1. Sierra Herr EDUC-5322 Fundamentals of Elementary Education Instruction II 5 th Grade Social Studies

2. Adolescent Literacy Adolescents deserve access to several reading materials that are desirable. Adolescents deserve expert teachers who provide explicit instruction. There should be instruction that builds skill and gives adolescents the desire to read challenging materials. Adolescents deserve reading specialists who will help them progress as readers.

3. Adolescent Literacy Reading instruction should be targeted and provided by well-trained teachers. There should be support for learning in content classes. Reading comprehension instruction should meet the needs of all readers.

4. Educational issues related to teaching adolescents Students must learn how to relate their prior knowledge to new information. Adolescents have to adjust to the content-focused school when making the transition from elementary school to middle school. An effective reading program must be implemented with an effective writing program.

5. Important issues related to content area textbooks The readers aren’t enabled to engage with the text because the information is very condensed. There are too many poor visuals in the text that distracts readers. They are superficial in regards to covering key ideas. They are often factually incorrect and aren’t actually written for the students (they are written to meet content standards).

6. Vocabulary issues related to adolescent and content literacy Struggling readers usually lack the necessary skill to learn the meanings of unfamiliar words. Readers often skip over unknown words and continue reading rather than applying a vocabulary strategy. Students must have the desire to learn new words and should develop a good attitude about learning words.

7. Vocabulary strategies that work well for adolescents Possible sentences: Students create sentences using a list of words to predict the main ideas in a passage. List-group-label: A list of related items in groups is created as a class. Inductive vocabulary search: The text is previewed and students make lists of words they think are important. Concept maps: A graphic organizer that helps students understand how the ideas relate to each other.

8. Comprehension issues related to adolescent and content literacy The major goal related to comprehension involves the student having the ability to comprehend texts without the teacher’s help. Comprehension instruction must be facilitated before, during and after reading. When students collaborate with others about their reading, they learn about how others comprehend text. Students should have an ample amount of time to read.

9. Comprehension strategies that work well for adolescents Reciprocal teaching: Teachers and students take turns discussing the meaning of text. K-W-L plus strategy: Know, Want to Know, Learned). Students fill out a chart before, during and after the reading to monitor learning. Questioning the author: (QtA). A strategy that enables students to ponder what the author is saying rather than what the textbook is saying.

10. Importance of using alternative texts with adolescents Exposes students to a variety of text structures and genres. Instruction can be differentiated when text sets are used. Students are led to critical thinking by encountering discrepancies. Students encounter the same vocabulary and basic concepts in many different places.

11. Five alternative texts for my specific topic in a content course Magazine Article: Abraham Lincoln has his neck shortened (Highlights Kids) Poem: The California gold rush (History for Kids). Secondary book: The civil rights movement in America by Landau. Elementary book: We’re writing the Constitution by Fritz. Website: Social Studies at kids.gov.

12. Role of dyslexia in Texas classrooms Each identified student must be provided access to an instructional program at his/her campus. Teachers must be well-trained in dyslexia and related disorders. Early reading instruments must be administered to all students K-2. Parents/guardians shall be provided with a parent education program for dyslexia and related disorders.

13. Role of dyslexia in Texas classrooms An accelerated reading program has to be implemented if a student is determined to be at risk. Parents/guardians have to be notified if students is considered to be at risk. The goal of the intervention program is to provide the same opportunity for success.

14. Important learnings Learned about the important role of dyslexia in the classroom and the job of the teachers, parents and district. Learned about the effective strategies related to helping students with comprehension and vocabulary. Learned how to select materials for the classroom and the issues surrounding it.

15. Important learnings Learned about the significance of teaching students how to comprehend content-area textbooks. Learned about adolescent literacy and how essential it is for students to read well by using effective reading strategies to better understand the material. Learned about how important it is to keep students engaged when reading by using before, during and after strategies.

16. References The dyslexia handbook: Procedures concerning dyslexia and related disorders. (2010, September). Austin, TX: Texas Education Agency. Buehl, R., Irvin, J. & Radcliffe, B. (2007). Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms, 3rd Ed. Boston, MA: Pearson Education, Inc. (p.3-164)