getting students to understand, apply, and love your subject as you do! literacy department office...
TRANSCRIPT
GETTING STUDENTS TO GETTING STUDENTS TO UNDERSTANDUNDERSTAND, , APPLYAPPLY, , ANDAND LOVELOVE YOUR YOUR SUBJECT AS YOU DO!SUBJECT AS YOU DO!
LITERACY DEPARTMENTLITERACY DEPARTMENTOFFICE OF ACADEMIC STANDARDSOFFICE OF ACADEMIC STANDARDSGEORGIA DEPARTMENT OF EDUCATION GEORGIA DEPARTMENT OF EDUCATION
CONTENT LITERACY:
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Section 1: Section 1: Hooked on Ideas! Hooked on Ideas! (Read It, Think It, Write It, (Read It, Think It, Write It,
Think It, Talk It!!!)Think It, Talk It!!!)You will find a collection of quotations
in your participant guide.
Read each one, and choose the one that “speaks” to your philosophy and beliefs.
Journal your thoughts and connectionsto this quotation.
Be prepared to share your thoughts.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Examining Examining Hooked on Ideas Hooked on Ideas as a Content Area Lesson Planas a Content Area Lesson Plan
A science planA social studies planAn economics planA math planA CTAE planAn ELA plan
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 6
Section 2: Research Section 2: Research SupportSupport
• What is content literacy?• What does data tell us?• Why is content literacy
important?• What are some common strategies?
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What is content literacy?What is content literacy?“The level of reading and writing
skill necessary to read, comprehend, andreact to appropriate instructionalmaterials in a given subject area.”
Source: Bean, Thomas W. “Reading in the Content Areas: Social Constructivist Dimensions.” Handbook of Reading Research. Vol. III. Eds. Michael L. Kamil, et al. New Jersey: Lawrence Erlbaum Associates, Publishers, 2000.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What does data tell us?What does data tell us?70 % of high school students graduate on
time with a regular diploma; fewer than 60% of African American and Latino students do so. (Greene and Winters, 2005)
Students who enter 9th grade in the lowest 25% of their class are twenty times more likely to drop out than the highest-performing students. (Carnevale, 2001)
Approximately 40 percent of high school graduates lack the literacy skills employers seek. (Achieve, Inc., 2005)
Source: Biancarosa, Gina, and Catherine Snow. Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corp. of New York. 2nd ed. Washington, D. C.: Alliance for Excellent Education, 2006.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What does data tell us?What does data tell us?U.S. dropouts’ literacy skills are lower than most
industrialized nations, performing comparably only to Chile, Poland, Portugal, and Slovenia. (OECD, 2000)
Almost 7,000 students drop out of high school every school day. (Alliance for Excellent Education, 2006)
8 million struggling readers in grades 4-12in schools across our nation. (NCES, 2003)
70% of students entering 5th and 9th grades in 2006 were reading below grade level. (NCES)
Source: Biancarosa, Gina, and Catherine Snow. Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corp. of New York. 2nd ed. Washington, D. C.: Alliance for Excellent Education, 2006.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What does data tell us?What does data tell us? Comparing the most recent NAEP results for all 3
grade levels to those from 1992, the percentage of students scoring proficient has significantly improved among 4th graders, but not among 8th and 12th graders (NCES, 1999, 2006)
The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands (Barton, 2000)
Both dropouts and high school graduates are demonstrating significantly worse reading skills than ten years ago (NCES, 2005)
Source: Biancarosa, Gina, and Catherine Snow. Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corp. of New York. 2nd ed. Washington, D. C.: Alliance for Excellent Education, 2006.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What does data tell us?What does data tell us?A lack of incentive and
engagement also explains why even skilled readers and writers often do not progress in reading and academic achievement in middle and high schools.
Source: Bean, Thomas W. “Reading in the Content Areas: Social Constructivist Dimensions.” Handbook of Reading Research. Vol. III. Eds. Michael L. Kamil, et al. New Jersey: Lawrence Erlbaum Associates, Publishers, 2000.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Why is content literacy Why is content literacy important?important?
According to Howard Gardner, the purpose of education is to enhance understanding. If students do not understand what they learn, what isthe purpose of learning?
I can never remember things I didn’t understand in the first place. ~ Amy Tan
Source: Harvey, Stephanie. Nonfiction Matters. Maine: Stenhouse Publishers, 1998.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Why is content literacy Why is content literacy important?important?
The idea is NOT that content-area teachers should become reading and writing teachers, but rather that they should emphasize the reading and writing practices that are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject-area experts.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What are some common What are some common strategies?strategies?
Five components of comprehension strategy
Teacher ModelingGuided PracticeCollaborative PracticeIndependent PracticeApplication of the Strategy in
Authentic Reading Situations Source: Harvey, Stephanie, and Anne Goudvis. Strategies that Work: Teaching
Comprehension for Understanding and Engagement. Maine: Stenhouse Publishers, 2007.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What are some common What are some common strategies?strategies?
Prompted outlinesStructured reviewsGuided questionsChoosing short textsBuilding background knowledge
to teach specific content
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What are some common What are some common strategies?strategies?
Response journalsMathematics logsReader blogs (technology
geared)Evidence gathering journalsCollective research notebook
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
What types of strategies might a student need in What types of strategies might a student need in order to read materials and to write in different order to read materials and to write in different
contents?contents?
The short answer is that we introduce the strategies one at a time but quickly move on to introduce additional strategies so that kids build a repertoire of strategies and use them flexibly to understand what they read.
The ability to:grasp the gist of a textnotice and repair misinterpretationschange tactics based on the purposes
of reading
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 19
Section 3: ChallengesSection 3: Challengesof Content Literacyof Content Literacy
Note: Each content faces its own challenges
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Earlier Research in Secondary Earlier Research in Secondary Reading Reading
Source: Source: Bean, Thomas W. “Reading in the Content Areas: Social Constructivist Dimensions.” Handbook of Bean, Thomas W. “Reading in the Content Areas: Social Constructivist Dimensions.” Handbook of Reading Research, Vo. III. Eds. Michael L. Kamil, Reading Research, Vo. III. Eds. Michael L. Kamil, et al. et al. New Jersey: Lawrence Erlbaum Associates, Publishers, 2000. New Jersey: Lawrence Erlbaum Associates, Publishers, 2000.
631.631.
Single text predominated in content classrooms.
Learning facts was a dominant goal.
Little pre-teachingof concepts and vocabulary occurred.
Teacher control and order were of paramount interest.
Accountability testing and time constraints limited teachers’ efforts to implement content area reading strategies.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
ACTIVITY: ACTIVITY:
TAKE EACH OF THE FIVE POINTS TAKE EACH OF THE FIVE POINTS
AND DISCUSS WHERE YOUR AND DISCUSS WHERE YOUR
CONTENT AREA APPROACH HAS CONTENT AREA APPROACH HAS
OR HAS NOT CHANGED.OR HAS NOT CHANGED.
Has the landscape changed since the 1991 review, and if so how?
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Reading and WritingReading and Writingin Content Areasin Content Areas
Texts are predominately EXPOSITORY.
Textbooks are typically used, but students also read primary source documents.
An increasing number of electronic texts are read.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in Challenges for Students in Social StudiesSocial Studies
Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Across the Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Guide #12. Atlanta: Southern
Regional Board. 101-126.Regional Board. 101-126.
Struggles center on wading through a wealth of factual information replete with unfamiliar names, events, and locations.
In their attempts to get everything straight, students may miss why it is to their advantage to know more about a time period or how government functions.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in Social Challenges for Students in Social StudiesStudies
Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide
#12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Vocabulary moves way beyond identification and into application of abstract concepts (such as imperialism, states’ rights, culture, monarchy, separation of powers, etc.)
Texts’ organizations present challenges:
1.History—problem/solution
2.Geography--comparison/contrast
3. Economics, Psychology and Sociology—concept/definition connections
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in ScienceChallenges for Students in ScienceSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Texts are typically densely packed with detailed information and technical vocabulary.
Although science texts focus on the world at large, many students STRUGGLEwith making connections to their personal experiences.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in Challenges for Students in ScienceScience
Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide
#12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.Students become overwhelmed by factual information and unfamiliar(even esoteric) terminology.
In fact, researchers have compared reading science to reading a foreign language because of the vast amount of science-specific vocabulary.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in Challenges for Students in ScienceScience
Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide
#12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.Texts are organized through cause/effect connections.
1. “Why does this happen?”
2. “What would be the result if we did this?”
3. “Why did these features (or phenomena) develop?”
Biology textsare typically organized by:
Concept/definition
Frames which emphasize classification
Identificationof key traits.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in Challenges for Students in ScienceScience
Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide
#12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.Science texts contain a great dealof visual information.
As a result, visual literacy skills are an integral part of science reading.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in MathChallenges for Students in MathSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Students generally do not consider reading and writing as central to learning; therefore, many students attempt to bypass the reading passages and launch right into solving problems.
Too many students are taught to relyon teacher explanations to clear misunderstandings.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in MathChallenges for Students in MathSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Prose in texts presents special challenges:
1. Reading in math is very “sentence heavy.”
2. Every sentence is significant and communicates important information.
Visual literacy is important in math.
Reading is recursive, requiring students to cycle through a passage several times to acquire meaning.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in MathChallenges for Students in MathSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Textbook authors often assume a certain level of prior knowledge.
Students must adopt a different approach when reading mathematics.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in MathChallenges for Students in MathSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Textbooks are predominately arranged in problem solving mode of discourse.
Concept/definition is also evident.
Students attempt to apply rote problem-solving formulas while not truly understanding the principle.
Texts employ goal/action/outcome text frames(a sequence of steps).
Terms have precision meanings communicated in the forms of signs and symbols.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in CTAEChallenges for Students in CTAESource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Students may struggle with motivation issues because much of the reading is focused on the acquisition of facts.
Reading materials contain an extensive array of technical vocabulary and jargon that may be unfamiliar to people outside the field.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in CTAEChallenges for Students in CTAESource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
As the technology becomes more advanced, so doesthe language.
The prose may be quite terse, without information that expands or embellishes the basic facts. Therefore, students may have to read the text several times to comprehend meaning.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in CTAEChallenges for Students in CTAESource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Source: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Literacy
Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide Guide #12. Atlanta: Southern Regional Board. 101-126.#12. Atlanta: Southern Regional Board. 101-126.
Texts typically follow goal/action/outcome structure as students read to follow directions or to learn a process or procedure.
Materials used in career/technical disciplines range from textbooks to technical manuals to actual documents used in the workplace. (Plans, Blueprints, Diagrams, etc.)
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Challenges for Students in ELAChallenges for Students in ELASource: Beers, Kylene, Source: Beers, Kylene, When Kids Can’t Read: What Teachers Can Do. When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH : Portsmouth, NH :
Heinemann. 41Heinemann. 41 Texts come in all
genres, types and formats, and students must be able to navigate through all texts.
Comprehension Challenges: Clarifying
Comparing/Contrasting
Connecting
Inferencing
Predicting
Questioning
Author’s Purpose
Causal relationships
Summarizing
Visualizing
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 38
Section 4: Note Taking:Section 4: Note Taking:A Strategy That WorksA Strategy That Works
Accessing knowledge through: •exploring •questioning •connecting•inferring•synthesizing•recording•understanding!!!
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Activity: Addressing Activity: Addressing ChallengesChallenges
Choose one challenge in your content area
as discussed in previous slides.
Write a strategy that you have used or will use that will help students face this challenge.
Share with your table, and then a spokesperson will share two with the entire group.
The best teachers of teachers are TEACHERS!!!!
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Active Note Taking Promotes Active Note Taking Promotes True Learning!!!True Learning!!!
Passive Note Taking Active Note Taking
Copying notes from the board, the overhead, or even a Smart Board
Receiving a copy of the teacher’s notes
Underlining or highlighting what the teacher says to mark
Annotating next to the words on a page that cause you to connect or have thought
Underlining/highlighting important information and writing your thinking!
Asking a question, making a connection to something familiar, giving an opinion, drawing a conclusion, and/or making a statement
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Activity: Judge for Activity: Judge for YourselfYourself
Receive three different examplesof student work that depict activenote taking strategies.
Identify the process that makes it clear that the student is actively engaged.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Different Ways to Different Ways to Annotate:Annotate:
Marking in the margins of the text,as well as the text itself.
Using post-it notes or sticky notes or borders.
Creating graphic organizers that target idea gathering {vocabulary, quotations and meanings, and key concepts (arguments, main ideas, key points, etc.)}
Utilizing double-entry journals.Creating concept maps/webs, etc.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Activity: Create a ModelActivity: Create a ModelReceive a specific content area
articleor activity.
Devise an annotation strategy for your students.
Create a model to take back into your classroom.
Be prepared to share.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 45
Section 5: Vocabulary—It is Section 5: Vocabulary—It is time to move beyond the time to move beyond the
dictionary!!dictionary!!
The goals of vocabulary study areto produce students who can:•read well•write well•communicate effectively
KEY: TO ACHIEVE THIS GOAL, STUDENTS NEED A LARGE RESERVOIR OF WORDS!
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Beyond the DictionaryBeyond the DictionaryExperiences
Reading
Direct instruction
Multiple encounters in meaningful contexts
Independent research
Strategies
USE!! USE!!
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Where Does VocabularyWhere Does VocabularyGrowth Originate?Growth Originate?
These findings emphasize the importance of reading as a source of vocabulary growth.
Volume of words read also reveals some surprising numbers.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 48
Models of Four StrategiesModels of Four StrategiesStopper Words
Context Plus Activity
Portable Word Wall
Frayer Model
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Create a Vocabulary ActivityCreate a Vocabulary Activity
Return to the article that you used in the note taking section.
Using one of the suggested vocabulary strategies (or one of your own), create a stopper list, a context plus activity, a portable word wall, or Frayer Model that you would use as a model.
If you use one of your own strategies, be prepared to share!!
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 51
Section 6: Three Types of Section 6: Three Types of Writing for Every ClassroomWriting for Every Classroom
Writing-to-Learn
Writing to Demonstrate Learning
Authentic Writing
Source: Dick, Elizabeth. “Weekly Writing.” Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Education Boards (SREB), 77-99.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Writing to LearnWriting to LearnJournalsLearning logsWriter’s NotebooksExit and Entry (Admit) SlipsInquiry logsMathematics logsStudy guides
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Writing to Demonstrate Writing to Demonstrate LearningLearning
ParagraphsEssaysOpen-response questionsLab reportsResearch assignmentsCreative tasksOn-demand writing (timed writing) Project reports
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Authentic WritingAuthentic WritingArticlesEditorialsLetters to the editorSpeechesLettersProposals
ReviewsScriptsBusiness plansProposalsHow to manualsMemorandums
Writing ActivityWriting ActivityUsing these examples as a
springboard for your ideas, develop one strategy from each of these three types of writing that would enhance one of your study units.
For example: Reader Response Journal Prompt, Timed Writing Essay question, Informational Brochure.
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Additional Resources:Additional Resources:Specific Writing Examples
for the Content Areas
Modes of Discourse
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 57
Next Steps:Next Steps:Implement in all classrooms
Articulate a literacy plan
Form book study groups
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
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"The definition of literacy is shifting - it's always shifting," said Kylene Beers, president of the National Council of Teachers of English and
author of texts on teaching reading. "At one point in time, someone able to make an X was a
measure of literacy.“
Now, she said, "It's about conceiving ideas, synthesizing, explaining complex ideas well and easily. It's what you are going to need to do to
keep a job in this country.“
“Fewer Students Read Between Lines”The Tampa TribunePublished: July 1, 2008
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
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Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement"
Contact Information:Contact Information:Mary Stout, ELA Program
Manager, [email protected] Dillard, ELA Program
Specialist,[email protected]
Kimberly Jeffcoat, TOA, [email protected]
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 61
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement" 62