Reading: Adding magazines to the reading curriculum.

Adding magazines to the curriculum.

Assessment of learning…

LYNN COYER

The theory of whole language…and the magazine project...

TEACHING #1 The Whole Language Classroom: Students do not learn the rudimentary basics of language

by following the systematic approach of phonics instruction in the classroom. Students learn by using language in authentic setting with an emphasis on the exploratory nature of language. It is based in science that there is a psycholinguistic structure to language that is directly benefited by a whole language approach (Weaver,1995). It is a program that can bring students the essence of learning literacy through practical application. Some basic tenants of whole language instruction are:

Whole language continued...

All learners are accepted. Curriculum is developed for and with the students.

Flexibility within the structure. Children engage in few tasks (like worksheets) and focus

more on bigger projects that are more satisfying.

Supportive classroom communities. Lots of student interaction.

REAL reading, writing and leaning. Whole reading texts are better then readiness

activities.

Skills are taught in context instead of in isolation.

Teachers support learning through scaffolding and collaboration.

Contextualized assessment that emphasizes individual’s growth instead of their accomplishments (Weaver, 1995).

What this means for learning...

It is an exploratory environment where children learn authentic literacy tasks in an open structure. Motivation is high in a whole language classroom as teachers and students embark on the task of finding what makes reading and language work together. It is a place where children want to learn and learning is meaningful and motivating. The whole language classroom is the place where ALL students learn.

Beware of the critics of whole langauge... The House of Representatives considered a resolution

(H.CON.RES.214) that would recommend that (1) "phonemic awareness followed by direct systematic phonics instruction should be used in all schools as a first, and essential step in teaching a student to read; and (2) phonics instruction should be an integral part of pre-service teaching requirements so that teachers will have the skills to effectively teach reading." Although the resolution failed to win the necessary two-thirds majority by a vote of 224 "yes" to 193 "no," it is nevertheless an ominous sign that Congress is poised to intrude upon the professional decision making of classroom teachers and teacher educators in regard to the teaching of reading (CNN, 1999).

A quote from our leaders...

– We have left behind the basic skills approach in teaching our students to read in a structured and accountable environment that supports a phonics approach to reading. Direct instruction, by qualified teachers, who are accountable for their classrooms, need to introduce phonics in school so students can gain back the skills that have been lost to a generation of learners. These skills have been thrown away and replaced with a “whole language” approach to learning where students rule and projects have replaced instruction. This environment of non-structure has left with a nation of illiterate children who can no longer spell a simple word or write a simple sentence. A phonics approach directly teaches the basics of our language in a structured and assessable environment where we can measure what is being learned and what is being taught. Without those rudimentary skills, our current state of literacy will surely be lost!--National Reading Panel, NCLB open forum, (CNN, 1999).

Student Assessment

Assessing students on a more authentic grading scale is the best way to work with alternate text etc…

These links give an accurate and usable description of authentic assessment.

http:www.funderstanding.com/authentic_assessment.cfm

http://jonathan.mueller.faculty.noctrl.edu/toolbox/ind...

Assessment and theory…whole language the theory and authentic assessment the conceptualized assessment that can measure theory in practice...

A feature of authentic assessment is to offer real world reading and experiences to the classroom. I would like to use magazines as a way to gain knowledge and motivate hard to reach middle school readers (Mueller, 2006).

I also want to add titles that are in correlation with the social studies and science curriculum. This way, students have a chance to read popular titles as well as science and social studies related titles during class time.

I have developed an activity and a rubric for a written review to be used with different writing assignments using the magazines. This is in no way the only way to use the magazines. It is just what I find as appropriate to use with my writing workshop and middle school writers.

Whole Language/Authentic Assessment

Whole language and authentic assessment work hand in hand. Their both formulated to use real-world reading and writing to actively measure the reading and writing of students. Using magazines and constructing authentic assessments to use with the magazines is the most efficient way to measure achievement.

Working with the text... Nonfiction (Magazine or Book) Review

Reading 7 Names_____________________________ FYI --Book reports and book reviews are similar. Book (magazines) reports tend to be more descriptive (What is this about?), and reviews are usually more persuasive. They are a way to think more deeply about a magazine you’ve read and to demonstrate your understanding. We are going to start with magazines and then work to non-fiction books. However, since we may not have a magazine for every group. The final project will be a written review. Focus on gaining your information first. The rest will follow.

Introduction

Title and Author of specific articles:

Publication:

Genre: Nonfiction--

1-2 sentences introducing the magazine:

Body—Part 1

What was the author’s purpose? Who is the audience? J ust pick one or two articles. What is one interesting main point? What is another interesting main point? What is a third interesting main point?

Body—Part 1 Continued What is something you learned? Decide on one or two articles that you might read word-for-word f rom the magazine. Write the beginning and ending words here along with the page numbers where the passage is f ound. Think about where this would logically fi t into your review.

Body—Part 2 What was your overall response? Was it easy to understand? What was a strength of the magazine? What did you especially like? Organization? I llustrations? Current I nf o? What was a weakness? How could it be improved? Organization? I llustrations? How have your opinions about the topic (or level of knowledge) changed as a result? How does this magazine compare to another magazine you may have read?

Conclusion/Recommendation Repeat the title and author. Close with a direct comment? What advice do you have f or the reader? Make a recommendation.

Nonfiction Book or Magazine Review Evaluation—Written Form Notes: The words book and magazine are interchangeable. We will be doing this activity again with books.

English 7 Names_______________________________________ Book Title_______________________________________________________________

Chef’s Specialty Dish of the Day Road Kill 20-19-18 17-

16 15-14 13-

12 11 and below

Content - Knowledge of Text

- book’s purpose & main ideas thoroughly stated -points out book’s f eatures (strengths and weaknesses, if any) - appropriate length

-book’s purpose & main ideas partly stated-reader wonders if something is missing -some discussion of book’s strengths & weaknesses, if any -appropriate length

- book’s purpose & main ideas lacking or confusing -incomplete discussion of book’s strengths & weaknesses -short length/ not enough inf ormation given

Organization -intro names book & author, gives overview & gets listener hooked -body parts I & I I fi t like a puzzle -quoted passages smoothly fi t & attract interest -conclusion gives clear recommendation -sounds like an ending

-intro names book & author, gives overview -body parts I & I I —some parts better than others -includes appropriate quoted passage -there is a conclusion & recommendation

-intro names book & author, but gives vague overview -body parts I & I I disconnected -quoted passage lef t out or not connected to rest of review -inadequate conclusion/ recommendation

Sentence Fluency

-writing is smooth, natural sounding, and easy to read aloud -plenty of variety in sentence lengths and beginnings -all sentences are well-written -readers will get a f eel f or the book because of the writing

-most sentences are fine -a f ew need to be rewritten (run-on, f ragment, awkward) -reading aloud isn’t hard but not smooth-sounding -although readers will understand what we mean, it won’t make them really know the book

-writing is choppy and disconnected -sentences have to be reread to figure out meaning -run-ons, f ragments, awkward wording -the sentences take away f rom the book review’s message

total points earned______________________________

Rubric for written review...

Readability

The readability of most magazines is in the 5th to 6th grade reading range (Readance, 2004). For teacher use, an assessment of the reading range of a magazine (it generally remains the same throughout the magazine) would be a good practice for teachers and might be of some interest to students.

How do I measure readability?

There are several ways to check readability. The Flesch readability test is one of the easiest. It is worth the time for teachers to assess the difficulty of the text before using it in a class.

This selection analysis is from The New Yorker, April 28, 2008. The reading range is above a middle school student. Not what is needed for this project. However...

Readability continued...

Readability is up to teacher discretion. Content might be a prime factor in popular literature…for more information on the Flesch Readability test…

Flesch-Kincaid Readability Test

How can I use the titles??

A few suggestions: Research Current Events Tie-Ins Coaching in Reading Skills in the Content

Areas Reviewing skills in writing and in

discussion.

Why??

“There is value in talking with students about how and why they use materials of literacy, which these days includes books, magazines, TV, film and digital resources.”

National Council of Teachers of English

Part of what motivates...

Part of what motivates students is the element of choice. Multiple titles offer multiple ways to use the magazines. The titles can be as varied as your students. Using multiple choice tests on the content of the magazines is probably NOT the way to motivate students to read!

Motivation and assessment??

What is the definition of high studentmotivation and engagement?

Student motivation and engagement refers toa student’s “willingness, need, desire andcompulsion to participate in and besuccessful in, the learning process” (Bomia etal., 1997)

It refers to student achievement through thesustained interaction between the student,the teacher, and the classroom and produceshigh rates of student success.

How to motivate...

Strategies for Increasing Motivationand Engagement for ALL Students Give students learning choices

Utilize small group instruction

Create age-appropriate learning tools (ex:create a classroom MySpace page orintroduce popular literature)

Encourage and listen to student questionsand concerns

Make homework meaningful, not trivial

Discussion matters in middle school! Middle school students

need to assessed on many different levels. They need discussion to be part of their everyday classroom experience. Using discussion as an activity for assessment can both motivate and measure.

Discussion rubric…created at Rubi-Star

http://rubistar.4teachers.org Reading - Analyzing Information : Magazine Discussion

Teacher Name: Ms. Coyer Student Name: ________________________________________

CATEGORY 4 3 2 1

Identifies important information

Student lists all the main points of the article and can connect information to their personal life or to another class.

The student lists all the main points, but makes few connections.

The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points.

The student cannot important information with accuracy. Makes no connections.

Identifies details Student recalls several details for each main point without referring to the article.

Student recalls several details for each main point, but needs to refer to the article, occasionally.

Student is able to locate most of the details when looking at the article.

Student cannot locate details with accuracy.

Identifies facts Student accurately locates at least 5 facts in the article and gives a clear explanation of why these are facts, rather than opinions.

Student accurately locates 4 facts in the article and gives a reasonable explanation of why they are facts, rather than opinions.

Student accurately locates 4 facts in the article. Explanation is weak.

Student has difficulty locating facts in an article.

Identifies opinions Student accurately locates at least 5 opinions in the article and gives a clear explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the article and gives a reasonable explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the article. Explanation is weak.

Student has difficulty locating opinions in an article.

Relates Graphics to Text

Student accurately explains how each graphic/diagram is related to the text, and accurately determines whether each graphic/diagram agrees with the information in the text.

Student accurately explains how each graphic/diagram is related to the text.

Student accurately explains how some of the diagrams are related to the text.

Student has difficulty relating graphics and diagrams to the text.

Summarization Student uses only 1-3 sentences to describe clearly what the article is about.

Student uses several sentences to accurately describe what the article is about.

Student summarizes most of the article accurately, but has some slight misunderstanding.

Student has great difficulty summarizing the article.

Date Created: Jul 19, 2008 05:10 pm (CDT)

ReferencesReferences

Alvermann, D. (2002). Effective Literacy Instruction for Adolescents. Journal of Literacy Research, 34, 189-208. Retrieved October 20, 2006, from Biancarosa, G., & Snow, C. E. (2004). Reading next a vision for action and research in middle and high school literacy. Washington, D.C: Alliance for Excellent Education. Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997).

The impact of teaching strategies on intrinsic motivation. Champaign, IL: Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418 925)

Retrieved November 11, 2006, from The Learning Report. (1999). CNN NEWS. Retrieved July, 2008,

from http://cnn.com

Manzo A. V., Manzo, U. C., & Manzo, A. V. (1997). Content area literacy interactive teaching for active learning. Upper Saddle River, N.J: Merrill. Readence, J. E., Bean, T. W., & Baldwin, R. S. (2004). Content area literacy an integrated

approach (Rev. ed.). Dubuque, Iowa: Kendall/Hunt. Weaver, C. (1995). On the nature of whole language. Michigan English Language Arts Framework. Retrieved January/February 1, 2006, from http://www.ncte.org Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny Like to Read Is Hard to find in School. Reading Research Quarterly, 34, 12-27. Retrieved October 25, 2006, from http://www.reading.org/publications/