Building Content Literacy: Strategies for the Adolescent Learner PDF
Preview Building Content Literacy: Strategies for the Adolescent Learner
Building CONTENT LITERACY Building CONTENT LITERACY Strategies for the Adolescent Learner ROBERTA L. SEJNOST SHARON M. THIESE Copyright©2010byCorwin All rights reserved. When forms and sample documents are included, their use is authorized only by educators,localschoolsites,and/ornoncommercialornonprofitentitiesthathavepurchasedthebook. Exceptforthatusage,nopartofthisbookmaybereproducedorutilizedinanyformorbyanymeans, electronicormechanical,includingphotocopying,recording,orbyanyinformationstorageandretrieval system,withoutpermissioninwritingfromthepublisher. Forinformation: Corwin SAGEIndiaPvt.Ltd. ASAGECompany B1/I1MohanCooperative 2455TellerRoad IndustrialArea ThousandOaks,California91320 MathuraRoad,NewDelhi110044 (800)233-9936 India Fax:(800)417-2466 www.corwin.com SAGELtd. SAGEAsia-PacificPte.Ltd. 1Oliver’sYard 33PekinStreet#02-01 55CityRoad FarEastSquare LondonEC1Y1SP Singapore048763 UnitedKingdom PrintedintheUnitedStatesofAmerica. LibraryofCongressCataloging-in-PublicationData Sejnost,Roberta. Buildingcontentliteracy:strategiesfortheadolescentlearner/RobertaL.Sejnost andSharonM.Thiese. p.cm. Includesbibliographicalreferencesandindex. ISBN978-1-4129-5715-1(pbk.) 1. Languagearts(Secondary) 2. Languagearts—Correlationwithcontentsubjects. I. Thiese,Sharon. II. Title. LB1631.S4572010 428.0071′2—dc22 2009038909 Thisbookisprintedonacid-freepaper. 10 11 12 13 14 10 9 8 7 6 5 4 3 2 1 AcquisitionsEditor: CathyHernandez EditorialAssistant: SarahBartlett ProductionEditor: CassandraMargaretSeibel CopyEditor: CateHuisman Typesetter: C&MDigitals(P)Ltd. Proofreader: SusanSchon Indexer: WendyAllex CoverDesigner: MichaelDubowe Contents Preface viii Acknowledgments x About the Authors xi 1. The Challenge of Adolescent Literacy 1 What Is the Challenge? 1 How Can We Meet the Challenge? 5 Content Area Literacy 6 Meeting the Standards 7 Adhering to the Standards 8 The Challenge of Reading Diverse Texts 8 Reading Narrative Text 9 Scaffolding Strategies for Narrative Text 10 Focus Strategy 10 Reading Expository Text 12 Scaffolding Strategies for Expository Text 14 Text Structure Strategy 14 Text Previews 16 Variations of Text Previews 16 Name That Feature 16 Textbook Sales Pitch/Commercials 17 What’s Old? What’s New? 17 Scaffolding Instruction for Special Needs Students 18 Chapter Summary 19 2. Teaching Specialized and Technical Vocabulary 20 The Implication of Teaching Vocabulary 20 Teaching Vocabulary in Content Area Disciplines 22 Scaffolding Vocabulary Development 24 Word Categorization Activities 24 Making Word Associations 25 Word Sorts 26 Graphic Representations 28 Concept of Definition 29 A Variation of the Concept of Definition 31 The Writing Connection 31 Word Mysteries 32 Possible Sentences 34 Story Impressions 35 Chapter Summary 37 3. Reading to Learn in Content Area Disciplines 41 Reading in Specific Content Area Disciplines 41 Scaffolding Reading in Specific Content Areas 45 Questioning Strategies 45 Question-Answer Relationship Strategy (QARS) 45 Questioning the Author 46 Bloom’s Taxonomy and the Discussion Cube 49 Note-Taking and Summarizing Strategies 51 Framed Outlines 51 Power Notes 52 Magnet Summary 54 Summary Graph 56 Pyramid Diagram 57 Study Guide Strategies 59 Three-Level Guide 59 Expository Text Structure Guide 61 Point of View Study Guide 62 Critical Response Strategies 64 Critical Thinking Map 65 REAP 66 Reader Response 68 Point, Counterpoint Strategy 68 Chapter Summary 69 4. Writing to Learn in Content Area Disciplines 74 A Rationale for Writing to Learn 74 Writing-to-Learn Strategies 76 Learning Logs and Journals 76 Learning Logs 76 Journals 77 Double-Entry Journals 78 Extended Writing-to-Learn Strategies 79 Shrinklit 79 Probable Passages 80 Guided Writing Procedure 82 RAFT 85 The Multigenre Report 87 Chapter Summary 90 5. Speaking to Learn in Content Area Disciplines 91 A Rationale for Speaking to Learn 91 Speaking-to-Learn Strategies 93 Jigsaw Strategy 93 Focused Jigsaw 94 Focus Cards 95 First Thoughts Strategy 98 Content-Focused Drama 99 Literature Circles 99 The Literary Tea Party 100 A Variation: The Victorian Tea Party and Research 101 Circle of Knowledge 102 Questions in Styles 103 Discussion Web 106 Save the Last Word for Me 109 Intra-Act 111 Chapter Summary 112 6.Fostering Real World Literacy 116 The Literacies of the Real World 116 The Internet 117 Evaluating Web Sources 118 Guidelines for Creating Effective Internet Activities 118 Informational Literacy 120 Inquiry-Based Learning 121 Information-Gathering and Analysis Activities 122 Collaborative Projects 122 Electronic Publishing 123 Virtual Field Trips 123 WebQuests 125 Problem-Based Project Learning 126 A Process for Using Problem-Based Project Learning 127 Social Action Projects 127 I-Search Project 128 Project-Based Learning 130 Historical Inquiry 133 Digital Storytelling 133 Media Literacy 137 Newspapers and Magazines 139 Advertisements 141 Editorials 142 News Broadcasts 142 Visual Literacy 143 Gathering Data From Visual Representations 144 Storyboards 147 Photo Essays 147 You Ought to Be in Pictures 147 Using Television and Videos 148 Chapter Summary 149 References 150 Index 158 Preface Researchtellsusthemosteffectiveteachersofcontentarealiteracyarethecontent area teachers themselves because, as content area specialists, they know what knowledge and skills are needed to effectively read and write in their disciplines. Ineffect,theythinklikescientists,artists,socialscientists,mathematicians,orprac- titioners of whatever subject they teach. Yet, most middle school and high school teacherswillreadilyadmitthatthemajorityoftheirtrainingincollegewasintheir content area discipline rather than in how to teach literacy in that discipline. This book presents a snapshot of adolescent learners and how they learn, and it offers research-based best practices and content area strategies for teaching grounded in the theory of multiple intelligences and brain-based research. These enable teachers to increase student learning in all content area disciplines by more effectively integrating reading, writing, and critical thinking into their daily classroom instruction. Examples and reproducible masters for implementing the strategies are included in this book to assure immediate transfer to all content area classrooms. Chapter 1 (The Challenge of Adolescent Literacy) highlights the challenge that teaching adolescents often presents; then it details ways in which teachers in today’s classrooms can meet this challenge by presenting students with effective approaches to reading both narrative and expository texts. Chapter 2 (Teaching Specialized and Technical Vocabulary) stresses the critical importance of helping students acquire, learn, and retain vocabulary by noting that the end product of both recreational and informational reading is compre- hension and that vocabulary knowledge makes up as much as 70% to 80% of comprehension. To help facilitate the learning of vocabulary, this chapter pro- vides a myriad of strategies to foster vocabulary acquisition and knowledge in all content areas. Chapter 3 (Reading to Learn in Content Area Disciplines) discusses specific pro- cesses and skills that students must be able to complete in order to successfully comprehend both the narrative and expository texts they are required to read in thevariouscontentareadisciplinestheystudy.Thischapterprovidesfourtypesof learningstrategiesthatcanbeusedinallcontentareadisciplines:(1)questioning strategies, (2) note-taking and summary strategies, (3) study guide strategies, and (4) critical response strategies. viii Preface ix Chapter4(WritingtoLearninContentAreaDisciplines)examinestheconnection betweenreadingandwriting,notingthatonemusthaveaccesstowrittenmaterial for reading to occur. Furthermore, the act of writing enables students to process theideasandconceptstheyhavereadabout.Inordertohelpstudentsusewriting to effectively learn what has been read, this chapter provides a variety of writing- to-learn strategies for use in all content area disciplines. Chapter 5 (Speaking to Learn in Content Area Disciplines) examines the connec- tion between reading and speaking, noting that during speaking, students not only process the ideas and concepts of their learning but also give concrete shape to their thoughts. In order to help students use speaking to effectively learn what hasbeenread,thischapterprovidesavarietyofspeaking-to-learnstrategiesforuse in all content area disciplines. Chapter 6 (Fostering Real World Literacy) considers the challenges that face stu- dentsintheageoftechnologyanddiscussesthenewliteraciesthatengagestudents, such as the Internet, informational literacy, media literacy, and visual literacy. In ordertohelpstudentslearnusingthesenewtechnologicalopportunities,thischap- terprovideslearningstrategiesthatcanbeusedinallcontentareasforinformation- gathering and analysis activities, such as the following: (1) collaborative projects; (2) problem-based project learning; (3) media literacy, with activities for learning from newspapers, magazines, and news broadcasts; and finally (4) visual literacy, with activities that use storyboards, photographs, television, and videos.
Description:The list of books you might like
