Chapter 3- Choices and Decisions for Content Learning

Literacy and Learning in the Content Areas-Strategies for Middle and Secondary School Teachers

Choices and Decisions for Content Learning•What different type of texts do you usually

read in your content area? Are there other types that you could incorporate?

•Do you match text readability to your students levels?

•Give examples of times when teaching tools become assessment tools.

•How is the role of a lesson plan different for a beginning teacher and an experienced teacher?

Choices and decisions about materials

•Materials or resources are objects needed to carry out your lessons

•Text is any material composed of words

Why should you use multiple forms of text?•Not every type of text is suitable for a

specific content area, unit of study, or particular student

•Having suitable materials for your students affects your decisions about what you teach and how you teach it

•Using a variety of resources will promote differentiated instruction

Multiple resources benefit students •Gain more knowledge- more widely read•Repeated vocabulary across different

contexts•Practice a variety of literacy strategies•Learn that they can express their own

ideas and knowledge through a variety of texts

•Learn that authors write for different audiences and that they may too

Type of texts- textbooks

•Often required by local or state boards or chosen to support districtwide curricula

•You are not allowed to change state and district requirements for the course you teach

•Textbook is a resource for you and your students•Designed to survey content and present a

synthesis of agreed-on information (creates a static view of information)

•You can and should supplement (for motivation)•Explore controversies, conflicting theories, and

tenuous facts

Type of texts- tradebooks•Fiction, nonfiction, informational, picture books•Used to capture the mood of an event- adds

interest to learn facts•Fiction writing is more descriptive- adds a

personal touch makes it easier to connect- leads to motivation to learn more

•Nonfiction helps to narrow down the subject and provide further details and more exposure to vocabulary

•Written on different reading levels- all students can be successful

•Picture books make sensitive subjects more palatable

Types of texts- electronic texts•Highly motivating•Provide opportunities for meaningful

research and inquiry•Enhance communication•Varied learning styles can be met•Needs to be teacher monitored•Use a database or bookmarked sites for

student access•Eliminates superficial use and provides

quality instruction

Types of text- other sources•Magazines- short selections highly

motivating•Newspapers-connect to the world

instantly, wide array of topics•Student texts-their own journal writing,

notes, records of observations•Primary sources-make content areas come

alive-public documents such as census records, maps, death certificates, letters, journals

Selecting Appropriate Texts•Readability- the reading level a student would

need to read a given text successfully•Readability formula- a procedure used to

analyze a sample of text in a systematic manner in order to determine its difficulty level

•Fry Readability Formula most widely used to assess content area material (figure 3.2 textbook)

•Trade books- www.lexile.com•Grammar check grade level score•Keep in mind- student’s motivation and schema

are not measured

Selecting Appropriate Texts

•In addition to readability- considerateness and fairness need to be examined

•Considerateness- how well the content and format work together to enable a student to comprehend and learn the material in the text

•Fairness-equitable treatment of diversity avoiding stereotypes

•Literacy Selection Checklist (figure 3.3 textbook)

Choices and Decisions About Pedagogy•Four interlocking teaching decisions when

you plan a class period or lesson-•Communication roles for the teacher and

for the students•Grouping patterns for learning•Teaching tools for literacy•Assessment tools for literacy

Communication roles in the classroom•Teacher-directed communication- teacher

does most if not all of the talking. Find ways to keep listeners on their “toes” encourage active listening. Mini-lessons are brief, teacher-directed communication

•Teacher-student interchanges- teacher and students share communication. Teacher assumes different roles depending on situation

•Student to student interchanges- students govern who talks and for how long. Teacher is observer or participant observer

•Share an example of how you use each style

Grouping for Learning•Purpose for instruction determines grouping

pattern chosen•Grouping patterns should be flexible,

balanced, and changing to match objectives•Major purpose is to allow teachers to meet

the instructional purpose dictated by the content being studied

•Size of the group can make or break the success of small group work

•Establish group norms prior to using cooperative groups

•Teacher is visible and accessible at all times- easy to stray off task

Types of grouping•Whole class- everyone needs to learn or

share similar information•Small groups-differentiate instruction

based on student needs•Teacher led small groups- teacher acts as a

coach helping students accomplish task•Student led small groups- students take on

a variety of roles in support of learning with one another

•Pairs and partners-tutorial partners, share ideas, study partners

•Share an example of how when you would use each group.

Teaching tools for literacy

•Modeling and explaining- primary teaching tool, objective is to make literacy strategies visible and explicit so students can understand why, when, and how to use strategies

•Show your process and hold a running commentary on your process

•Students need guidance and practice in using a strategy before they can use them independently

•Direct teaching tools are used to tell students specific information and should be followed up with an activity in a meaningful situation

Assessment tools for literacy•Assessment tools inform students and

teachers about ongoing learning of content and/or strategies

•Should be based on these guidelines-•Should exhibit that the goals and objectives of

a lesson or unit were accomplished•Students should be required to demonstrate

their use of knowledge•The degree of choice or how an assessment

tool is chosen should vary according to student needs and teacher objectives

•Students should have the opportunity to share their knowledge with appropriate audiences

Formative assessment•Occurs while a task or project is still

progressing•Allows the teacher to modify goals, directions,

and assignments before a task or project or unit of study is completed.

•Four main types-•Teaching/assessing tools-used to determine

what and how to teach next•assessment-only tools-indicate what a student

has learned•Monitoring and self-monitoring questions•Working or collection portfolios-artifacts

students have learned

Summative assessment

•Concluding or culminating synthesis activity

•End projects that demonstrate learning•Classroom and teacher made tests•Showcase portfolios-display portfolios,

students provide a written commentary to explain why they have chosen particular pieces of work

•Collaborative assessment•Share examples of collaborative

assessments you have participated in

Lesson plans•Organized list of directions-•Goals and objectives•Materials•Pedagogy or teaching procedures•Assessment or evaluation•May include state standards•Reflect on the evolution or change your

lesson plan template has undergone over the years. What advice would you give to a first year teacher?

Key Understandings•A broad range of texts needs to be used in

order to meet the needs of all students•Textbooks are designed to survey content

and present a synthesis of agreed-on information

•Complement your textbook with trade book reading

•Real world text such as newspaper, internet, and magazines can help build connections

•Readability, fairness, and considerateness are criteria factors used to analyze text

•Purpose of instruction is the primary determinant for grouping patterns

•Three major forms of communication patterns in classrooms- teacher-directed, teacher-student interchanges, student-to-student interchanges•Teaching tools used to support reading and writing in the content areas-modeling and explaining, direct teaching tools, and teaching/assessing tools•Tools that inform students as well as teachers of ongoing learning (formative assessment) demonstrate understanding and knowledge gained (summative assessment)•Lesson plans have four similar components- goals and objectives, materials and resources, pedagogy and teaching procedures, and assessment and evaluation