Teaching+in+the+Block+Ch+8

=Ch. 8: Content Area Literacy Instruction: Reading & Writing Strategies = toc In the 15 years since this book's publication, the concept of literacy instruction has considerably changed the framework for learning to include [|21st Century Literacies].



[|NoodleTools]
In //I[|ntelligence Reframed]// Howard Gardner contends that "literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our [| understanding] of important questions, topics, and themes." Today's readers become literate by [|learning to read] the [|words and symbols] in today's world and its antecedents. They analyze, compare, evaluate and interpret multiple representations from a variety of disciplines and subjects, including texts, photographs, artwork, and data. They learn to [|choose and modify] their own communication based on the [|rhetorical situation]. [|Point of view] is created by the reader, the audience and the medium.

Writing Listening Vocabulary || ﻿ || [|Multicultural Literacy] [|Visual Literacy] [|Media Literacy] [|Spacial Literacy] || Students as Knowledge Creators ||
 * //**Teaching in the Block**// || **Deconstructing //Teaching in the Block//** ||
 * Reading
 * Basic Language Literacy || [|Information Literacy]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Teacher, Student, Whole-Small-Peer Group || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Global Community

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[|EduCon 2.3 LiveStream Channel]
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Are our ideas of what literacy means changing? Are traditional forms of literacy being replaced by new literacies? Does connective reading and writing change us? our sense of literacy?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> Content Area Literacy Instruction
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summarizing Chapter 8

Determine highest reading level: Reading for meaning with concomitant discussions before, during, and after reading
 * **Literacy Defined** || **Knowledge & Skills** || **Achieved How** ||
 * Read/understand written content || Recognize/spell printed words w/fluency || Read/write in content areas ||
 * Write clearly about subject || Possess content knowledge || Read frequently for comprehension ||
 * Converse w/content area community || Familiarize and internalize specific vocabulary || Converse w/community w/contextualized vocabulary ||
 * **Diagnosing** || **Teaching:** **Instructional Concentration****s** || **Organizing: Sanity-Based** ||
 * **Reading:**
 * **Reading:**
 * 1) Oral reading; word recognition in contest
 * 2) Oral and silent reading score obtained
 * 3) Written comprehension of text score
 * 4) Establish instructional level of text to student
 * 5) Read, discuss, hypothesize, conjecture, process
 * 6) "What do you think now...?" || **I. Reading:**


 * 1) Text in relationship to context/genre: unit, chapter, textbook
 * 2) Hypothesize author intent
 * 3) Conjecture truth
 * 4) Provide vocabulary support
 * 5) Socratic seminar approach


 * II. Writing: The Quintilian Progression**
 * 1) Freedom of expression: no mold
 * 2) Sincerity of thought: then predraft step of organizing
 * 3) Clarity: teacher asks clarifying questions
 * 4) Correctness: go for content; English teacher pairing for language composition
 * 5) Eloquence: new words, ideas, written language constructs


 * Writing: Steps in the Writing Process**
 * 1) Define/specify topic
 * 2) Brainstorm
 * 3) Arrange ideas in relationships
 * 4) Outline toward paragraph sequencing
 * 5) Write introductory paragraph with thesis and supporting statements
 * 6) Write first draft
 * 7) Write concluding paragraph
 * 8) Reread, peer and teacher feedback for organization and clarity
 * 9) Revise
 * 10) Feedback and rewrite


 * III. Listening: Directed Listening/Thinking Activity**
 * 1) Discuss, read, write, share, record
 * 2) Verify, change
 * 3) Written summation of consensus


 * IV. Vocabulary**
 * 1) Examine content words
 * 2) Examine prefixes, roots, suffixes
 * 3) Use context clues || # Identify main topics/themes w/in course
 * 4) Diagnose/cluster students based on reading in content sophistication
 * 5) Determine how students will spend class time: **4-3-2-1**:
 * 6) 40% reading for meaning at instructional level
 * 7) 30% writing for authentic content purposes
 * 8) 20% being read to at highest content level students can comprehend
 * 9) 10% direct work in vocabulary study aka reading, writing, being read to, and vocabulary study (with teacher as coach, mentor, intellectual agitator, resource)
 * I. Reading**
 * 1) **Whole-class and Small-Group Work with Teacher:** critical questioning **before, during, and after reading**; gather together for **postreading summary, reflection, and listening at a higher level**
 * 2) **Group, Cooperative Pair, and Independent Work without the Teacher:** study guides for prediction and hypotheses to a teacher-written prompt; text substantiation in cooperative pairs to **authenticate, elucidate, and motivate**
 * 3) **Independent Work:** in-class reading, dialogue journals (personal letters) with teachers/students responding


 * II. Writing**
 * 1) **Work with the Teacher:**
 * 2) **Guided writing process**
 * 3) **Individual conferences** with students (3-5 minutes)
 * 4) **Writing-Sharing session**: students read writing in progress to discuss ideas and press for **clarity, completeness, and eloquence**
 * 5) **Work Without the Teacher**
 * 6) **Sharing without the teacher**
 * 7) **Textbook writing:** outline a chapter for student-authored textbook
 * 8) Writing **hypotheses, section summaries, revising information lists...**


 * III. Vocabulary**
 * 1) **With the Teacher**
 * 2) Text-specific in teacher-led critical thinking activity
 * 3) Teaching students to examine words by morphemic units
 * 4) **Work Without the Teacher**
 * 5) Mark words students question
 * 6) Intensive analysis and comparison of the morphophonemic principle


 * IV. Grading**
 * 1) Process and Product
 * 2) Criteria/rubrics
 * 3) Self-assessment
 * 4) Vocabulary investigation
 * 5) Summative essays
 * 6) Notebooks ||