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Copyright © Allyn & Bacon 2011 This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Content Area Reading Literacy and Learning Across the Curriculum By Richard T. Vacca, Jo Anne L. Vacca, and Maryann Mraz PowerPoint™Presentation By Maryann Mraz and Jean Vintinner
Copyright © Allyn & Bacon 2011 Literacy Matters Chapter 1
Copyright © Allyn & Bacon 2011 Frame of Mind Explain the difference between content and process knowledge. What are new literacies and how are they changing the way we think about learning and literacy in the 21 st century? What is adolescent literacy and why is it important to 21 st century society? Why do many adolescents have difficulty comprehending academic texts? How are content literacy and disciplinary literacy alike? How are they different? Why is reading to learn a meaning-making, strategic process? What comprehension strategies are critical to reading to learn? What role does prior knowledge play in comprehension?
Copyright © Allyn & Bacon 2011 Key Terms Content literacy Disciplinary literacy Adolescent literacy New literacies Reading to learn Content versus process Standards Reading Next Striving Readers Program Response to Intervention Decoding Fluency Comprehension Vocabulary Direct, explicit instruction Strategic reading Prior knowledge Prediction Inference Text structure
Copyright © Allyn & Bacon 2011 Content and Process Impact on student learning attributed to: Teachers who achieve major/minor in subject Students engaged in hands-on activities Students engaged in higher order thinking Teachers with professional development in working with special populations
Copyright © Allyn & Bacon 2011 Balancing Content and Pedagogical Knowledge Know the standards for your content area and grade level. Make instructional decisions based on authentic assessments throughout the school year. Integrate content literacy practices and strategies into instructional plans and units of study.
Copyright © Allyn & Bacon 2011 Defining literacy “…the term literacy has morphed to characterize someone’s level of knowledge or competence in a particular area or subject in a multimodal society.” (p. 7) “Literacy has come to represent a synthesis of language, thinking, and contextual practices through which people make and construct meaning.” (p. 7)
Copyright © Allyn & Bacon 2011 Defining text “Texts include not only print forms of communication but also nonprint forms that are digital, aural, or visual in nature.” (p. 7)
Copyright © Allyn & Bacon 2011 New literacies Necessary for students to use information and communication technologies (ICT) effectively Five functions Identify Navigate Critically evaluate Synthesize Communicate
Copyright © Allyn & Bacon 2011 Fifteen Elements of Effective Adolescent Literacy Programs from Reading Next Technology Ongoing formative assessments Extended time Professional development Ongoing summative assessments Teacher teams Leadership Comprehensive and coordinated literacy program Direct, explicit comprehension instruction Effective instructional principals embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing
Copyright © Allyn & Bacon 2011 RtI for Struggling Adolescent Learners IDEA Individuals with Disabilities Education Act of 2004 School-wide assessments to identify struggling learners All stakeholders contribute to instructional decision making Tiered interventions
Copyright © Allyn & Bacon 2011 Factors that Influence Content Literacy The learner’s prior knowledge of, attitude toward, and interest in the subject. The learner’s purpose for engaging in reading, writing, and discussion. The language and conceptual difficulty of the text material.
Copyright © Allyn & Bacon 2011 Factors that Influence Content Literacy The assumptions that the text writers make about their audience of readers. The text structures that writers use to organize ideas and information. The teacher’s beliefs about and attitude toward the use of texts in learning situations.
Copyright © Allyn & Bacon 2011 To comprehend text successfully, readers must decode or pronounce words quickly and accurately. read with fluency. activate vocabulary knowledge. use text comprehension strategies.
Copyright © Allyn & Bacon 2011 Good readers are active purposeful evaluative thoughtful strategic persistent productive
Copyright © Allyn & Bacon 2011 Schema activation Mechanism by which people access what they know and match it to information in the text Framework to seek and select information relevant to purpose for reading Organization of information to promote retention Allows reader to elaborate information
26 Steps to assure students are receiving the best literacy instruction. By: Jennifer Murdock When Students Cant Read… What Teachers Can Do Spring 2007.
By Deborah Hundley May 9, Shocking Statistics According to the results of the 1998 National Assessment of Educational Progress (NAEP): More than.
READING NEXT & WRITING NEXT. READING NEXT Recommendations for Meeting the Needs of Struggling Readers.
Copyright © Allyn & Bacon 2008 Learning with Trade Books Chapter 11 This multimedia product and its content are protected under copyright law. The following.
WRITING NEXT Sara Maughan. Forward The human instinct to express our feelings, thoughts and experiences in a lasting form has been around for a very long.
Reading Next Writing Next A Vision for Action and Research In Middle and High School Literacy PowerPoint Presentation by: Audrey Weekes 2007.
AIM for Literacy Solutions to Advance Adolescent Literacy in West Virginia Presented by Rebecca Derenge Terry Reale, WVDE Office of Instruction
Leadership for Advancing Adolescent Literacy RESA-I 21 st Century Education Leadership Series October 21, 2008 Terry Reale, WVDE Coordinator Reading English.
Reading and Writing By Ximena Schneider. Reading Next and Writing Next.
So Youre a Literacy Coach: What About the Math Department? Roland ODaniel, Danna Green, David Cook IRA Conference, Atlanta, GA, 2008.
The following slides are based on information gained from the two below-listed sources. Some words, phrases, and complete sentences have been borrowed.
When My Students Cant Read, What Should I Do? A Summary of Important Strategies from When Kids Cant Read, What Teachers Can Do by Beers When Kids Cant.
Strategic Instruction Model Adolescent Reading Program High School Achievement Breakfast Forum June 14, 2005 Don Deshler University of Kansas Center for.
Leading Learning in the Social Sciences MARGARET LEAMY National Coordinator Social Sciences Te Tapuae o Rehua Consortium
Next Generation WV Content Standards and Objectives: English Language Arts WVDE Office of Instruction.
Instructional Leadership: Focus on Literacy West Virginia Department of Education Office of Special Programs.
Comprehension Instruction Comprehension refers to the process by which the reader constructs or assigns meaning by interacting with the text. Readers have.
Primary Years Programme The unique benefits of the PYP.
How our instructional practices will support the implementation of Common Core.
Text Comprehension Practices for Students who are Deaf or Hard of Hearing: Part 1 Susan R. Easterbrooks Georgia State University Part 1 of 2 presentations.
School Based Assessment and Reporting Unit Curriculum Directorate Assessment.
Copyright © Allyn & Bacon 2007 Human Resources Administration in Education Chapter 6: Staff Development Ronald W. Rebore This multimedia product and its.
Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms.
Revised NJ Core Curriculum Content Standards and the Common Core Standards Initiative: Implications for Curriculum Development, Learning and Teaching Revised.
Creating an Objective-based Syllabus Danielle Mihram, Director Center for Excellence in Teaching University of Southern California.
ACCOMMODATIONS MANUAL How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities.
RtI Response to Intervention. Introduction What is RtI or Response to Intervention? RtI and federal regulations.
The Common Core State Standards…. What are they? How will they inform instruction? What are the assessments going to be like? What does this mean for teachers.
Middle School Literacy: Leading The Way Martha Lamb August 2008.
REVISITING THE BASICS AND DEEPENING OUR UNDERSTANDING MARCH 2008 West Virginia Department of Education Response to Intervention:
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