Transcript Bringing Students and Texts Together

Planning Instruction
for Content Literacy
Chapter 5
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Frame of Mind
 How can content area teachers plan and design
instruction so that students will become actively
engaged in literacy-related activities?
 What planning components are involved in
explicit strategy instruction?
 What is involved in designing a text lesson based
on a B–D–A instructional framework?
 How does designing a unit of study help teachers
plan a variety of instructional activities that
connect literacy and learning?
Copyright © Allyn & Bacon 2011
Frame of Mind
 How do teachers create an inquiry/research
emphasis within units of study?
 How can teachers incorporate
collaborative/cooperative learning activities within
lessons and units of study?
 How are guided discussions different from
reflective discussions?
Copyright © Allyn & Bacon 2011
Key Terms
 B–D–A instructional
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framework
Collaborative
interactions
Content analysis
Cooperative learning
groups
Group investigation
Group retellings
 Inquiry/research
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emphasis
Jigsaw groups
Learning circles
Multiple text emphasis
Positive
interdependence
Units of study
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The Engaged Learning Dynamic
“The social and cultural factors that
influence the classroom learning
environment contribute heavily to the
intellectual climate of content area
classrooms.”
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Lesson Plan Formats
 Standards (Benchmarks)
 Instructional Goals
 Essential Questions
 Instructional Strategies and Activities
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Lesson Plan Formats
 Instructional Materials and Resources
 New Literacies
 Assessment
Copyright © Allyn & Bacon 2011
B–D–A Instructional Framework
 Before Reading
 Establish purpose
 Activate background knowledge
 Sustain motivation and provide direction
 During Reading
 Guide an active search for meaning
 After Reading
 Extend and elaborate ideas from the text
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Components of a Well-Designed Unit
 A title reflecting the theme or topic of the unit
 The major concepts to be learned
 The texts and information sources to be
studied by students
 The unit’s instructional activities
 Provisions for assessing what students have
learned from the unit
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Procedures for Guiding
Inquiry/Research Projects
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Raise questions, identify interests, organize
information.
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Discuss interest areas related to the units of
study.
Engage in goal setting.
Pose questions relating to each area and/or
subarea.
Organize information; have students make
predictions about likely answers to gaps in
knowledge.
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Procedures for Guiding
Inquiry/Research Projects
 Select materials.
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Use visual materials.
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Use nonvisual materials.
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Use human resources.
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Encourage self-selection of materials.
Copyright © Allyn & Bacon 2011
Procedures for Guiding
Inquiry/Research Projects
 Guide the information search.
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Encourage active research.
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Facilitate with questions.
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Have students keep records.
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Procedures for Guiding
Inquiry/Research Projects
 Consider different forms of writing.
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Initiate a discussion of sharing techniques.
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Encourage a variety of writing forms.
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Procedures for Guiding
Inquiry/Research Projects
 Guide the writing process.
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Help students organize information.
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Guide first-draft writing.
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Encourage responding, revising, and rewriting.
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“Publish” finished products.
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Steps Involved in the Use of
Multiple Texts
 Identify salient concepts that become the
content objectives for the unit.
 Identify appropriate trade books, Web sites,
and software that will help in the teaching of
these concepts.
 Teach the unit.
 Follow up.
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Designing and Planning Collaborative
Interactions
 Cooperative Learning Groups
 Jigsaw Groups
 Student Teams Achievement Divisions
(STAD)
 Learning Circles
 Group Investigation
 Group Retellings
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Small-Group Processes Underlying
Cooperative Learning
 Group Size
 Group Composition
 Group Goals and Tasks
 Positive Interdependence
 Group Roles and Division of Labor
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