Rdg and wrtg in content 12 13

While Waiting

People Search:

Find someone who…Travel through the room and find 6 colleagues who can

answer one of the questions on the “People Search” task. You MUST write their response and name in the box.

Reading & Writing in the Content AreasMelissa ISD New Teacher Orientation

August 2012

Agenda

8:00-11:30 “Reading & Writing in the Content Areas”

11:30-12:30 Lunch

12:30- 3:30 “Reading & Writing in the Content Areas” cont’d

“Language arts and reading teachers need content-area teachers to show students how to read and write like a scientist, historian, or mathematician. All teachers in all subject areas share the responsibility for literacy development. Today, more and more content-area teachers recognize this responsibility and are incorporating content literacy into their teaching through a variety of instructional strategies.”

Richard Vacca, Author of Content Area Reading: Literacy and Learning Across the Curriculum

Why Personalize?

Today, we will be making Interactive Notebooks (INs).

Please use the materials on the tables to create a cover for your notebook. This should be personal to you or reflect the content that you will be teaching.

Samples

Interactive Notebooking

Key Ideas• Interactive journaling will make a difference!• Students are actively engaged in thinking and

communicating.• Students feel “ownership” because they are

creating meaningful knowledge for themselves.• There’s no “right” or “wrong” way.• Modify to find ways that work best for you and

your students.

Why Interactive Notebooks Engage Students

• Students use both their visual and linguistic intelligences

• Note taking becomes an active process

• Notebooks help students to systematically organize as they learn

• Notebooks become a portfolio on individual learning

The first page you create is a title page (like a book). You decide the title for your ISN.

The back of the first page create and Author’s Biography page.

Include:• Name • Birthday• Hobbies

Draw, write, or use photos to describe yourself on this page.

Reserve 2 or more pages after the title page for a Table of Contents (like a book)

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

Are you a right brain or left brain thinker?

Cat Illusion

Brain Hemisphere Puzzle

How Interactive Notebooks Differ from Other Journals

• INs have a “left-side, right-side” orientation to help students record, organize, and process new information. This takes advantage of the way each hemisphere of the brain works! Much of the classroom and homework can be done in the interactive notebook.

• INs are not used just as a storehouse of information. The students are expected to continually reflect and show evidence of this reflection through “left hand” assignments.

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

IN Representation 2S IN Notes 2T

Interactive Notebook Entry

• Turn to your Table of Contents (TOC), and record your first entry title as IN Representation in the far left column as assignment # 2S. In the right side column record the entry title as IN Notes as assignment # 2T.

• On the Right hand page of your journal, fold your paper in half (red line to red line). Create a T-Chart to record the characteristics of left brain and right brain thinkers.

Key Literacy Components

• Decoding – correctly decipher a particular word out of a group of letters

• Morphology – study of word structure; how words are formed from the smallest unit of meaning in a word

• Fluency – ability to read text accurately with appropriate speed and proper intonation and expression

• Vocabulary – words used in speech and print to communicate

• Text Comprehension – process of extracting or constructing meaning from words

National Institute for Literacy, What Content-Area Teachers Should Know About Adolescent Literacy, 2007

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

IN Representation 2S IN Notes 2T

Student Challenges w/ Vocabulary

3S Multi-Meaning Words

3T

Part I: Vocabulary

“Resist the list!” – Alana Morris, author of Vocabulary Unplugged

“We must instruct, model, do guided practice, and then gradually release students from simply ‘knowing’ words to actually owning and using them in real contexts.” – Alana Morris, Vocabulary Unplugged

National Institute for Literacy, What Content-Area Teachers Should Know About Adolescent Literacy, 2007

Vocabulary Challenges

• Challenges– Decoding multisyllabic words– Content specific words– Multiple meaning words– Lack of strategies for dealing with these

National Institute for Literacy, What Content-Area Teachers Should Know About Adolescent Literacy, 2007

Academic Vocabulary

• Some students don’t have adequate academic vocabulary.

• Words used in many subject areas, often seen in textbooks, assignment directions, test questions, etc.

• Examples: Recognize, analyze, results, impact, relationship

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

IN Representation 2S IN Notes 2T

Student Challenges w/ Vocabulary

3S Multi-Meaning Words

3T

B&M Representation

4S B&M words STAAR 4T

How can instruction help with vocabulary?

• Repeated exposures to words using a variety of techniques.– Pre-Teach Difficult Vocabulary– Teach Academic Vocabulary too– Direct, Explicit, and Systemic Instruction

1. Explain meaning and model in sentences

2. Guide students to practice in sentences and contexts and provide feedback

3. Independent practice – peer work, reciprocal teaching, collaborative learning

4. Repeat until they can use the words independently when reading and writing

National Institute for Literacy, What Content-Area Teachers Should Know About Adolescent Literacy, 2007

Vocabulary Continued

– Teach how to use context• Definition or Explanation Clues• Restatement or Synonym Clues• Contrast or Antonym Clues• Inference or Gist Clues

– Teach Word Parts• Roots• Affixes• Relationships (vocabulary trees)

– Use Graphic Organizers & Foldables

National Institute for Literacy, What Content-Area Teachers Should Know About Adolescent Literacy, 2007

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

IN Representation 2S IN Notes 2T

Student Challenges w/ Vocabulary

3S Multi-Meaning Words

3T

B&M Representation

4S B&M words STAAR 4T

Vocabulary Strategy 5S Vocabulary Knowledge Rating

5T

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

IN Representation 2S IN Notes 2T

Student Challenges w/ Vocabulary

3S Multi-Meaning Words

3T

B&M Representation

4S B&M words STAAR 4T

Vocabulary Strategy 5S Vocabulary Knowledge Rating

5T

Root Word Foldable - graph

6S

Reading Comprehension

“All thinking begins with wonder.” ~ Socrates

“When the mind is thinking, it is talking to itself.” ~ Plato

“The important thing is not to stop questioning. Curiosity has its own reason for existing.” ~ Albert Einstein

“ But, none a y’all ever say what make sense mean.” ~ Jamika

“Reading is the greatest single effort that the human mind undertakes, and one must do it as a child.” ~ John Steinbeck

How do I know if I don’t understand?

• I don’t know how to start (5th grade)• I start panicking and slump and hope the teacher

doesn’t call on me (9th grade)• When your teacher gives you a weird look (7th grade)• When I have to read something over and over (4th

grade)• I just stare at the paper (9th grade)• My mind feels blank (8th grade)• I have to ask a million questions (3rd grade)• It just doesn’t click (8th grade)• I get angry and frustrated (10th grade)

What do I do when I don’t understand?

• I ask my friends for help (6th grade)• I guess (9th grade)• Skip it and come back to it (10th grade)• Stop looking at the teacher (8th grade)• Get bored & start doodling (9th grade)• I just stop reading (7th grade)• Ask the teacher (6th grade)• I keep it in so I don’t feel so dumb (4th grade)• Go back and re-read (8th grade)• I don’t finish it (7th grade)

How do I know if I do understand?

• You see pictures in your head (3rd grade)• I get it because I can solve the problem (6th grade)• I don’t need anyone’s help (9th grade)• I can explain it to the class (10th grade)• You know exactly what you are doing (7th grade)• I can answer questions for someone else (10th

grade)• I know I can handle it (4th grade)• I get what is going on (8th grade)

Model for Teaching Challenging Text

Surface

Understanding

Deeper

Understanding

Build Background and Curiosity

Read with Purpose

Provide Reasons to Return to the Text

Collaborate & Talk

Associate & Analyze

Make it Personal

Based on Kelly Gallagher’s ModelGallagher, K. (2004). Deeper Reading. Portland, Maine: Stenhouse.

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Hemisphere Conclusion

1S Hemisphere Specialization

1T

IN Representation 2S IN Notes 2T

Student Challenges w/ Vocabulary

3S Multi-Meaning Words

3T

B&M Representation

4S B&M words STAAR 4T

Vocabulary Strategy 5S Vocabulary Knowledge Rating

5T

Root Word Foldable - graph

6S

Reading Comprehension- 3 As

7S Reading Comprehension- Article 7T

Writing in the Content Areas

“Writing helps students get more actively engaged in subject matter, understand information and concepts more deeply, make connections and raise questions more fluently, remember ideas longer, and apply learning in new situations. If we say that reading helps us take in knowledge, with writing, we make it our own.”

Harvey Daniels & Steven Zemelman, Content-Area Writing: Every Teacher’s Guide

Writing Challenges

• Writing in the content areas is about writing to learn the content or writing to develop thinking.

• It can also be about learning to write the genre of the content.

• Challenges– Limited vocabulary– Lack of organizational strategies– Lack of experience with content writing– Lack of self-regulation or self-monitoring

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Brainstorm RAFT in Content Area

8S RAFT Notes 8T

R.A.F.T.

Role: In developing the final product, what role will the students need to “take on”? Writer? Character (in the text)? Artist? Politician? Scientist?

R.A.F.T.

Role: In developing the final product, what role will the students need to “take on”? Writer? Character (in the text)? Artist? Politician? Scientist?

Audience: Who should the students consider as the audience for the product? Other students? Parents? Local community? School board? Other characters in the text?

R.A.F.T.

Role: In developing the final product, what role will the students need to “take on”? Writer? Character (in the text)? Artist? Politician? Scientist?

Audience: Who should the students consider as the audience for the product? Other students? Parents? Local community? School board? Other characters in the text?

Format: What is the best product that will demonstrate the students’ in-depth understanding of their interactions with the text? A writing task? Art work? Action plan? Project?

R.A.F.T.

Role: In developing the final product, what role will the students need to “take on”? Writer? Character (in the text)? Artist? Politician? Scientist?

Audience: Who should the students consider as the audience for the product? Other students? Parents? Local community? School board? Other characters in the text?

Topic: This is the when, who, or what that will be the focus/subject of the final product. Will it take place in the same time period as the novel? Who will be the main focus of the product? What event will constitute the centerpiece of the action?

Format: What is the best product that will demonstrate the students’ in-depth understanding of their interactions with the text? A writing task? Art work? Action plan? Project?

R.A.F.T.

Table of Contents

Entry Title Assignment # Entry Title Assignment #

Brainstorm RAFT in Content Area

8S RAFT Notes 8T

Reading & Writing in the Content Areas Reflection

9S

Reflection

Journal 2-3 ideas you can take away from today into your classroom and how you will use them.

Resources

• Akhavan, Nancy. The Content-Rich Reading and Writing Workshop: A Time-Saving Approach for Making the Most of Your Literacy Block.

• Allen, Janet. Tools for Teaching Content Literacy.• Beers, Kylene. When Kids Can’t Read What Teachers can Do: A Guide for Teachers 6-12. • Burke, Jim. Illuminating Texts: How to Teach Students to Read the World.• Burke, Jim. Reading Reminders: Tools, Tips, and Techniques.• Burke, Jim. Tools for Thought: Graphic Organizers for Your Classroom.• Daniels, Harvey and Stephanie Harvey. Comprehension and Collaboration.• Daniels, Harvey. Content-Area Writing: Every Teacher's Guide.• Daniels, Harvey. Subjects Matter: Every Teacher's Guide to Content-Area Reading.• Fisher, Douglas. Reading for Information in Elementary School: Content Literacy Strategies to

Build Comprehension.• Gallagher, K. (2004). Deeper Reading. Portland, Maine: Stenhouse.• Keene, E.O. (2008) To Understand: New Horizons in Reading Comprehension. Portsmouth,

NH: Heinemann.• Miller, Debbie. Reading with Meaning.• Morris, Alana. Vocabulary Unplugged.• Tovani, Chris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers.• Wormeli, Rick. Summarization in Any Subject: 50 Techniques to Improve Student Learning.