10/31/19 1 Disciplinary Literacy for the Middle School Student Katie McKnight, Ph.D. Twitter: LiteracyWorld Facebook: KatieMcKnightLiteracy Email: [email protected]1 What We Will Do In this Session • What are the characteristics of text complexity and its impact on reading materials selections? • How can I create a classroom culture that promotes literacy skill development within the content area/discipline? • How can I develop reading comprehension skills to foster greater reading independence in my students? 2 Need Lessons, Resources and Ideas? EngagingLearners.com Sign Up 3
Transcript
10/31/19
1
Disciplinary Literacy for the Middle School Student
• What are the characteristics of text complexity and its impact on reading materials selections?• How can I create a classroom
culture that promotes literacy skill development within the content area/discipline?• How can I develop reading
comprehension skills to foster greater reading independence in my students?
2
Need Lessons, Resources and Ideas?
EngagingLearners.comSign Up
3
10/31/19
2
The Research, or
The “Why”
4
The Problem…
According to the National Assessment of Educational Progress 60% of students in grades 4, 8, and 12 are not reading at proficient levels.
Engaging Learners, LLC 5
5
Richard Allington's Work
1. Every child reads accurately
2. Every child reads something he/she understands
3. Every child writes about something personally meaningful
4. Every child talks with peers about reading and writing
5. Every child listens to a fluent adult read aloud
Richard L. Allington and Rachael E. Gabriel. “Every Child, Every Day” Educational Leadership, March 2012, V 69. pages 10-15.
6. Every child reads something he/she chooses
What leads to student growth and achievement?
6
10/31/19
3
Reading and Writing for the Big Kids and Why it Matters for Content/Discipline Study
7
Components of Reading
8
9
10/31/19
4
10
Understanding Text Complexity
Engaging Learners, LLC 11
11
Text Complexity
Quantitative Measures
Qualitative Dimensions
Reader and Task Considerations
12
10/31/19
5
Quantitative Measures
Examples include word length or frequency,
Sentence length, and text cohesion.
These are typically measured by computer software.
13
Qualitative DimensionsLevels of Meaning (literary texts) or Purpose (informational texts)
Text Structure
Language Conventionality and Clarity
Levels of Meaning (literary texts) or Purpose (informational texts)
14
Reader and Task Considerations
Include motivation, knowledge, and experiences, while tasks to be considered take into account purpose, complexity, and questions.
Assessments made on reader and task considerations are best done by the teacher who understands the student’s knowledge and experiences.
15
10/31/19
6
Selecting Texts
16
17
What’s Important About Teaching Vocabulary?
Vocabulary
18
10/31/19
7
Six Step Vocabulary Process
1. The teacher gives description, explanation, or example of term.
2. Learners gives description, explanation, or example in own words.
3. Learners draws a picture, symbol, or graphic representation.4. Learner engages in activities that provide more knowledge.5. Learner discusses term with other learners.6. Learner participates in games that reinforce the term.
19
Vocabulary Paint Chips
20
Vocabulary Bookmarks
21
10/31/19
8
22
List-Group-Label
23
24
10/31/19
9
Word Walls
25
26Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass.
26
VOCABULARY MINI LESSON: I Have, Who Has
Active Vocabulary
Another Game: Zip-Zap-Zop
27
10/31/19
10
The Plan
28
Instructional Outline
Mini Lesson/Whole Group Instruction (10-15 minutes)Guided Practice
Centers (Naturally conducive for Formative Assessment, Differentiated Instruction, Building Content Knowledge, and MTSS)
In centers, students work in small groups or individually.
Each center has a clearly articulated learning activity.
37
Getting Started: A Checklist
Write out all directions for the students for each center.
Explain procedures and have them written out and posted in your classroom.
Create a “make up center” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets.
12
3
38
The teacher works with students in the Teacher Led Center.
When possible, give students a choice at each center.
Getting Started: A Checklist (cont.)
4
5
39
10/31/19
14
A Classroom PictureSample Centers for First Rotation
