Sara Overby, [email protected] Coordinating Teacher for Secondary Literacy LITERACY SUPPORT COURSES FOR HIGH SCHOOL LEARNERS
Jan 07, 2016
Sara Overby, [email protected] Teacher for Secondary Literacy
LITERACY SUPPORT COURSES
FOR HIGH SCHOOL LEARNERS
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.
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.
NAEP READING LEVELS
FoundationalPhonemesGraphemesMorphemesSyllables
Comprehension
FluencyVocabularyMeaningHidden Meaning
TWO PARTS TO LITERACY
FOUR-PART STRUCTURE FOR LITERACY COURSES
Foundational Skills
Reading Comprehensi
on,
Fluency, Vocabulary
Write to Read,
Read to Write
Discuss Worthy
Text
FOUNDATIONAL SKILLS
Key concepts Are students are able to recognize and do
Letter-sound correspondencePhonemesGraphemesSyllablesSegmenting and isolating parts
FOUNDATIONAL SKILLS
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
What sounds do letters make?Word Play!
Sounds of consonants: “hard” v. “soft” sounds
P = B S = Z K = G, T = DF = V
Easily confused sounds:
C / S G / J X / S Q / K
Activity: Make a rhyme out of these
LETTER-SOUND CORRESPONDENCE
Smallest unit of soundThe spellings that represent them
Consonant, vowel Schwa ə persənBlend th, sh, chDigraphs rh, ng, knDipthong eye, I
PHONEMES/GRAPHEMES
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
Word Play!Backwards and forwards
Say these backwardsNiceLipRobe Knifelight
PHONEMES/GRAPHEMES
Make your own,
trick your class
signpillborefinetile
A vowel and its consonantsHow many per word?
SegmentingKinesthetic: arm, finger, pacingStart small, get crazy, get silly
Fish, fruit, apple, bananaCrazy Word Families
Structure, destruct, destruction, destructive, indestructable
Silly pronunciations Pool or pool?
SYLLABLE PLAY
Rime and onset: vowel+ ending consonants; beginning consonantsWord Play: Hink/Pink, Hinky-Pinky, Hinkety-Pinkety
An angry fatherA large sowA fortunate mallardA fake horseLearn the last month of the yearTwo drums talking
SYLLABLE PLAY
Slant rhymes – spelled same, sound different or vice versa
Come/dome, read/bread
Spelled different, sound like a rhymeDone/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
Knock-knock jokesOne line riddles based on punsTom 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!
Smallest unit of meaningHelp, cat, heat-s, -ingRe- 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
WORD FAMILY TREES
ONE-WORD TREES
COMPREHENSION SKILLS
Tier 1 General VocabularyEveryday
wordsHouse, car,
plane, book
TIERS OF VOCABULARY
Tier 2Descriptive Vocabulary Words that
require some knowledge level or specific teaching
score (PE/Music/Foods)
Tier 3Precision VocabularyDiscipline-
specificClose shades
of meaningUsed in
special contexts
FOR WHOM?
EVERYDAY WORDS
TIER 1
Yacht, mast
Corset,Watch fob
mosque,tire iron,hoagie, hero, sub(marine), poorboy, grinder, torpedo, dagwood
WORD THERMOMETER
SHADES OF MEANING
irate
aggravated
resentful
annoyed
-
+peeved
angry
apoplectic
raging
mad
irked
vexed
wrathful
TIER 2
peeved
TIER 3
Precision VocabularyDiscipline-specificPrecise meaningsUsed in special contextsLow frequency of use
onomatopoeiaquatrain
Fiery, blazing (Tier 2) v.Conflagration, inferno
arcane esoteric
SOME THINGS TO LOOK AT
SOME THINGS TO LOOK AT
SOME THINGS TO LOOK AT
Teach the Word AnalyzerSOME THINGS TO LOOK AT
Multiple readings of the same thingPrepared 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
ROSIE THE RIVETER
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, however1: and not much else to do,2: she was cajoled into taking one of those ALL: dirty wartime jobs1: out of patriotism2: or boredomALL: or both.1: Attired in new-found overalls and bandana,2: she riveted away1: for the duration of the war,2: dreaming of a time when she could return to her home1: and tend to her domestic chores.All: She is Rosie the Riveter.
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 jobs3: out of patriotism2: or boredomALL: or both.Solo: Attired in new-found overalls and bandana,ALL: she riveted away1: for the duration of the war,2,3: dreaming of a time when she could return to her homeSolo: and tend to her domestic chores.All: She is Rosie the Riveter.
Monitor reading: Do I get it? Do I not? What should I do?
Metacognition: Think about my thinkingTake control! Slow down, speed up, sound it out.
Say it in my own words. Write questions to myself.
HIGH YIELD COMPREHENSION
Graphic organizers: make a chart to record main ideasbut also what I don’t know. Teachers teach typical organizers
(story map, tree diagram, T-charts, Venns) students choose the organizer
Predictions and HypothesesWhat happens next? How could I guess?
Questions and CuesText Dependent: Right There, Think and Search (Inference)
Context CuesStudent created: Bloom’s taxonomy as starters
HIGH YIELD COMPREHENSION
Make Thinking VisibleTeacher ModelsThink Alouds
Teacher-to-studentStudent-to-classStudent-to-student
Turn and Talks“Say Something” statement stems Explain yourself: How did you know
HIGH YIELD COMPREHENSION
HIGH YIELD COMPREHENSION
The 9 Highest-YieldInstructional StrategiesMarzano, Pickering, and Pollock, 2001
Do most of these every day
Foundational SkillsReading/FluencyReading/VocabularyWord WorkWord ConsciousnessExplicit Vocabulary
Write to Read, Read to Write
Discussion of worthy text
YOUR LITERACY CLASS
MARZANO’S NINEHIGH-YIELD STRATEGIES WITH LITERACY APPLICATION
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 OTHERRESOURCES
* Use courses not usually taught at your school
CMAPP CLOSE READ
1.Study Skills2. Competency Intervention, Reading3. Introduction to High School Writing4. Trends and Movements in Young Adult Literature5. The Human Experience