-Taking with Codes
Finding key pieces of information from text Identifying personal knowledgeCoding the facts
Content notes with codes.docm
Graphic Organizers
Choose and use the organizer that works best for the text and the informationVenn DiagramCause and EffectCycle Organizer
Textbook publishers often send supplemental guides with graphic organizers.
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
After Reading Strategies
RAFT Save the Last Word for Me Rating Scale 3-2-1
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?)
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
RAFT- EXAMPLES.doc
Save the Last Word For MePrinted Instructions Provided
Instructions for SAVE THE LAST WORD FOR ME
1. Students read an article independently, highlighting statements, sections, sentences, etc. that stand out to the student for ANY REASON. (Maybe it was interesting, maybe he/she disagrees or agrees with the statement, maybe he/she is confused, amused, saddened, angered, etc by the statement.)
2. AFTER reading the ENTIRE article, students choose 3 statements they would like to share with group members. Using index cards, students should write each of the statements on a separate index card. On the BACK of each index card, the students should write WHY they chose that statement to share (here they should explain their reasoning for picking the statement.)
3. After all students are through writing their statements and reasons on the index cards, students should get into groups (4-6 people per group is ideal.)
4. Each group chooses a person to start. This person chooses one of his statements to share with the group. He just shares the STATEMENT ONLY at this point (NOT HIS REASONING.) After sharing the statement with the whole group, each group member must comment on the statement, telling what he/she thinks about the statement. It may be helpful to pass the card with the statement to each group member to allow them to reread it before commenting.
5. AFTER ALL GROUP MEMBERS HAVE COMMENTED, the person who shared the statement gets to share his reasoning for choosing the statement. After he speaks, there is no more discussion, thus he gets THE LAST WORD.
6. At this point a different group member gets to share a statement. Continue this process until all group members have shared at least once. The teacher can decide to have the group share a second and/or third comment.
Save the Last Word for Me-form.docm
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
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