Integrating Literacy Strategies into Gold Seal Lessons

presented by Nicole Hochholzer Consultant, International Center for Leadership in Education & Literacy Specialist, Kaukauna High School

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With hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes are deceived” he had said. “An egg not a table correctly typified this unexplored planet.” Now three sturdy sisters sought proof. Forging along sometimes through calm vastness, yet more often over turbulent peaks and valleys. Days became weeks as many doubters spread fearful rumors about the edge. At last from somewhere, welcomed winged creatures appeared signifying momentus success.

From:

Subjects Matter

by Daniels and Heinemann

COMPREHENSION

Sometimes we spend so much time thinking about the “new stuff” that we don’t realize kids might not know the hidden knowledge

Teaching to the “Match”

If you’re well matched you say, “I just read it.” If you’re somewhat matched you say, “I got some of it.” If you’re mismatched you say, “I didn’t get it at all.”

So what are your choices?

“You read it, come back and I’ll tell you what it said.” Or hold a “class” discussion.

“We don’t really DO reading in my class.” Kids remain frozen as readers during your hour.

You might need to build background knowledge FOR reading not THROUGH reading.

Content Area Strategies

Pre-Reading Strategies During Reading Strategies Post-Reading Strategies Let’s start with Pre-Reading…

Pre-Reading Strategies

Set a student up for success Familiarize students with new vocabulary words, concepts and terms Ignite interest in the reading Establish purpose for reading Make connections to their own life, prior knowledge and/or other courses

List of Quick Write Prompts

I learned… I remember that… I already knew that… I was wrong to think… I would explain… The confusing thing… I was surprised… A person should know… My definition of this… A key term is…because I can tell you that… Something I should share about this is… I want to learn more about… Something that people get wrong about…is… I changed my thinking about… A brief summary of…should include…

Difference between:

Ask the whole class: Ask the whole class: “What is an integer?” “Write down and explain what an integer is.”

What to do with the writing?

Collect the writings Circuit the writings: pass two or three or ten times – as much as you like!

Create a gallery walk

A B

Sequential Roundtable Alphabet

C D E F G H I J K L M N O P Q R S T U V W X Y Z

A Assessment B

Sequential Roundtable Alphabet

C D E F Comprehend Differentiate G H I J K N O V P W Q Quiet X Xerox R Y L Lexile M S Strategy T Z U

Sequential Roundtable Alphabet

Use 7 – 10 minutes Using every letter of the alphabet, try to come up with a word or phrase that fits the unit or topic Ask, “Why should I accept that?” Each group goes up with transparency and each group subsequently puts up only new words.

Source: Doug Buehl

Just a thought… “If kids don’t ever have to access your discipline through reading it in your class, they’ll never do it on their own.”

Doug Buehl

Story Impressions

Give students a list of words or phrases which they use to write a paragraph anticipating the content of a reading Cut away everything but the key concepts and phrases Advantages: builds anticipation for reading and also allows for more “quick writes” practice Doug Buehl,

Classroom Strategies for Interactive Learning

Try this…

The Great Depression: 1929 to the 1940’s Black Tuesday Failed banks Hobo camps Dust Bowl Young Adults

Story Impressions

Doing with a partner reduces anxiety and allows for more discussion of content Use as a post-reading summary by adding 5 new words Use this as an essay prompt

During Reading Strategies:

Help students “hold their thinking” Help students make

connections

while they read Encourages students to

visualize

Encourages

questioning

Helps students improve their ability to

self monitor

as they read

Q-NOTES

Similar to Cornell Notes Go through the text or reading, looking at titles, subheadings and topic sentences Using the left-hand 1/3 of the paper, turn those titles, etc. into questions On the right-hand 2/3 of the paper answer the question with information from the text or reading Use bullets or dashes to help organize your ideas, use symbols and abbreviations to help you take notes more efficiently Source: Jim Burke

Q NOTES Name_________________ Topic________________ Date_____________ Period___________

Turn titles, subheadings & topic sentences into questions in this column Write answers to the questions here __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

Pairs Read

Put students in pairs (duh!) and ask students to determine who is “A” and who is “B”.

Students will read the text paragraph by paragraph, with Student A reading the paragraph and Student B paraphrasing what was read, then alternating.

Source: ICLE Strategic Reading Kit

Alternatives for Pairs Read

Students can read silently, then take turns paraphrasing what was read.

Students can read, then choose one of the following: 1. Make a comment 2. Ask a question 3. Make a connection

The Lesson Research Suggests a New Format

Traditional Format New Format

Reading Assignment Given Independent reading Discussion to see if students learned main concepts, what they “should have” learned Prereading Activities Discussions Predictions Questioning Brainstorming Setting Purpose Guided

ACTIVE

Silent Reading Activities to clarify, reinforce, extend Knowl edge

Source: McRel

Post-Reading Strategies

Allows students to process their thinking more deeply and carefully Gives students a clear “record” of their reading and their processing

Rock Around the Clock

Main Idea Key Words and Meanings Important Points Ah ha’s (Insights) Unanswered Questions

Source: ICLE Strategic Reading Kit

Rock Around the Clock

Main Idea Key Words and Meanings The Great Depression was a difficult time in our nation’s history. Black Tuesday Dust Bowl Frugally Important Points Black Tuesday was on October 24, 1929 when stock prices fell rapidly Dust Bowl was in the Midwest and Southwest where, because of drought, crops couldn’t’ grow Ah ha’s (Insights) Unanswered Questions This is why people keep comparing this economy to the Great Depression I still don’t understand what a hobo camp is.

Source: ICLE Strategic Reading Kit

Summary Pyramid

Reading __________________________ __________________ 1 word to describe this topic _________ ________ 2 words to describe subheadings of the topic __________ __________ __________ 3 words to describe what you already know about the topic __________ __________ __________ __________ 4 words to describe what you learned ________ ________ ________ ________ ________ 5 words to describe other knowledge that connects to this knowledge One sentence summary: ____________________________________

Source: Doug Buehl

Summary Pyramid

Reading The Great Depression 1929 to the 1940s The Great Depression 1 word to describe this topic Stocks Farming 2 words to describe subheadings of the topic Black Tuesday frugal 3 words to describe what you already know about the topic Dust Bowl Hobo Camps 4 words to describe what you learned Great Depression influenced future generations 5 words to describe other knowledge that connects to this knowledge One sentence summary: Many people endured hardship when stocks fell and people lost jobs, their money and their homes.

Nicole Hochholzer (920)766-5948 (920)766-6113 x5430 [email protected]