Beyond Worksheets: Literacy Tools for Thinking Kids in Grades 5-12Kelly Vaughan, PhD

Purposes of the workshop: Analyze Common Core State Standards

related to literacy in grades 5 to 12 Identify activities that can promote

comprehension in your work with students Identify activities that can promote vocabulary

development in your work with students Create/modify a lesson that focuses on literacy

skills

Workshop for Communities In Schools May 13, 2015

KWL Chart on LiteracyWhat do you KNOW?

What do you WANT to know?

What have you LEARNED?

         

   

A BALANCED APPROACH TO LITERACY

• Students should be engaged in reading a variety of fiction and nonfiction texts and writing every day.

• A Balanced Approach to Literacy includes a focus on varied reading, vocabulary, grammar and conventions, comprehension, writing, speaking, and thinking skills.

ALIGNING YOUR LESSON WITH THE

COMMON CORE STANDARDSHTTP://WWW.ISBE.STATE.IL.US/COMMON_CORE/PLS/LEVEL1/PDF/ELA-STANDARDS.PDF

• Common Core Standards are clear statements of what students should know and/or be able to do.

• Illinois has adopted Common Core Learning Standards.

What Common Core Learning Standard Focused Upon Literacy Can You Incorporate into Your Lesson?

LITERACY STANDARDSToday, we will focus on the following three Common Core State Standards.

CCSS.ELA.Literacy.RH.6-8. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA.Literacy.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCSS.ELA.Literacy.RH.8.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

VOCABULARY DEVELOPMENTStudents will be able to determine the meaning of new vocabulary words encountered in the text.

Unknown Word

Context Clues:1. Definition/Explanation2. Restatement/Synonym3. Contrast/Antonym Clues4. Inference/General Context 5. Punctuationhttp://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/18/5contextclues.pdf

Utilize Reference Materials:

1. Glossary2. Dictionary3. Other reference source

Tips for helping students understand new words:

Different levels of word knowledgeUnknown Initial Partial FullWord Recognition Word Knowledge Word Knowledge

When you encounter an unknown word:• Utilize context clues • Look up the word

Vocabulary instruction:• Immerse students in words – read, talk, listen• Explicit word instruction – multiple experiences• Word-learning strategies• Develop word consciousnessTompkins, G.E. (2013). Literacy for the 21st Century: A Balanced Approach (6th Edition). Merrill and Allyn & Bacon, imprint of Pearson Education.

A few MORE tips:

• Words introduced in meaningful units will be remembered better than words learned in isolation

• Intensive study of key words (meaningful, essential to unit) in an instructional unit is important. Words should be displayed.

• Pick no more than 10 words per week/ unit.• Include both academic and high interest

words.• Display vocabulary words.

Eggen, P.D. and D.P. Kauchak (2012). Strategies and models for teachers: Teaching content and thinking skills, 6th Edition. Boston: Pearson/ Allyn and Bacon.

KNOWLEDGE RATING CHART 

  Directions: The following key terms are literary terms associated with the text that you are reading. Place a check mark () in the box that accurately describes your familiarity with the term based on the following categories: 

Key Term Know It! Somewhat Familiar

No Clue

1. 

     

2. 

     

3. 

     

4. 

     

5. 

     

6. 

     

7. 

     

8. 

     

TERM   Picture

                    

Definition

Sentence Using the Word   

SPLIT SCREEN

FRAYER MODEL

Essential Characteristics

          

Examples      

 

     

NonexamplesWord

Nonessential Characteristics

SENTENCE:

CONCEPT OF DEFINITION 

 

WORD 

                   

Illustrations: What are some examples?

Category: What is It?

 

Comparison  

Properties: What is it Like?

Word

Literal Picture Figurative Picture

Sentence.

IDIOM POSTER

Tompkins, G.E. (2013). Literacy for the 21st Century: A Balanced Approach (6th Edition). Merrill and Allyn & Bacon, imprint of Pearson Education.

FOCUS ON COMPREHENSIONIn order to successfully comprehend material, a student must:• Have enough knowledge/skills to comprehend the material;• Be motivated to read/learn;•Know (and UNDERSTAND) the purpose (goals).

To support reading comprehension, you must:1. Plan levels of comprehension support.2. Provide scaffolds for challenging passages.3. Teach reading comprehension strategies.

Moore, D., Moore, S.A., Cunningham, P.A., & Cunningham, J.W. (2010). Developing readers and writers in the content areas K-12. (6th ed.). Boston: Allyn & Bacon.

Some key skills that are needed for successful comprehension are:

• Predicting• Summarizing• Imagining• Questioning• Organizing• Monitor Understandings• Use multiple strategies effectively

Moore, D., Moore, S.A., Cunningham, P.A., & Cunningham, J.W. (2010). Developing readers and writers in the content areas K-12. (6th ed.). Boston: Allyn & Bacon.

SUMMARIZING & SUPPORTING DETAILS

• Students will be able to identify the main idea of a text.

• Students will be able to find supporting details from the text.

• Students will be able to infer meaning by using their own knowledge plus information in the text.

A few ideas to organize your thoughts DURING reading: • Post-It Note response: Use post-it notes to

note questions, main ideas, and even strategies.

• Double Entry Notes/ Cornell: Divide paper in half – Record notes from the text on one half and personal comments/questions on the other half

• Bookmarks: Students can take notes on “bookmarks,” recording key concepts, best quotes, or themes with specific page numbers.

• Sketch notes: Create sketches or diagrams while taking notes.

Daniels, Harvey and Zemelman, Steven. (2004). Subjects matter: Every teacher's guide to content-area reading. Portsmouth: Heinemann

Actively Reading:  SQ3Ro       SURVEY: Check out structure, organization, or plan of the chapter . . . .title . . . .introduction/summary . .. headings, subheadings . . . .pictures, charts, and graphs. This allows you to predict meaning.o       QUESTION: Identify or write questions you want answered – use subtitles to craft questions. This allows you to read with purpose and organize reading.o       READ: Read TO ANSWER questions (evaluate importance)o       RECITE: After reading each section, paraphrase, identify central question and answer, and identify main ideas.o REVIEW NOTES: Within a day and then again

within the week to increase retention. Daniels, Harvey and Zemelman, Steven. (2004). Subjects matter: Every teacher'sguide to content-area reading. Portsmouth: Heinemann

What is a fact or clue from the text?

What do I already know?

What Can I Infer?

INFERENCE CHART

Main Idea

Detail:

Detail:

Detail: Detail:

http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

Important Idea:

Important Idea:

Important Idea:

Summary:

ORGANIZING INFORMATIONStudents will be able to evaluate multiple sources of information to answer a question or solve a problem.

Purpose: How did each man’s background influence his goals and his strategies?

Martin Luther King Malcolm X

Childhood: What was each man’s childhood like? (family, friends, teenage years)Class: Was each man rich, middle class, or poor? Explain.Education: Describe each man’s education.Answer to purpose question:

COMPARISON MATRIX.

Key Question One:

Key Question Two:

Key Question Three:

Facts Learned from Your Document:

Conclusions/ Inferences You Can Draw From The Facts:

DOCUMENT ANALYSIS SHEET

Unit : Name of Document:Author: Publication: (book, letter, newspaper, etc):Primary or Secondary:Questions this Document Raised:Your reaction to the source: (Do you agree? Disagree? Were you surprised? Etc)

   INQUIRY CHARTS

Start with central topic. List questions on the left. List sources on top. Fill in chart. (Used for question with more than one answer.)Topic: Modern Art MovementQuestion Source #1 Source #2 Similarities/

Differences

1. What defines “modern art”?

     

2. Who are the main artists associated with the modern art movement?

     

3. Key pieces of Modern Art      

4. Why is the modern art movement important?

     

KWL Chart on LiteracyWhat do you Know?

What do you Want to know?

What have you Learned?

         

   

Thank you!kellypvaughan@yahoo.com