content area literacy in the middle grades dr. jennifer del nero [email protected] 48...
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Content Area Literacy in the Middle Grades
Dr. Jennifer Del [email protected]
48th Annual Reading and Writing ConferenceNew Brunswick, NJOctober 23, 2015
What is literacy?• Balance with regard to literacy instruction
• Classroom literacy centers• 7 C’s of adolescent literacy engagement• Importance of content area literacy • Getting acquainted with textbooks
• Active reading strategies• Preview reading
• Note taking/graphic organizers• Visual literacies • Crafting questions
• Crafting related assignments• Critical literacy
• Suggested resources• Q&A
Presentation Overview
What is Literacy?
Literacy
Reading
Speaking
ListeningWriting
Viewing
Balance with Regard to ‘Texts’
Text
Assigned
TextsStuden
t-created
texts
Popular
culture
Choice
Texts
News/
media
Magazine
Periodical
Web-Based
Art
Music
Video
Context
Whole Class
Paired
Cooperative
Individual
Balance with Regard to the Related Context
Literacy Centers in Science & Social Studies
• Displayed books (change with theme)
• Picture books• First hand accounts• Biographies/Autobiographies• Novels• Magazines• Kindles/IPADs• Magazines• Computers• Periodicals• National Geographic• Student-created textsMimic home reading/viewing
environment• Soft lighting• Carpet(s)• Tables
• Bean bags/cushions/big pillows
• Motivational signs/posters
The Seven C’s in Adolescent Literacy Engagement
CreativityChoice (Scaffold)Clear and consistent lesson objectives/goals
ModelsClearly articulated rubricsBreak assignments into meaningful chunks
CollaborationConnection (self, others, world, other content
domains)Consistency (writing expectations are consistent with
other content areas)
Reading & Writing Like an Historian
Reading and Writing Like a Scientist
In the CCSS, the content areas of science and social studies have literacy standards
The content area textbooks we use in these disciplines are typically written two grade levels above our students’ reading levels
If we truly want to increase content knowledge, persistence through graduation, and readiness for citizenship and college, literacy instruction must be a component of all content classes
We Are All Literacy Teachers!
We can do this by intentionally using strategies that have been designed to help students comprehend information, construct meaning, question what they hear, and synthesize new learning with their existing schema.
“Learning to use a strategy is a long process. Although researchers may get positive results after twenty lessons on predicting or summarizing, it may actually take students many months to master a particular strategy.”
(Pressley, 1994).
Instructional Strategies
Tour of the books Picture walk and predict Textbook features (web support, audio,
graphic organizers, index, glossary, various versions)
Scavenger hunt activities with the text Words of the wiser Reading Strips
Getting to Know the Texts
Passive versus active reading Academic versus leisure reading Good readers are strategic and active readers! Active reading strategies
Active Reading Strategies
Add on one strategy at a time Tap into students’ prior knowledge Use a short/motivational text to illustrate Model your own metacognition Make explicit how this strategy will help readers Allow students time to practice Guide students in applying strategy to content area text (symbols, highlighting, sticky notes) Revisit and reinforce strategies Gradual Release Model of responsibility
Supporting Students in Acquiring Active Reading Strategies
Have students think about the benefit and purpose of a movie preview-can be applied to reading!
Comprehension Benefits: Activates reader background knowledge Encourages reader to make predictions Sets purpose for reading Steps of Preview Reading: Read chapter/section title and predict Read any sign posts/headings Look at any related illustrations/captions/maps/diagrams Read the chapter questions Read the first and last paragraphs Predict and jot down main idea predictions
Preview Reading Text Excerpts
Two- or Three Column NotesFrom the Text What it Makes Me Think or Ask
From the Text Think or Ask
Summary
Reading and Analyzing Non-Fiction
What we think we know about
Confirmed New Learning Misconceptions I still wonder How to find out
The importance of visual literacy! Use compelling photographs. Model (by thinking aloud) how you notice
information, make inferences, and ask questions from the photographs.
Hand out images (on your topic of study) to each small group.
Have students jot thoughts and questions on post-its, then share.
Think and Wonder About Images
Prepare image with abundant detail in advance. Have students form pairs and set up note-taking
forms (two-column) Project the full image View by quadrants, asking pairs to note what they
notice about the setting, people, activities, and what questions they have.
Display the full image a second time Partnered or whole class discussion Images of art works, and historical photographs
can be powerful introductions to something new. They grab interest.
Reading a Visual Image
Whenever possible, utilize open-ended questions that ask students to think deeply about a topic, rather than ones that require one right answer
Aesthetic questioning focuses on students’ responses to texts by asking questions such as:
What line(s) stood out?What ideas came to mind as you read __?What connections can you make?What do you think is the most important
takeaway?What did you visualize when reading _____?What questions do you have?What reaction do you have to ______?How did _____ alter your thinking?
Crafting Questions
Utilize Questioning the Author (QtA)
Crafting Questions (cont.)
Utilizing ‘the author’ in your questions…you and the students are now on the same team
and working together, it’s about figuring out what the author’s trying to communicate to
us via the text. What associations, visualizations, feelings, ideas, connections,, thoughts
do we as readers experience as a result of engaging with this text?
Even questions that require a more straightforward response (i.e. What is the theme of
this story?) can be softened by rewording as “What do you think a possible theme of
__________ could be? Or, ‘What theme do you think the author is trying to communicate
to us through ___________? What detail(s) lead you to that thought?
QtA (cont).
Recall the 7 C’s of Engagement! Incorporates art/drama/music/kinesthetic
games/debates/interdisciplinary Graffiti Walk/Carousel Brainstorming/Brain Dump Yes/No/Maybe & Debates Multimodal: Youtube video, sound track, collage,
etc. Powerpoints/Prezi Glogs: The alternative to traditional posters Travel Journals Virtual Museum Tours
Related Assignments
With web-based learning & research, it is more important than ever to teach students how to critically evaluate the information they read on the Internet
Tree-Octopus Fake Website Have on-going discussions about how to
identify a legitimate source versus a ‘sketchy source’
Provide examples of reliable resources Monitor student research in the classroom Teach students how to conduct an efficient on-line search
Critical Literacy
Allen, J and Patrick Daley. (2004). Read Aloud Anthology. New York: Scholastic.
Beck, Isabel and Margaret McKeown (2006) Improving Comprehension with Questioning the Author. New York: Scholastic.
Beers, Kylene and Robert E. Probst (2015). Reading Nonfiction Notice and Note Strategies. Heinemann.
(For social studies instruction) Rubin, Beth (2012). Making citizens.
Routledge, New York
Suggested Resources