literacy matters: five things every teacher should know

Literacy Matters: Five Things Every Teacher NeedsDr. Susan WegmannJoan Prouty Young Child Winter ConferenceSam Houston State UniversityFebruary 23, 2013

Thank you. I love/hate you too.

Literacy Matters: Five Things Every Teacher NeedsDr. Susan WegmannJoan Prouty Young Child Winter ConferenceSam Houston State UniversityFebruary 23, 2013

Oh. Okay.Can I have a puppy?

Okay.Back to your hoity-toity speech.

Literacy Matters: Five Things Every Teacher NeedsDr. Susan WegmannJoan Prouty Young Child Winter ConferenceSam Houston State UniversityFebruary 23, 2013

PerspectivePracticePassionPurposePlay

5 P’s

I’m hungry.

Micro-chips.Or Apple pie a la modem.

Okay, okay, I couldn’t resist!

PerspectivePracticePassionPurposePlay

5 P’s

PERSPECTIVE

Literacy:The state of being able to participate fully in a to-and-fro interplay between person and text, that results in a coherent understanding.

“The state of being able…”

“…to participate fully…”

…in a to-and-fro interplay…

a, am, and, anywhere, are, be, boat, box, car, could, dark, do, eat, eggs, fox, goat, good, green, ham, here, house, I, if, in, let, like, may, me, mouse, not, on, or, rain, Sam, say, see, so, thank, that, the, them, there, they, train, tree, try, will, with, would, you

“I do not like them Sam I am, I do not like ___”

“You do not like them. So you say. Try them! Try them! And you ___.”

…in a to-and-fro interplay…

“…between person and text...”

“…that results in a coherent understanding.”

Practice

Thirty-three percent of American fourth graders read below the "basic" level on the National Assessment of Educational Progress reading test. (NAEP 2009 Reading Report Card)

It adds up:O 88 percent of children who have

difficulty reading at the end of first grade show similar difficulties in reading at the end of fourth grade (Juel, 1988).

O 75% of students who are poor readers in third grade will remain poor readers in high school (Shaywitz et al., 1997).

Competent readers need to:1.Build the car 2.Maintain the car 3.Drive the car

Teaching Fictional Literacy

ReadWriteThink: http://www.readwritethink.org/

Reading Rockets:http://www.readingrockets.org/

Del.icio.us

Instagram

Disciplinary Literacy

Disciplinary literacy is built on the premise that each subject area or discipline has a discourse community with its own language, texts, and ways of knowing, doing, and communicating within a discipline (O’Brien, Moje, & Stewart, 2001).

Math Science Social Science Humanities How Material Is Presented

Sequentially Sequentially Chronologically Topically

Chronologically Topically

Examples Algebra Calculus Statistics

Math-based: Chemistry Physics Text-based: Biology/Botany Agriculture Astronomy

Sociology Psychology History Political Science

Art Literature Music Philosophy

Major Skills Required

Translating Contrasting Comprehending Problem Solving

Applying Analyzing Problem

Solving

Comparing Contrasting Inductive

Thinking Analyzing Synthesizing Evaluating Reading

Reading Interpreting Analyzing Evaluating Inferring Critical

Thinking Logical

Thinking

33

Disciplinary Literacy

“Literacy… becomes an essential aspect of disciplinary practice, rather than a set of strategies or tools brought into the

disciplines to improve reading and writing of subject-matter texts.”

- Elizabeth Birr Moje

“Disciplinary

Literacy is the

civil right of the

21st Century.” Carol

Lee

Disciplinary Literacy

Literacy --------------------------------------> LiteraciesSkills ----------> Strategies ------------> PracticesText ----------------------------------------------> TextsMode -------------------------------------------> Modes

Change from:

Change to:

PassionJabberwocky, by Lewis Carroll

‘Twas brillig and the slithy toves

Did gyre and gimble in the wabe

All mimsy were the borogovesAnd mome raths outgrabe.

Can I have a Jabberwock?

I don’t know, but it would be easier to just get me a puppy.

Twurdy

Highly Qualified Teacher

In the state of Texas, “highly qualified” means that the teacher: O Has obtained full Texas teacher certification,

including appropriate special education certification for special education teachers, and has not had certification requirements waived on an emergency, temporary, or provisional basis

O Holds a minimum of a bachelor’s degree O Has demonstrated subject matter competency in

each of the academic subjects in which the teacher teaches, in a manner determined by TEA and in compliance with Section 9101(23) of ESEA.

Showing passion is. . . OGenerating energy.OAllowing students to seeOInviting students OMeeting students’ needsODoggedly teaching thru

So, about that dog. . .

Collie + Lhasa Apso

A Collapso, a dog that folds up for easy transport

How about an Irish Water Spaniel + English Springer Spaniel

An Irish Springer, a dog fresh and clean as a whistle

Or, a Deerhound + Terrier

A Derriere, a dog that's true to the end

Purpose

text complexity

text dependent

close reading

flexible communication and collaboration

http://www.corestandards.org

How literacy is changing

Students are changing

Flipped Classrooms

Digital Stories

Tasks are changing

Tasks are changing

PlayChildren develop literacy concepts and skills through everyday experiences with others, including bedtime storybook reading and pretend play.

PlayPlay narratives may help children develop a strong sense of story.

Star Wars

PlayPlay narratives may help children develop a strong sense of story.

Star Wars

Best Practices for reading comprehension (from the NICHD, 2000) review:

O Teach vocabulary to increase comprehension;O Use reading labs to assist in vocabulary development;O Use a combination of reading comprehension techniques to

positively impact student-learning outcomes on standardized tests;

O Embed comprehension strategies in instruction;O Differentiate instruction to meet the needs of the students;O Teach students how to reason strategically to improve

comprehension when they encounter reading difficulties;O Incorporate student reading interests into the curriculum;

andO Support struggling readers in all content areas through

modeling what good readers do, and scaffolding learning with questioning techniques and metacognitive strategies.

When the dog gets the mechanical rabbit

References

Adams, M. J. et al. (1990). Beginning to Read: Thinking and Learning about Print. A Summary. Champaign, IL: Center for the Study of Reading.Juel, C. (1988). Learning to Read and Write: A Longitudinal Study of Fifty-four Children from First through Fourth Grade. Journal of Educational Psychology, 80:437-447.Lee, C. (2004). Literacy in the academic disciplines and the needs of adolescent struggling readers. Annenburg Institute for School Reform.McConachie, S. M., & Petrosky, A. R. (2010). Content matters: A disciplinary literacy approach to improving student learning. San Francisco, CA: Jossey-Bass. Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52(2), 96-107.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Shanahan, T., & Shanahan, C. (2012).What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7–18. Shaywitz, B.A., et al. (1997). The Yale Center for the Study of Learning and Attention: Longitudinal and Neurobiological Studies. Learning Disabilities: A Multidisciplinary Journal, 8:21-30.Zygouris-Coe, V. (2012). Disciplinary literacy and the common core state standards. Topics in Language Disorders, 32(1), 35-50.