A Brief Overview of Adolescent Literacy

1
A Brief Overview of Adolescent Literacy
2
DONT tell me that ALL teachers are teachers of
Reading!

• Im a _________________ teacher!
• (fill in the blank)
• (Mathematics, music, social studies, science,
  art, literature, physical education, etc)

3
Youre RIGHT!Were NOT All Teachers of Reading

• BUT, We All Have to TEACH Students How to ACCESS,
  COMPREHEND, and CONSTRUCT Text!

4
Objective

• Today we will practice some research based
  instructional strategies that focus on helping
  secondary students comprehend complex text, think
  critically about what they read, and understand
  the importance of vocabulary for application and
  meaning.

5
Research

• Despite the call for todays adolescents to
  achieve higher levels of literacy than previous
  generations, approximately 8.7 million fourth
  through twelfth grade students struggle with
  reading and writing task that are required of
  them in school. (Kamil, 2003)
• For many adolescent students, ongoing
  difficulties with reading and writing figure
  prominently in the decision to drop out of school
  (Ehren, Lenz Deshler, 2004)

"Reading Crisis"
6
What does this mean?

• These indicators suggest that literacy
  instruction should continue beyond the elementary
  years and should be tailored to the more complex
  forms of literacy that are required of adolescent
  students in the middle and high school years.

7
How well do you (a Skilled, Proficient, Expert
Reader) Comprehend Unfamiliar Text?

• Learning Task Assessing Your Own Reading
• Skim and scan the text on the following slide for
  unfamiliar vocabulary.
• Read the text focusing on the following things
• Making meaning (comprehension)
• and
• Thinking processes or strategies used to make
  meaning.
• Do not shout out or share your responses until
  requested by the session facilitator.
• Complete the assigned quiz as directed by the
  session facilitator.

Activity
8
Silent Reading

• Remember No TALKING!!!
• The Batsmen were merciless against the Bowlers.
  The Bowlers placed their men in slips and covers.
  But to no avail. The Batsmen hit one hour after
  another along with an occasional six. Not once
  did their balls hit their stumps or get caught.

9
Comprehension Quiz

• Who were merciless against the Bowlers?
• Where did the Bowlers place their men?
• Was this strategy successful?
• Who hit an occasional six?
• How many times did the Batsmens balls hit the
  stump?
• (Daniels Zemelman, 2004, Subjects Matter,
  pp21-22)

10
The Game of Cricket
11
Engaging in Research-Based Instructional
Strategies Across All Contents
12
Explicit Instruction

• Leave Nothing to Chance
• Effective explicit instruction leaves nothing to
  chance and does not make assumptions about skills
  and knowledge that children will acquire on their
  own.
• (Torgensen, 2004)

13
Explicit Instruction

• I DO
• WE DO
• YOU DO

14
Hands on Practice

• Open Sort Using Vocabulary
• I haveWho has
• KWL Plus
• Observation/Inference

15

• compass rose a drawing that indicates directions
  on a map.
• scale a guide that explains the relationship
  between real distances on Earth and distances on
  a map.
• symbol something that stands for something else.
  
• map key a guide telling you what each symbol on
  a map stands for.
• locator a small map inset in the corner of a
  larger map that helps you understand where the
  subject area of the larger map is located on
  Earth.
• political map a map that shows the boundaries of
  states and countries.
• physical map a map that highlights Earth's
  natural resources.
• relief map a physical map that uses shading to
  show the difference in height between areas of
  land.
• elevation map a physical map that uses colors to
  show the elevation, or height, of land above sea
  level.
• road map a map that indicates cities, highways,
  and points of interest and shows you how to get
  from one place to another.
• historical map a map that shows information
  about the past or where past events took place.

• continent one of Earth's seven large bodies of
  land Africa, Antarctica, Asia, Australia,
  Europe, North America, and South America.
• ocean one of Earth's four large bodies of salt
  water Arctic, Atlantic, Indian, and Pacific.
• hemisphere one half of a sphere or globe 4
  hemispheres--Northern, Southern, Eastern, and
  Western.
• equator an imaginary line encircling Earth half
  way between the North and South Pole 0 degrees
  latitude.
• latitude an imaginary line or parallel,
  measuring the distance north or south or the
  equator.
• parallel a line of latitude.
• longitude an imaginary line, or meridian,
  measuring the distance east or west of the prime
  meridian.
• meridian any line of longitude east or west of
  prime meridian.
• prime meridian the line of longitude label 0
  degrees any place east of here is labeled E, and
  any place west is labeled W.
• cardinal directions one of the 4 main points on
  a compass north, south, east, west.

16
Nontraditional
17
Nontraditional types of text

• Photographs
• Paintings
• Movies
• Coins
• Bones
• Dances
• Music
• Numerous forms of human expressions and activities

18
Observation/Inference Chart
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
For more information, contact the following

• Lakechia Grant
• Regional Service Officer/Adolescent Literacy
  Specialist
• lgrant_at_mde.k12.ms.us
• 601-359-3778