effective content area strategy instruction that supports ...woodard.latech.edu/~kklopez/car.pdf ·...
TRANSCRIPT
Effective Content Area Strategy Instruction that Supports
Adolescent Literacy
Presented by…
Carrice Cummins
Kimberly Kimbell-Lopez
Janis Hill
35th Plains IRA Regional Convention Branson, MO
Adolescent Literacy:
The Journey toward a
New Beginning
Where have we been?
Where are we now?
Where do we need to go?
Thinking in
Society
Thinking in
Education
Thinking in Literacy
Agricultural craftsmanship •education not for all
•apprenticeship
•rote memorization
•signature literacy: ability to read and
write one’s name
Paradigm ShiftsWhere have we
been?
Agricultural Society
•rote memorization
or repetition
write one’s name
•recitation literacy: ability to recite
memorized texts
Industrial Revolution
task-orientation•deconstructing
process
•specialization
•fragmentation of
curriculum
•Decoding/analytical
literacy: ability to
decode unseen
material and
comprehend literal
text (60-75%)
A
B
C
D
E
F
G
N
O
P
Q
R
S
TG
H
I
J
K
L
M
T
U
V
W
X
Y
Z
You’re in Paris,and decide to use your
American Express card.
Getting credit approval involvesa 46,000 mile journeya 46,000 mile journey
over phones and computers.
The job can be completedin 5 seconds.
Let’s say you’re going to a party,so you pull out some pocket changeand buy a little greeting card that plays “Happy Birthday”when it’s opened.
After the party, someone casuallytosses the card into the trashthrowing away more computer power than existed in the entire worldthan existed in the entire worldbefore 1950.
The home video camera you useto take pictures of the partycontains more processing powerthan an old IBM 360,the wonder machine that gave birthto the mainframe computer age.
There has been more
information produced
in the last 30 years
than during the
previous 5,000.previous 5,000.
The information supply
available to us
doubles every 5 years.
(2.3)
Thinking in
Society
Thinking in
Education
Thinking in
Literacy
Agricultural Society craftsmanship •education not for all
•apprenticeship
•rote memorization
or repetition
•signature literacy: ability
to read and write one’s
name
•recitation literacy: ability
to recite memorized texts
Industrial Revolution task-orientation •deconstructing process
•specialization
•Fragmentation of
•Decoding/analytical
literacy: ability to decode
unseen material and
Paradigm ShiftsWhere are we
now?
•Fragmentation of
curriculum
unseen material and
comprehend literal text (60-
75%)
Technological
&
Informational
Age
process-orientation
•process thinking
•critical/analytical
skills
•communication/
language skills
•independent
responsibility
•Critical/translation
literacy: ability to
extend ideas of text
by making
inferences, drawing
conclusions,
summarizing,
analyzing, and
evaluating (15%)
International Reading AssociationPosition Statement, 1999
• Access to a variety of reading material
* Skill-building instruction that creates an
interest in more complex reading material
• High-quality assessments to determine
students’ strengths and weaknessesstudents’ strengths and weaknesses
* Highly skilled teachers who model and
explicitly teach reading comprehension and
reading strategies across the content areas
• Reading specialists and interventions
for the struggling reader
Comprehension
What Adolescents NeedWhere do we need
to go?
Explicit Instruction
modeling
scaffolding
think-aloudsHow they learn
connections social
show then tell
“Literacy problems of secondary students is an extremely complex problem, and the longer we let these kids go the more
serious the problem becomes. The problem exists because [after 3rd grade] we stop providing reading instruction, and the
instruction we do provide is not what they need.”
Micheal Kamil, 2005
Develop
Vocabulary
how text works
metacognition
Integrate literacy strategies
before/during/after
Motivation
High interest
engaging
technical
application
conceptual
analyzing strategies
Writing
process
authentic
intensive
All subjects
Develop conceptual thinking
The logicby which we
teachis not always
How they learn
is not alwaysthe logic
by which children Learn
Nanci Atwell
Equilibration
Assimilation
Accommodation
Lev Vygotsky
Social Interaction
Teacher
Student
Scaffolding/Transfer of
Responsibility
Piaget
Responsibility
Frank Smith
Observe ExperienceLanguage
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Comprehension
What Adolescents Need
Where do we need to go?
Explicit Instruction
modeling
scaffolding
think-aloudsHow they learn
connections social
show then tell
Develop
Vocabulary
how text works
metacognition
Integrate literacy strategies
before/during/after
Motivation
High interest
engaging
technical
application
conceptual
analyzing strategies
Writing
process
authentic
intensive
All subjects
Develop conceptual thinking
Times have changed! Students have changed! Literacy needs have changed!
We must work together and move away from
the way we have always taught our subjects
to making the commitment to
what can I do to help my students read and comprehend the reading.
We must help teachers understand that
literacy development is an ongoing process that requires just as much attention for
adolescents as it does for beginning readers and that adolescents need high levels
of literacy to understand the massive amount of information that is presented toof literacy to understand the massive amount of information that is presented to
them each day. We must help them make the paradigm shift from
“I teach a content area” to “I am a literacy teacher in my content area”.
Moving on to…Vocabulary
What do we mean by
Vocabulary Instruction?
• Vocabulary instruction is when we give our students opportunities to explore relationships between words.
• How can we do this?• How can we do this?– We should have direct and explicit teaching of
vocabulary.
– AND …we should be sure that we provide time for wide reading in EVERY classroom to allow for the incidental learning of vocabulary words.
• Reading has the largest impact on student’s vocabulary development.
Vocabulary and
Comprehension
• There is a reciprocal relationship between vocabulary and comprehension.
• Vocabulary is critical to the development of reading (Nagy and development of reading (Nagy and Anderson, 1984; Stahl and Fairbanks, 1986; Stanovich, 2004).
• If our students do not know the meaning of the words, and if they do not know how to construct meaning for the words, then there is no way they will comprehend the text.
• Practice Exercise
What Can We Do
Differently?• Asking students to memorize definitions is the
most common approach used in the classroom.
• This approach is also the least effective in helping students retain a knowledge and understanding of what the word actually means.
Say No to Simple Memorization of Definitions!!!
How Can We Make Vocabulary Instruction More Effective?
Effective vocabulary instruction includes these four
elements (Carr & Wixon, 1986; McKeown & Beck,
2004; Nagy and Herman, 1987; Stahl, 1986):
– A connection to background knowledge,– A connection to background knowledge,
– Provide multiple exposures to words,
– Provide opportunities for active involvement,
and
– Develop elaborated word knowledge.
Examples of Vocabulary
Strategies
• Vocabulary Doodles• Semantic Maps• Concept Circles• Vocabulary Journal• Vocabulary Journal• Semantic Feature Analysis/Word Grids• Word Maps• Linear Arrays• Word Sorts• Vocabulary Self-Awareness• Frayer Model/Vocabulary Cards
Vocabulary Doodles
• Step One—The teacher should draw a simple beginning doodle-starter on a large sheet of poster paper or manila paper.
• Step Two—Assign vocabulary words to groups of students.
• Step Three—Students should research their word to identify four or five pieces of information about their vocabulary word.
• Step Four—Students use the doodle page to begin the • Step Four—Students use the doodle page to begin the illustration of their vocabulary word.
• Step Five—Write the four to five items of information that relate to the word below the doodle pic.
• Step Six—Write the word at the bottom of the page, then cover it with an index card or sticky note.
• Step Seven—Students present their word to the class for them to try to guess the word.
Ta-da!! Vocabulary Doodle!
Semantic Map
Concept Circles
•The goal of concept circles is for students to relate words conceptually to each other (Allen, 1999; Vacca and Vacca, 2002). •Children are given a circle divided into parts with words or phrases written into each section. •They then have to decide what relationship exists between each part of the concept circle.
Topic:________________
Funnel-shaped
Generally travel
in a northeast
direction
Most common
during spring
and summer
Classified on
Fujita Scale from
F1 to F5
Type 1—Give students
clues and they identify
the category.
Concept Circles
Topic: Hurricanes
Rotate in a counter-
clockwise direction in Has an eye
Type 2—Give students clues and
topic, then they have to identify the category that does
not belong.
Have hairWarm-blooded
Topic:_____________
Type 3—Give students partial clues, then they must identify the
category and another clue.
What does not belong:
________________________
clockwise direction in
the northern
hemisphere
Winds range from
74 mph to more
than 155 mph
Has an eye
Also called a
thunderstorm.
Nourish young
with milk
Warm-blooded
Answer:________________
Concept Circles
Topics:
Does Belong OR Does NOT Belong:
NOTE: Circle the one that applies
Vocabulary Journal
Semantic Feature Analysis/
Word Grids
Using SFA Chart to write analogies:
Crocodile is to Lays Eggs AS Horse is to _________________
Word Map
Linear Arrays
frequent scantyperiodicincessant rare
•Fatuous
•Serious
•Foolish
•Sober
•Grave
•Asinine
Take a minute to arrange these words in a linear array…
Degrees of
meaningShades of
meaning
Linear Arrays
Asinine
fatuous
sober
foolish
serious
grave
Linear Arrays
Word Sorts
Two Types of Sorts
1)Closed sorts are teacher
directed where the
teacher defines the
categories and models
Example of Closed Sort
Metals Nonmetals
mercury lithium
nickel brominecategories and models
the process of sorting
words.
2)Open sorts are when
students create their own
categories as they search
for commonalities
between the words.
nickel bromine
cobalt sulfur
gold phosphorus
copper chlorine
lead neon
iron helium
Students are given categories of metals and nonmetals. They then sort the
cards into the appropriate category.
Another Example of Word Sorts
Clouds
• stratus
• cumulus
Climates
• Mediterranean
• desert
Weather Conditions
• snow
• rain• cumulus
• cirrus
• nimbus
• desert
• temperate
• Arctic
• tropical
• subtropical
• rain
• thunder
• hail
Vocabulary Self-Awareness• Identify target vocabulary for the lesson and provide students with a list of
terms.
• Students rate each word according to their understanding of the word,
including an example and a definition. Very comfortable with the word is
marked with a + (plus sign); somewhat comfortable but unsure is marked
with a √ (check mark); and, very uncomfortable/new word is marked with a –
(minus sign).
• As students read, they can add new information/modify the information to • As students read, they can add new information/modify the information to
the chart. The goal is to replace all the check marks and minus signs with a
plus sign.
Word/Phrase + √ - Example Definition
Propaganda - Political
commercials or
cartoons
ideas, facts, or allegations
spread deliberately to further
one's cause or to damage an
opposing cause
Frayer Model/ Vocabulary
Cards
DefinitionTo join or fasten
together
CharacteristicsLink
Interlocking
Associate
Relate
ConnectRelate
ExamplesBridge
Paper clips linked
together
Nonexamples
Unlatched Gate
Illustrations
WORD:
Definition Characteristics
Frayer Model
Examples Illustrations
As a Vocabulary Recap…
• A major goal of vocabulary instruction is to help students explore relationships between words. As they read,
students gain meaning through their understanding of words.
• There is a reciprocal relationship between vocabulary
and comprehension.
• If we help our students develop vocabulary
knowledge, then this can positively impact comprehension.
• We should have direct and explicit teaching direct and explicit teaching direct and explicit teaching direct and explicit teaching of vocabulary.
• AND …we should be sure that we provide time for wide
reading in EVERYEVERYEVERYEVERY classroom to allow for the incidental learning of vocabulary words.
Moving on to…Comprehension
Comprehension Instruction
• Comprehension is more than answering questions
• Comprehension requires thinking before, during,
and after reading
• Teachers must implement a variety of teaching • Teachers must implement a variety of teaching
formats and strategies in order to facilitate
understanding
• Teachers should teach metacognitive strategies to
help students read, analyze, and organize
information.
• Informational texts are multi-layered and complex
Comprehension Process
• Understand – literacy skills needed to handle text
– How to read the text
– Structure
– Access features
– Other – Other
• Analyze – dig deeper into topic
– Active engagement
– Critical thinking
• Organize – access and retain information
– Patterns and relationships
– Graphic organizers
Understand the Text
• How to read
• Access features
• Structure: Global and Internal
Access Features
Access Features
Organize
General Specific
TOC BulletsHeadings PhotosSubheadings Sidebars
MapsDiagramsCaptionsGlossary
in order to
increase
Purposes:Clarify Information
Visualize InformationExpound Upon Information
Organize InformationSignal The Reader
CHUNK INFORMATION TOGETHERLOOK FOR CONCEPTSSEE THE BIG PICTURE
Glossary
Organizes information and guides the reading
Access Feature Checklist
Genre Purpose Key Characteristics
Descriptive To describe, list, or
classify a group to
things
Generalized participants
Present tense
Topic sentences
Order doesn’t matter
Recount To recount or tell about
something that
Specific participants
Past tense
Body
Structure
Descriptive listing
Sequence
Compare/Contrast
Problem/ Solution
Cause/Effect
Descriptive
Procedural
Explanatory
Recount
Persuasive
Global Structure
something that
happened
Past tense
Time order words
Order matters
Explanatory To explain how or why
something works
Generalized nonhuman participants
Time relationships
Cause and effect
Order matters
Procedural To tell how to do or
make something
Inferred subject
Numbered or bulleted steps
Adverbs/adjectives
Order matters
Persuasive To take a stand or
position on some issue
and justify it
Tense can change
Reasoning/emotional
words
Passive voice
Order may matter
Patterns
Arrangement of ideas
Relationships between ideas
Purpose Structure Language Organizer
To describe/ list
/classify a class of
things
Order doesn’t
matter
•Generalized
participants
•Present tense
Descriptive/Listing
Concept Map
detail detail
•Use of topic
sentences
•Technical
vocabulary
•Action Verbs
detail detail
Hierarchical Map
big idea big idea
detail
detail
detail
detail
detail
detail
What’s the Informational Text Structure?
Analyzing Text
• Is a contact sport
– Requires active engagement
• Brain
– Critical thinking throughout the reading
– Don’t fall in love with their first answer– Don’t fall in love with their first answer
• Body
– Movement
Examples of
Comprehension Strategies
• GO! Chart• QtA• K-W-L
• SQ4R• Note taking• Readability
• DR-TA• List, Group, Label• Corners• A-Z Review• GISTing
• Readability• SQPL• Anticipation Guides• Exit/Entrance Slips• Reciprocal Teaching
• I am going to make a statement
– if you agree go to that corner
– if you disagree go to that corner
• Ready???• Ready???
• Square root of 939 is 27? GO
• Phoenix is the capital of Arizona? GO
Corners
• Gets students moving
• Requires students to share their understanding
• Involves oral language/communication • Involves oral language/communication skills
Before/During/After reading?
How can this be used with other content areas
Anticipation Guide
• Comprehension strategy designed to:
– activate schema
– build topic knowledge
– motivate the reader– motivate the reader
– establish a purpose for reading
Read the following statements. For each statement, put a “T” if you believe the statement to be true or an “F” if you believe the statement to be false. Be
prepared to support your views on each statement.
T/F Statement
_____ 1. A dormant volcano is no threat to people living in the surrounding area.
_____ 2. More than 80% of the earth’s surface has come from volcanoes.
_____ 3. Magma is a heavy substance that sinks to the bottom of a volcano.
_____ 4.
_____ 5.
After reading the text, read the following statements and
see if you still agree with your initial thoughts regarding the
validity of the statement. If you do agree place a check
mark in the blank.T/F Statement T/F
_____ 1. _____
_____ 2. __________ 2. _____
_____ 3. _____
_____ 4. _____
_____ 5. _____
T/F Statement T/F Page #
_____ 1. _____
_____ 2. _____
In the last column, write the page number(s) where you
found justification for the statement.
_____ 3. _____
_____ 4. _____
_____ 5. _____
GO! Chart
Preview/Predict Inquiry/Vocabulary Understandings Interpretations Connections Organizing
I think this book might
be about ...
I hope the author answers the
question . . .I noticed ... I wonder ... This reminds me of ... The best graphic
organizer to use is …
Students' logical
predictions of what the
text might be about.
Predictions are based
on the ACCESS
FEATURES or other
clues about the text.
Connect to what has
been previously
studied and to
student’s prior
knowledge.
I think the author might
use the word ...
Beginning of creating
wonder about topic by
having children predict
kinds of questions the text
might answer or questions
they would like to have
answered. Also introduce
key vocabulary needed to
understand reading.
Students’ responses to
specific reflection
questions identifying
basic understanding of
the text or text structure
(relationship of ideas).
Responses are
generated at the
knowledge and
comprehension level.
Students' responses to
specific reflection
questions that move
beyond basic
comprehension levels:
application, analysis,
synthesis, and
evaluation. This
category often initiates
future research.
Students' responses to
specific reflection
questions that identify
connections between
the students' own lives,
to the world, or to
other literature.
GO! maps used to
organize the text
according to text
structure to better
facilitate
understanding.
Preview/Predict Inquiry/Vocabulary Understanding Interpretation Connections Organizers
Manatees &
Dugongs
Manatees Dugongs
look like live look like live
I think this book
might be about ...
• animals that live in
the ocean
•boats killing
manatees
•swamps where
manatees live
•animals that live in
I hope the author answers
the question . . .
•Are manatees in danger
of becoming extinct?
•What is a dugong?
•Why Columbus thought a
manatee was a mermaid?
I noticed ...
•manatees are related
to elephants
•manatees live in
warmer water than
dugongs
•manatees have trouble
finding food
I wonder ...
•why Columbus thought
manatees looked like
mermaids
•how they can be washed
on shore when they are
so big
This reminds me of ...
•the trip I took to Sea
World
•the movie Free Willy
•our studies of
Columbus
Manatees and Dugongs
•animals that live in
cold water
•animals that are
endangered
I think the author might
use the word ...
endangered
mammals
journey
finding food
The Bald Eagle
In 1782, the bald eagle was selected as our national bird. It was chosen because it was brave and intelligent and had an independent spirit. It has long since enjoyed its freedom. An eagle is difficult to tame and, when captured, it is unhappy and unreliable.
Another reason it was selected as our national bird was because it is a North American bird. The bald eagle is native to no other part of the world.
When you hear its name, you might expect it to have a bald head! Actually, its head is covered with snow-white feathers. During colonial Actually, its head is covered with snow-white feathers. During colonial times, the word bald meant “having a white spot.” The bird also has a white tail, and the feet and bill are both yellow. Its body is a very dark brown that looks almost black.
The eagle flies very high and fast, and it makes swift dives from great heights. Its six to eight foot wingspan provides it with great strength. It seems to be able to see its prey from these great heights as though it were using binoculars! The eagle has unbelievably sharp eyesight.
In 1782, when our Founding Fathers selected this majestic bird, thousands of bald eagles lived in the United States. Hunters caused the population to dwindle until they were declared “endangered.” However, their population has recovered, and you may occasionally see this noble-looking bird soaring overhead.
A-Z Review
• Turn the passage over (close your book)
• Use the A-Z Review sheet to independently jot down (3 minutes) as many ideas, vocabulary words, and concepts you remember from the reading using the letters of the alphabet to guide your thinking
• Pass your paper to a neighbor
• Add as many things as you can to your neighbor’s review sheet (2
minutes)
• Return papers to original owner – read and talk to your neighbor
about areas of concern
• Pass your paper to another neighbor
• (continue as desired)
GISTing
• A technique to help students to read text for main
ideas.
• Students are asked to summarize selected sections
into a designated number of clear, concise words.
• Select appropriate paragraphs on which to write gists. • Select appropriate paragraphs on which to write gists.
It is best to start with relatively short paragraphs of no
more than three to five sentences that are easily
understood.
• Next, establish a limited number of spaces to
represent the total number of words of the gist, say 15
or so.
GISTing Steps• Students read the first sentence of the paragraph and, using only the
spaces allowed, write a statement in those spaces capturing the essential information of the sentence. This is the beginning of their gist.
• Have students read the second sentence of the paragraph and, using the information from the first and second sentences of the paragraph, they rewrite their gist statement by combining information from the first sentence with information from the second. Again, the students’ revised sentence with information from the second. Again, the students’ revised gist statement should be no more than the allotted number of spaces. This process continues with the remaining sentences of the paragraph.
• As students read each succeeding sentence, they should rework their gist statement by accommodating any new information from the sentence into the existing gist statement, while not using any more than the allotted number of spaces.
• Finally, students should share their gists for comment and critique.
GIST ExampleParagraph from social studies text
Julius Caesar was famous as a statesman, a general, and an author, but
ancient traffic jams forced him to become a traffic engineer, too. These
traffic snarls were so acute in the marketplace of Imperial Rome and
around the Circus Maximus that all chariots and ox carts were banned for
ten hours after sunrise. Only pedestrians were allowed into the streets
and markets. Caesar also found it necessary to abolish downtown parking
and establish one-way streets.and establish one-way streets.
Class gist statements for each sentence of paragraph•Julius Caesar was famous for many things including traffic engineer.
•As traffic engineer Julius Caesar banned chariots and ox carts from Rome
during the daytime.
•As traffic engineer Julius Caesar banned all but pedestrians from Rome
during the daytime.
•As Rome’s traffic engineer Julius Caesar allowed only pedestrians, created one-
way streets, and banned parking.
•
Flying High with Academics
• Strategy to get students moving
• Requires students to think critically as
develop clues for “teaching”develop clues for “teaching”
• Legal to make paper airplanes ☺
• Take a sheet of white ditto paper and make a paper airplane
• Write a question from the passage we just
Flying High Directions
• Write a question from the passage we just read (“The Bald Eagle”) in the middle of the airplane
• Select a pilot from your group
• Fly your plane to another group– Share ways
Organizing Text
• Sorting
– Patterns and relationships
• Graphic Organizers
– Understand basic Framework – Understand basic Framework
– Then can be more creative
– Match the text structure
• Purpose dictates structure
Organizing
TextSEQUENTIAL
CONCEPTUAL
CYCLICAL
HIERARCHICAL
Foundational Skills
•Seeing patterns•Identifying relationships•Making categories
Sorting activities help buildthese foundational skills
Comprehension Recap
• More than answering questions
• Thinking before, during, and after reading
• Understanding informational text
• Implementing a variety of teaching formats and strategies in order to facilitate understanding
• Teaching metacognitive strategies to help students read, analyze, and organizeinformation.
It’s Time to Start Making
Changes
Look What Happens When You
Do!!
Questions
Carrice Cummins
Kim Kimbell-Lopez
Janis Hill