Content Area LiteracyPart II

Schuylkill Valley School District

Activating Background KnowledgeVocabulary Development

Student Engagement

Pam WolffAsst. Program Administratorpamwol@berksiu.org610-987-8299

How do we design classroom instruction to actively engage students?

How do we support student’s comprehension of content area literacy?

How do we activate, build and revise schema before, during and after reading and why is this important?

How does vocabulary support the development of schema?

Essential Questions

Develop a collective understanding and common language for student engagement.

Extend knowledge of strategies to help students activate, build and revise schema – before, during and after reading

Extend knowledge of vocabulary strategies

Collectively plan the October 8th turn around agenda

Goals for Today’s Learning

Let’s Activate our Schema!

A visual tool to help readers activate and draw on prior knowledge, recognize important components of different concepts, and see relationships among these concepts.

Semantic Mapping

Brainstorm how many of these words relate to each other in some way.

Arrange words according to relationships forming categories.

Depict these categories in the form of a map or web.

Share your semantic map with the group and explain your reasoning behind the categories and words you have grouped together.

Semantic Mapping Directions

Vocabulary Terms Metacognition Schema Quick Write Vocabulary Scaffolding Formative Assessment Prior Knowledge Learning Activities Frayer Model Give One, Get One Two-Column Notes

Reading Strategies Student Engagement Expository Text Active Learning Graphic Organizers Exit Ticket Comprehension Making Connections Word Splash Questioning

How could you adapt and use this strategy with your students?

Reflection

Student Engagement

“Let’s Think about Student Engagement?”

Understanding Instruction and Student Engagement

Read and Respond to Danielson’s Rubric – Component 3c – Engaging Students in Learning

“When students are actively engaged in learning, their activities and assignments (including homework) challenge them to think broadly and deeply, to solve a problem or to otherwise engage in non-routine thinking.”

~Charlotte Danielson, 2007

Gradual Release of Responsibility

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A

framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The sudden release of responsibility

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson“I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility.

Alexandria, VA: Association for Supervision and Curriculum Development.

DIY School

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility.

Alexandria, VA: Association for Supervision and Curriculum Development.

The “Good Enough” ClassroomTEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility.

Alexandria, VA: Association for Supervision and Curriculum Development.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility.

Alexandria, VA: Association for Supervision and Curriculum Development.

How does the teacher….

Establish a purpose and help students to use schema to build on prior learning?

Support vocabulary learning?

Engage students in the learning process?

Social Studies Lesson in Action

What are key elements of student engagement?

How do we design classroom instruction to actively engage students?

Revise the less engaging activities for each characteristic to make them more engaging.

You may work with a partner.

Engaging Activities

Word Wall

Content Words “Cool Words”

What words help us to better understand and remember the content?

What words are new and/or interesting?

What words will make you sound “smarter”?

How could you adapt and use this strategy with your students?

How do we design classroom instruction to actively engage students?

Reflection

Why is important to activate schema (prior knowledge) before reading?

How do readers continue to build and revise schema before, during and after reading and why is this important?

Schema

Let’s “Unpack” the CCSSA Close Reading Close Reading is keeping your eyes on the text to

read the content very carefully, paying attention to details. A close reading requires active thinking and analyzing of the content to make decisions.

  Underline key words or phrases which help

you to better understand.

What do you think this could look like, sound like and feel like in practice? Record your thinking.

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Activating Schema and the Common Core StandardsCCR Reading Standard 6: Assess how point of view or purpose shapes the content and style of text.

Reading Standards for Literature Reading Standards for Informational Text

Grade 3: Distinguish their own point of view from that of the narrator or those of the characters.

Grade 3: Distinguish their own point of view from that of the author or text.

Grade 7: Explain how an author develops and contrasts the points of view of different characters or narrators in text.

Grade 7: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Grades 11-12: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement).

Grades 11-12: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text.

Before Reading StrategyProbable Passage

Brief summary based on key words from the text.

Arrange words in categories.

Write prediction statement that offers a gist of what the selection might be about.

Encourages students…

to make predictions,

to activate prior knowledge about a topic,

to see causal relationships,

to make inferences,

and to form images about a text.

Probable Passage

collegehomeworkanxiety-riddensardonic

Title: “Barbie to Baby Einstein: Get Over It”

obsessedYoung LatinosbellwetherWal-Mart

middle classBarbiemisgivingsteens

NanniesAmerican familymediaPrejudice

Who: What: Where/When:

Why: Unknown Words:

To discover:

Gist Statement:

Access prior knowledge Interact with portions of the text prior to

reading Practice sequencing, find cause and effect

relationships, draw comparisons, make inferences, and predict

Identify vocabulary that may be a problem Construct meaning BEFORE they begin

reading

How do you activate and build schema?

During Reading Strategy

Say Something!

◦ With a partner, decide who will say something first.

◦ When you say something, do one or more of the following: Make a prediction Ask a question Clarify a misunderstanding Make a comment Make a connection

◦ If you can’t do one of these things, then you need to reread.

◦ (Beers, 2003)

Make a prediction I predict that… I bet that… I think that… Since this happened (fill in detail), then I bet

the next thing to happen is… Reading this part makes me think that this

(fill in detail) is about to happen. I wonder if…

Ask a Question

Why did… What’s this part about… How is this (fill in detail) like this (fill in

detail)… What would happen if… Why… Who is… Do you think that…

Clarify Something Oh, I get it… Now I understand… This makes sense now… No, I think it means… I agree with you. This means… At first I thought (fill in detail), but now I

think… This part is really saying…

Make a Comment This is good because… This is hard because… This is confusing because… I like the part where… I don’t like this part because… My favorite part so far is… I think that…

Make a Connection This reminds me of… This part is like… This character (fill in name) is like (fill in

name) because… This is similar to… The differences are… This setting reminds me of…

Say Something!

If you can’t do one of these things, then you need to reread.

Identify and discuss the author’s purpose for writing this article.

◦What is the author’s point of view?

◦What evidence does the author use to develop his argument.

◦What evidence is the most compelling?

After Reading – Quick Write

It is more critical for dependent readers to talk about texts during the reading experience than after

it. ~Kylene Beers

Word Wall

Content Words “Cool Words”

What words help us to better understand and remember the content?

What words are new and/or interesting?

What words will make you sound “smarter”?

After Reading Strategy

Question It Says I Say And So

Read the Questions

Find Information from the text that will help you answer the question

Think about what you know about that information

Combine what the text says with what you know to come up with the answer

It says, I say and So

Identify and discuss the author’s purpose for writing this article.

◦What is the author’s point of view?

◦What evidence does the author use to develop his argument.

◦What evidence is the most compelling?

After Reading – Quick Write

How could you adapt and use this strategy with your students?

How do we design classroom instruction to actively engage students?

Reflection

Vocabulary Instruction

How does vocabulary support the development of schema?

Group “Chat” The scientific research on vocabulary instruction reveals that

(1) most vocabulary is learned indirectly, and (2) some vocabulary must be taught directly.

The following conclusions about indirect vocabulary learning and direct vocabulary instruction are of particular interest and value to classroom teachers:

Children learn the meanings of most words indirectly, through everyday experiences with oral and written language.

Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly.

National Reading Panel

Using Word Walls to Build Vocabulary

3-2-13 Main Points – What is most

important to remember?2 Interesting Points 1 Question

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How Can Word Walls Benefit Students?

Helps create a word-rich environment Facilitates word analysis Connects reading and writing Supports student reading and vocabulary

development Allows for connections between words Provides an “anchor” for commonly

misspelled words, high frequency words, and content based words

High Frequency Word Walls

Vocabulary Word Walls

Content Word Walls

Content Word Walls

Content Word Walls

Word Study Word Walls

Spelling Pattern Word Walls

“You have to ‘do’ the word wall.”

Patricia Cunningham

1. Provide a student friendly description, explanation, or example.

2. Students restate

3. Students create a graphic representation

4. Engaging activities to enhance knowledge

5. Student discussion using terms

6. Games for reinforcement

Vocabulary Instruction~ Six Steps to Learning

Children need to encounter words frequently in a variety of contexts in order to internalize them.

– at least 12 times

McKeown, Beck, Omanson & Pople

How do we support student’s comprehension of content area literacy?

Why is important to activate schema (prior knowledge) before reading?

How do readers continue to build and revise schema before, during and after reading and why is this important?

How does vocabulary support the development of schema?

Essential Questions

Exit Ticket: ◦What are 2 Key Learning from Today?

◦One question you still have?

Reflection and Planning