Transcript Slide 1

Tricia Kierbach
Content Literacy
Summer 2010
Welcome to
Mrs. Kierbach’s
Classroom at
Woodland
Elementary
School
est. 1998
Edwardsville,
Illinois
Reading is
Making Meaning
Link to Part 1 full document –
also posted on teachertube
Can using technology in the
classroom support learning
in the content areas? Will
students build better
background knowledge and
be more engaged and
motivated to learn and will
this lead to better reading
comprehension and
increased content
knowledge?
Students should become empowered not victimized by the
assessment process. Appropriate assessment practices in
content classrooms offer ongoing reflections of literacy
processes and are appropriate to needs. They are embedded
within meaningful and engaging learning experiences which
help youth become more knowledgeable about what they
know, how they learn best, and what they need to reach their
academic and personal goals.
(Brozo & Simpson,
2007)
Content Literacy
for Today’s
Adolescents
Given the relationship between academic background
knowledge and academic achievement, one can make the case
that it should be at the top of any list of interventions
intended to enhance student achievement. It levels the
playing field between those who have and those who have not.
(Marzano, 2004)
Building
Background
Knowledge for
Academic
Achievement
Information must make it to permanent memory to become
part of our background knowledge and the quality of
processing in working memory enhances or inhibits the
likelihood that the information will reach permanent memory.
Effective processing of information in working memory
depends on certain critical activities: the information is
processed multiple times, detail is added, and associations are
made with other information.
(Marzano, 2004)
Building
Background
Knowledge for
Academic
Achievement
Background knowledge manifests itself as vocabulary
knowledge. Family income is highly correlated with
background knowledge
(Marzano, 2004)
Building
Background
Knowledge for
Academic
Achievement
Our connections (meaningful) and background knowledge
spawn meaningful questions that propel us further down the
road to insight. Curiosity spawns questions. Questions are
the master key to understanding. Questions clarify confusion.
Human beings are driven to find answers and make sense of
the world. As adult readers we question all of the time, kids
don’t grow up knowing that good readers ask questions. In
fact, schools often appear more interested in answers than in
questions. We must strive to create classrooms that celebrate
passionate curiosity. Albert Einstein once said, “I have no
special talents, I am only passionately curious.”
(Harvey & Goudvis,
2000)
Strategies that
Work Teaching
Comprehension
to Enhance
Understanding
Dopamine fuels resonance, motivation, and memory-If
learning activities are repeatedly linked to pleasurable
experiences, students’ brains may become conditioned to seek
the pleasurable sensations that accompany dopamine release.
(Willis, 2008)
Teaching the
Brain to Read
Vygotsky – learning always proceeds from the known to the
new.
Build connections and background knowledge. Prepared
students always have more equal footing.
(Willis, 2008)
Teaching the
Brain to Read
Zone of proximal development – assisting and instructing students
to do complex cognitive tasks…engages them in purposeful,
carefully scaffolded learning processes focused on challenging
learning tasks in their zpd, the cognitive region just beyond what the
student can accomplish alone. With enough assisted practice, the
strategy then becomes part of the student’s internalized reading
comprehension repertoire and enters his zone of actual
development.
(Willis, 2008)
Teaching the
Brain to Read
We, as teachers, can be the best and brightest and know our strategies and
content extremely well. But we are not working with machines. Our students are
human beings and for that reason, among others, we must teach them as such.
Today’s students need motivation and curiosity. They are visual and digital learners
and we need to meet them where they are. By using well-crafted, integrated and
engaging lessons we will activate and build background knowledge for all students
to build on. We will teach them to make connections and always question, seek
answers, and question some more.
Students will learn to think about their own thinking and learning. They will work
collaboratively with one another to solve problems and will have choices in their
learning. Challenging, yet scaffolded instruction and pleasurable experiences will
help students value school and learning which will increase comprehension and
knowledge.
There is a difference between students knowing about comprehension strategies
and actually choosing to use them. It’s up to us to know our students well enough
to know what will work for them and equip them with tools for success not just for
the current school year, but for a lifetime.
My first definition of reading was: Reading is Making Meaning
Though the goal in reading is to make meaning I would like to note some
new understandings especially noting that reading is a not simply making
meaning, but an ongoing meaning-construction process:
Reading is: A complex interaction between the text and the reader which is
shaped by the reader’s prior knowledge, experiences, attitude, and language
community which is culturally and socially situated. Also important are the
situational experiences readers have with particular kinds of text and
purposes for reading.
The reading process requires continuous practices, development, and
refinement. Reading is really a continual process of problem solving.
Diagnostic Assessment – Assessment performed prior to instruction
to determine each student’s strengths, weaknesses, knowledge, and
skills.. This type of assessment also helps determine the need for any
modifications required to meet the needs of individuals or groups of
students.
I will give multiple intelligence surveys, learning styles
inventories, and content area and technology interest surveys as
well as a chapter pre-test at the start of this unit.
Formative Assessment – On-going assessment used to improve
instructional methods and student feedback throughout the
learning process. Teachers use the information gained from
formative assessments to make decisions in validating or
modifying and adjusting teaching practices to reflect the needs and
progress of the students.
Students will keep a folder containing contracts, guidelines
and daily exit entries which I will review. I will also use
observations, questioning strategies, K-W-L’s and various
other informal assessments throughout the unit to gauge
understanding.
Summative Assessment - Assessments given periodically to
determine at a particular point in time what students know and do
not know. Summative assessment at the district/classroom level is
an accountability measure that is generally used as part of the
grading process. Some examples are state assessments, district
benchmark assessments, end-of-chapter or unit tests and report
cards. Summative assessments, because they don’t happen often
should be coupled with formative assessments in order to make
instructional improvements during the learning process.
Student videos, think-tac-toe projects, BIG answer pages and
post tests will be assessed and graded.
Richard C. Overbaugh
Lynn Schultz
Old Dominion
University
Before reading strategies to activate prior knowledge, build interest, a set a
purpose for reading.
During reading strategies to guide students toward better comprehension
and understanding of the reading process as well as metacognition.
After reading strategies to record learning and for reflection.
BIG Question responses to promote synthesis of complex ideas.
Writing and performing in video project to demonstrate learning of content.
Content standards-based choice projects used as anchor activities and
products of learning.
Daily exit entries to record learning, questions and concerns along the way.
Beginning of school year get to know students through MI, Learning Styles,
Interest Inventory, and Unit pre-test.
Enhance Health Unit on drugs, alcohol, and resistance to these pressures
including the ten week DARE program.
Each new concept will be taught through demonstration, modeling, and
guided practice, especially via teacher think-alouds.
Students will benefit from a highly integrated curriculum and from the use of
technology. My intent is that these efforts will build background knowledge,
and cause students to be highly motivated and engaged such that they will
comprehend and learn more.
Approximately one lesson each day will be taught.
Each of the six lessons in the unit will introduce students to a new:
Pre-reading, during reading and after reading activity and will begin with a
teacher-prepared PowerPoint containing relevant pictures and video clips.
The teacher will demonstrate, model, guide, and use think-alouds regarding
reading strategies and technology .
Students will work with a partner to read each lesson and apply new reading
strategies.
Students will be assigned to groups based on interest to one lesson to learn
in depth.
They will create a video presentation as a product of their learning (a skit,
commercial, newscast, explanation, etc.)
The class will use a note-taking guide while watching the other groups
presentations.
The note-taking guide also contains a BIG answer critical thinking question
from each lesson. BIG answers go in the folder.
Each day students will write an exit entry noting what they worked
on that day, what they learned, and if they have any comments,
questions, or concerns about the lesson or unit.
Each day students will work on the day’s assignment and then
move into project work-time.
Some days we will use our media center which has 12 computers,
other days we will be in our classroom which has only 2 computers.
During project work-time students will use the computers, their
textbooks, encyclopedias, Mrs. K’s books, library books,
newspapers, pamphlets, etc. to gather information and knowledge.
Students’ BIG question answers will be assessed and students will
choose a final project from a THINK TAC TOE extension board.
The teacher will use a Super Sleuth chart to make and record
informal observations of student learning throughout the unit.
The teacher will administer an end of the unit survey to assess
comprehension skills, computer skills, and attitudes toward learning.
First Week of School – administer all inventories and pre-tests.
Week Two – Begin three to four week unit depending on the prior knowledge of students especially
pertaining to their technology skills. Students will learn during the time allotted for Science/Health as
well as some language arts and media time as needed.
Day 1 –
Begin Unit with Carousel K-W-L activity to assess background knowledge of subject matter. This activity stresses
movement, social interaction, and following of oral instructions.
Give students Health folders to organize handouts and information during the unit.
Give students anticipation guide for videos
Show and discuss pre-reading videos embedded in teacher-prepared PowerPoint
Read Lesson 1 using Save The Last Word for Me strategy with teacher modeling.
Introduce Exit Entries and BIG Question and Answer forms.
Hand out and explain video project and Think-Tac-Toe Extension Menu
Students will complete the exit entry in the last five minutes of class .
The Save the Last Word for Me strategy sheet will be assigned for homework for those who do not finish in class.
Students will be engaged with an anticipation guide, PowerPoint with video clips, during reading comprehension strategy,
BIG Question, and exit entry for each of the six lessons in the unit.
Part of each class will be devoted to learning from the textbook using the above strategies. For the remainder of the
class periods students will engage in project worktime with each group focusing on a certain lesson and creating a video.
Students who are not working on a video will complete Tic-Tac-Toe activities or other research or activities designated by
the teacher.
Final grades will be taken from the BIG Answers, video presentations, extension projects and the post-test.
Anticipation Guide
Show and discuss video clips relating to effects of tobacco, diseases, warning
about advertisers, real-life horror stories, and probable age progression of
students who smoke
Focus is on the harmful effects of tobacco
Teacher will model double entry journal
Partners will read the lesson taking notes on the double entry journal
They will focus on that day’s BIG Question and may help one another with their
responses
Students will work with their groups on the video
Students will work on extension activities
Teacher will make informal observations and evaluation using a Super Sleuth
record keeping form.
Students will use the last five minutes of class to respond to their exit entry.
Some sample forms for the unit/lesson follow:
How are you SMART?
Let’s find out. See your teacher for directions in taking one of
the following quizzes. See your teacher when you are
finished.
Go to:
Survey from Laura Candler.com Multiple Intelligence
Survey
or
Surfaquarium Multiple Intelligence Survey
How do you PREFER to learn?
Let’s find out.
Take the following Learning Profile:
Click below
Learning Styles Inventory
See the teacher when you are finished.
Return to the website in your free time to learn more about yourself as a
learner.
Students who
have already
mastered content
or who are very
proficient with
video or
PowerPoint skills
will work with the
teacher to develop
alternate activities
and will complete
them under the
contract
conditions.
Activities will be
listed on the back
of the contract.
Students will work in a group to create a video representation of their
learning from one of the six lessons in Chapter 7. They will preview the text,
anticipate some of the content that may be included in the lesson, vote on a
strategy to use during reading for comprehension and note-taking purposes.
Students will use their textbooks and other available resources to learn the
content which will help them prepare for the presentations.
Groups will decide on a format together. They may perform a scripted skit,
mock trial, talk show, debate, newscast, etc.
The teacher will work with each group using Rubistar.com to create a
grading rubric for the video projects. Students will rate themselves and
evaluate their group and individual progress as well as the final product.
Students will work
on completing the
Think-Tac-Toe
activities
throughout the unit
as anchor activities.
Most students will
be required to earn
a Tic-Tac-Toe. The
chart will be
modified for others.
Students will be asked to
create a graphic
organizer such as the
example on the left for
each vocabulary word in
the lesson they are
presenting. All six
groups will share the
organizer they chose with
the class.
Separate pieces of chart paper with major topics within the unit written on
them will be posted throughout the classroom.
Students will be divided equally with as many groups as there are charts or
topics.
Each group will be assigned a color and the recorder for that group will be
given that color marker.
Charts will be marked with a key containing corresponding colors in the
order in which that group should respond. For example, a blue dot, green, red,
orange, yellow, and pink. The blue group would stop at this chart first. The
pink group would respond here last.
When all groups have responded to each topic the class should come
together to share what is already known and compile a class list of questions
or ideas they want to know more about.
Charts listing the known, what students want to know during and after the
course of study, and all that is learned can be referred to throughout the unit.
Anticipation guide will be
used before each video clip
to challenge and activate
prior knowledge.
Link to document
http://www.youtube.com/watch?v=CCBcb1Mk
jE8&feature=related
Tobacco is Addicting
Advertisers are targeting YOU!
The true story of
Sean Marsee:
Death from tobacco at age 19.
Students
will
complete
an exit
entry each
day to
reflect on
their
learning
and as a
tool for
teacher
evaluation
of learning
and
progress
Links to Note Taking and
BIG Questions
Lesson 1 Drugs and Your Health
Lesson 2 Alcohol and Your Health
Lesson 3 Tobacco and your Health
Lesson 4 Other Drugs to Avoid
Lesson 5 When Someone Abuses Drugs
Lesson 6 Resisting Pressure
Link to Save the Last Word for Me
document
After searching for quite a while I found some great YouTube videos that I think will really appeal to students
and will continue searching for probably all of the units I teach.
I will be using more PowerPoint presentations in my teaching and will encourage students to use it more often
than in the past.
I have found a plethora of resources including graphic organizers, PowerPoint review games, webs, and
outlines in books and on the web and will use them more effectively. I realize now that students have to know
about them AND be motivated to use them. Literacy is not all about the which new strategy we use, put
students should be armed with choices and find what works for them.
I was already quite familiar with Bloom’s but always tried to start at the beginning and build up to the higher
levels of thinking/questioning. I realize now that not everyone needs to do that. Sometimes just asking the
more complex questions or assigning a complex project causes students to work through the levels with
support as needed.
I love the Baseball Answer idea and will incorporate it in my teaching.
The technology is a great tool for recording students’ learning throughout the year. It’s a portfolio of sorts.
I’ll definitely be searching for DVD’s and use the print screen function to create comprehension organizers.
Have to have a flip cam. Will try for a grant or will buy one myself if necessary. I’m generally excited to infuse
my lessons with much more technology since I feel that is the ticket to getting kids interested and exciting about
learning. N computing, hmmmm, I’m looking into that!
Can using technology in the classroom support learning in the content areas? Will
students build better background knowledge and be more engaged and motivated
to learn and will this lead to better reading comprehension and increased content
knowledge?
Through research I learned just how important it is to build background
knowledge. Many students, especially those who live in poverty don’t
have a lot of experiences to draw from. Research suggests that we can
build experiences through field trips, community projects, etc. With the
current budget crisis those opportunities will be difficult to provide. What
we can do though is increase background knowledge through the use of
technology. Students can take virtual field trips, participate in distance
learning, watch DVD’s or video clips pertaining to the subject, etc. New
literacies make it easier now for students to learn interactively and to
produce images on the web and in software programs used by the
teacher and students. The possibilities are endless and ever-changing.
I was surprised that so many experts are helping teachers teach students ways to
comprehend and understand not only the content, but their grade level textbooks.
With such a push toward differentiation I was thinking that maybe textbooks would
become a thing of the past. Students need to practice reading at their independent
and instructional reading levels, but also need the tools necessary to deal with grade
level materials in some circumstances.
With enough background knowledge perhaps students who normally couldn’t handle
the text would be successful with it?
I didn’t realize it before, but content literacy and technology is a really hot topic.
I think that I have become more motivated since delving more deeply into technology
this summer and that excitement will rub off on student attitudes as well.
New ideas and questions for me will be taking new knowledge about content literacy,
technology, gifted education and differentiated instruction to revamp my instruction.
.
Brozo, W. (2007). Content Literacy for Today’s Adolescents Honoring Diversity and Building Competence .
Upper Saddle River, NJ: Pearson Prentice Hall.
Effects of Smoking video clip http://www.youtube.com/watch?v=CCBcb1MkjE8&feature=player_embedded
Emphysema video clip http://www.youtube.com/watch?v=lmZZlkrSu5o&feature=related
Face Value – Effects of Smoking Among Teens http://www.youtube.com/watch?v=Q2hORla51lA&feature=related
Harvey, S. (2000). Strategies that work Teaching Comprehension to Enchance Understanding. Portland,
Maine: Stenhouse .
Lung Cancer video clip http://www.youtube.com/watch?v=wMXcW_ujY10&feature=related
Marzano, R. (2004). Building Background Knowledge for Academic Achievement Research on What Works in
Schools. Alexandria, VA: ASCD.
Patrick Reynolds anti-tobacco lessons http://www.tobaccofree.org/clips/VideoAddictiveness.htm
Willis, J. (2008). Teaching the Brain to Read. Alexandria, VA: ASCD.