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Sara Overby, soverby@wcpss.net Coordinating Teacher for Secondary Literacy LITERACY SUPPORT COURSES FOR HIGH SCHOOL LEARNERS
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Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. THE CALL TO ARMS They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imagination so they can create the world of the future. http://www.adlit.org/modules/categories/xarimages/writing.jpg National Institute on Literacy, What Content Area Teachers Should Know about Adolescent Literacy, 2007.
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Strengthening the literacy skills of struggling adolescent readers is not easy, and improvement usually does not come quickly. LITERACY PURPOSE http://www.everychildcanlearn.net/wp- content/uploads/2013/11/frustrated-teen.jpg US Department of Education, Improving Adolescent Literacy, 2008.
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NAEP READING LEVELS
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Foundational Phonemes Graphemes Morphemes Syllables Comprehension Fluency Vocabulary Meaning Hidden Meaning TWO PARTS TO LITERACY
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FOUR-PART STRUCTURE FOR LITERACY COURSES Foundational Skills Reading Comprehension, Fluency, Vocabulary Write to Read, Read to Write Discuss Worthy Text
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FOUNDATIONAL SKILLS
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Key concepts Are students are able to recognize and do Letter-sound correspondence Phonemes Graphemes Syllables Segmenting and isolating parts FOUNDATIONAL SKILLS
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What sounds do letters make? Word Play! How many ways can A be said? Apple, hard, gape, water, audit, human, mare, Activity: Make a rhyme out of these LETTER-SOUND CORRESPONDENCE
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What sounds do letters make? Word Play! Sounds of consonants: “hard” v. “soft” sounds P = B S = Z K = G, T = D F = V Easily confused sounds : C / S G / J X / S Q / K Activity: Make a rhyme out of these LETTER-SOUND CORRESPONDENCE
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Smallest unit of sound The spellings that represent them Consonant, vowel Schwa əpersən Blendth, sh, ch Digraphs rh, ng, kn Dipthongeye, I PHONEMES/GRAPHEMES
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Word Play! Segment sounds: How many in Pile, please, room, Anthony [students’ names], gnat, ignite, [course vocab], box, grass, eye Kinesthetic cues – arms, fingers, tiles, m&ms PHONEMES/GRAPHEMES
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Word Play! Backwards and forwards Say these backwards Nice Lip Robe Knife light PHONEMES/GRAPHEMES Make your own, trick your class sign pill bore fine tile
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A vowel and its consonants How many per word? Segmenting Kinesthetic: arm, finger, pacing Start small, get crazy, get silly Fish, fruit, apple, banana Crazy Word Families Structure, destruct, destruction, destructive, indestructable Silly pronunciations Pool or pool? SYLLABLE PLAY
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Rime and onset: vowel+ ending consonants; beginning consonants Word Play: Hink/Pink, Hinky-Pinky, Hinkety-Pinkety An angry father A large sow A fortunate mallard A fake horse Learn the last month of the year Two drums talking SYLLABLE PLAY
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Slant rhymes – spelled same, sound different or vice versa Come/dome, read/bread Spelled different, sound like a rhyme Done/fun, break/take Spelled different, sound the same (homophones) Mall/maul, waist/waste Spelled same, sound different, mean different (homographs) Wind,/wind, Bow/bow Spelled same, sound same, mean different (homonyms) Bear/bear Lie, lie SLANT RHYMES AND MORE
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Knock-knock jokes One line riddles based on puns Tom Swifties What Tom says is a pun on how it’s said “Please pass the sugar,” Tom said ____. “Please grade my paper again,” Tom ______. “It’s very clear on the board. Take off is at 6:32,” Tom said _______. IT’S SO PUNNY!
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Smallest unit of meaning Help, cat, heat -s, -ing Re- pre-, de-, phone, logy Word Play! Play with roots and prefixes What might the word mean, literally? Conversation – a state of, turn, together What might the word mean? Antipathy – feeling, against Neology – new/ word Create a Word! antipathology – feeling against words : a word hater MORPHEMES
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WORD FAMILY TREES
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ONE- WORD TREES
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COMPREHENSION SKILLS
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Tier 1 General Vocabulary Everyday words House, car, plane, book TIERS OF VOCABULARY Tier 2 Descriptive Vocabulary Words that require some knowledge level or specific teaching score (PE/Music/Fo ods) Tier 3 Precision Vocabulary Discipline- specific Close shades of meaning Used in special contexts
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FOR WHOM? EVERYDAY WORDS TIER 1 Yacht, mast Corset, Watch fob mosque, tire iron, hoagie, hero, sub(marine), poorboy, grinder, torpedo, dagwood
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WORD THERMOMETER SHADES OF MEANING irate aggravated resentful annoyed - + peeved angry apoplectic raging mad irked vexed wrathful TIER 2 peeved
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TIER 3 Precision Vocabulary Discipline-specific Precise meanings Used in special contexts Low frequency of use onomatopoeia quatrain Fiery, blazing (Tier 2) v. Conflagration, inferno arcane esoteric
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SOME THINGS TO LOOK AT
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Teach the Word Analyzer SOME THINGS TO LOOK AT
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Multiple readings of the same thing Prepared readings for “performance” Low risk, high yield Reader’s Theaters Table readings, no body actions, facial Yes Turn narratives into “plays” with parts and dialog Turn informational text into “parts” Radio Readings Similar to Reader’s Theater Pretend you are on the radio—nobody sees you Voice quality makes reading meaningful Choral Readings Whole group, antiphonal, multi-part (with solos) Authentic audiences: Principals, other classes, lower grades, team with ESL, SpEd FLUENCY
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ROSIE THE RIVETER
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All: She is “Rosie the Riveter,” 1: with movie-star looks, 2: hair pulled up in a colorful bandana, 1: sleeves rolled up high, 2: ready to take rivet gun in hand. ALL: Everyone knows Rosie. 1: She had not worked before the war. 2: With her man away fighting, however 1: and not much else to do, 2: she was cajoled into taking one of those ALL: dirty wartime jobs 1: out of patriotism 2: or boredom ALL: or both. 1: Attired in new-found overalls and bandana, 2: she riveted away 1: for the duration of the war, 2: dreaming of a time when she could return to her home 1: and tend to her domestic chores. All: She is Rosie the Riveter.
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All: She is “Rosie the Riveter,” 1: with movie-star looks, 2: hair pulled up in a colorful bandana, 3: sleeves rolled up high, All: ready to take rivet gun in hand. Solo: Everyone knows Rosie. 1: She had not worked before the war. 1,2: With her man away fighting, however, 2: and not much else to do, 2, 3: she was cajoled into taking one of those ALL: dirty wartime jobs 3: out of patriotism 2: or boredom ALL: or both. Solo: Attired in new-found overalls and bandana, ALL: she riveted away 1: for the duration of the war, 2,3: dreaming of a time when she could return to her home Solo: and tend to her domestic chores. All: She is Rosie the Riveter.
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Monitor reading: Do I get it? Do I not? What should I do? Metacognition: Think about my thinking Take control! Slow down, speed up, sound it out. Say it in my own words. Write questions to myself. HIGH YIELD COMPREHENSION
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Graphic organizers: make a chart to record main ideas but also what I don’t know. Teachers teach typical organizers (story map, tree diagram, T-charts, Venns) students choose the organizer Predictions and Hypotheses What happens next? How could I guess? Questions and Cues Text Dependent: Right There, Think and Search (Inference) Context Cues Student created: Bloom’s taxonomy as starters HIGH YIELD COMPREHENSION
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Make Thinking Visible Teacher Models Think Alouds Teacher-to-student Student-to-class Student-to-student Turn and Talks “Say Something” statement stems Explain yourself: How did you know HIGH YIELD COMPREHENSION
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The 9 Highest-Yield Instructional Strategies Marzano, Pickering, and Pollock, 2001
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Do most of these every day Foundational Skills Reading/Fluency Reading/Vocabulary Word Work Word Consciousness Explicit Vocabulary Write to Read, Read to Write Discussion of worthy text YOUR LITERACY CLASS
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MARZANO’S NINE HIGH-YIELD STRATEGIES WITH LITERACY APPLICATION
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Digital adaptive reading programs Successmaker Achieve 3000 Academy of Reading Other? YA Literature English bookroom—books not being used in other courses Guttenberg Project website $1 books CMAPP: Units from* Study Skills Competency Intervention, Reading Introduction to High School Writing Trends and Movements in Young Adult Literature The Human Experience CMAPP AND OTHER RESOURCES * Use courses not usually taught at your school
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CMAPP CLOSE READ 1.Study Skills 2. Competency Intervention, Reading 3. Introduction to High School Writing 4. Trends and Movements in Young Adult Literature 5. The Human Experience
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