1. Secondary Education 301 Content Area Literacy
Turn in Literacy Questionnaire SIT with your study group. Welcome Opening Prayer

2. Review
Turn and talk
Name the five elements of a complete primary reading program.
As a secondary teacher, why is it important for you to be aware of these?
Group Share

3. Content Objective Language Objectives:
I will identify the steps to begin the observation of my focal student.
I will identify
the meaning of textbooks
my responsibility in choosing classroom materials
The factors that make classroom materials readable and comprehensible
Language Objectives:
I will discuss Adolescent literacy, Content and Disciplinary literacy.
I will read, write about, and discuss how to choose classroom materials by participating in the reading strategy, “Merge your thinking with new learning.”
Using the reading strategy, “Merge your thinking with new learning,” I will read, write about, and discuss the article “The Challenge of Challenging Text.”

4. Study Group Activity
With your study group review the article you read on adolescent, content, or disciplinary literacy. (5 min)
Each group will share three things:
New learning
Any reactions
Questions
(10 min)

5. Adolescent Literacy New Learning Reactions Questions Remedy class
Reading labs
Fifteen elements of an adolescent reading program
Reactions
Admired – students supported
Questions
How can we include this in our programs?
How do we motivate kids?

6. Content Literacy New Learning Reactions Questions
Students who struggle in one class may be successful in another
Reactions
Questions
Focus on content
Knowledge comes from print/textbooks
Strategies used to understand content
Literacy = reading and writing
Knowledge developed in school setting
Purpose: Use strategies to get knowledge from textbooks, in school

7. Disciplinary Literacy
New Learning
Don’t focus just on what they need to be able to do but the process of reading in the discipline
Reactions
Questions
How do we teach the different skills?

8. Review: What do you see?
What is literacy?

9. Why does Literacy Matter?
Literacy influences learning
Literacy is learning.
If there is no literacy, there is no learning.
If we cannot make sense of texts, we cannot make sense of our world.

10. Student Study Observations:
Try to observe your focal student in and out of your class, e.g. Young Women, Sunday School, etc.
Look for ways that various representations of literacy are used to communicate information, feelings, and identities.
Look for how your focal student uses literacy to make sense of texts in their world and position themselves and others.
Questions ???????

11. Merge Your Thinking With New Learning
Engage and Connect:
Today we are going the review the chapter on Selecting Textbooks and Multimedia Materials. We are going to use the comprehension strategy, “Merge Your Thinking With New Learning” to help us gain a better understanding of how to select texts and other materials for our classroom.
Before we begin, what does the word ‘merge’ mean? What are some examples of merging?
Understanding the meaning of ‘merge,’ and reading the title of the strategy, what are we going to do today?

12. Model Begin reading, “What is a textbook?... (pg. 51)
Think Aloud (TA) There is the definition of textbook. I’m going to write ‘definition’ on my post it.
Any book which could be used in formal study
Books written specifically for school use to summarize knowledge or principles of a discipline
TA: I know what discipline is, we just talked about it. So a textbook is a book written specifically to summarize knowledge about science, math, or history.
Read, “Clearly how we select…. (pg. 51)
TA: Wow! Textbooks can have a great effect on students. I’m going to write ‘effects of textbooks on students on my post it.’

13. Model Read, ‘Ultimately, content area teachers….’ (pg. 52)
TA: I never realized - That is a huge responsibility for me as a teacher. I’m going to write ‘Teacher’s responsibility’ on the post it.
TA: This last sentence reminds me of a scripture. I think it is in
1 Nephi 13. (Look up scripture) There it is 1 Nephi 13: 23-29
TA: Just like the book that came forth from the Jews in purity was changed by the great and abominable church, our textbooks are published by human beings who can slant, bend, or bury someone else’s version of the truth. I’m going to write the scripture on the post it to remind me of that connection.

14. Model Read “Contemporary evaluations of texts…” (pg 53)
TA: Something to think about - The books we select must reflect our belief systems. They must reflect the Church’s and the Lord’s belief systems.
Read “Presumably, the First Amendment gives adults… (pg.54)
TA: Yes, that is true.
Read “You cannot afford to assume that a textbook… (pg.57)
TA: As a teacher, I have the responsibility to be a righteous censor of the material presented in my class; what should be there, what shouldn’t be there.

15. Guide
Your turn:
Group 1: Read pg , Readability, pg. 62, first 3 paragraphs
Group 2: Read pg. 58, Quantitative Factors, pg. 62, first 3 paragraphs
Group 3: Read pg , Qualitative Factors
Look for
New learning
Merge your thinking with the new learning
Question new learning
Record language that signals new learning on an anchor chart or post its.

16. Group Share New Learning Merging thoughts Questions
Appropriate textbooks/appropriate level
Quantitative, qualitative
Many approaches to help us figure difficulty
Readability formulas, informal tests
Grammatical structures
Technical vocabulary, terms
Abbreviations
Merging thoughts
Prior knowledge, interests, experience as a teacher
Questions
How

17. Group Share/Review What are texts?
What is the teacher’s responsibility in selecting materials for the classroom?
What does readability mean?
What quantitative factors should we look for when selecting classroom materials?
What qualitative factors should we look for when selecting classroom materials?

18. The Challenge of Challenging Text
Using the reading strategy, “Merge your thinking with new learning,” read the article, “The Challenge of Challenging Text.”
Group 1: Beginning – Sentence Structure on pg. 2
Group 2: Pg. 2-3: Coherence – Build Skills
Group 3: Pg. 3-5: Ongoing vocabulary instruction - end
Look for
New learning
Merge your thinking with the new learning
Question new learning
Record language that signals new learning on an anchor chart or post its.

19. Group Share Merging thinking with new learning
Language of new learning
Questions
What makes text complex?
What can teachers do about text complexity?

20. Textbook Analysis
Description
Rubric
Due July 30, 2013

21. Wrapping Up
Next Time:
Bellwork: In 5-7 sentences describe your responsibility as a teacher in selecting materials for the classroom?
Preview text pg , Chapter 8