ContentLitTwo

1. Critically Literate In ALL Content Areas Angela Maiers,2008 angelamaiers.com

2. A Content Literate Student A content literate student is a focused, strategic and text-wise reader, one who possesses a heightened awareness and use of the organization and structure of the distinct texts in diverse fields of study, which enable him/her to effectively identify, comprehend, interact with, study, internalize, and apply important subject matter.

3. STEP ONE: Set The Standard! Critical literacy requires: 1. a set of skills/strategies to process and generate information and beliefs, and understandings 2. the habit, based on intellectual commitment, of using those skills to manage thinking and guide behavior

4. Code Breaker Text User 21st Century Proficiency Text Analyst/Critic Meaning Maker

5. What are the “MEANING” demands? • Strategies • Skills • Background • Tools

6. Making Meaning:Exploring the Tools of Thinking Presented by Angela Maiers, 2007

7. Teachers who successfully teach comprehension have made a shift from ‘talking about books/content’ to talking about the thinking processes proficient readers use to understand the content within the books.” (Keene and Zimmermann in Mosaic of Thought)

8. PRODUCT vs. PROCESS

9. You, along with lions, goats, and bats belong to a class called mammals. About 4000 species of mammals live here on earth, and many look different from each other. But, all mammals have certain characteristics that set them apart from other living things. Mammals are all warm blooded and have fur or hair. They can survive in cold places because of their warm blood. Many believe that mammals are the most intelligent animals on earth.

10. What exactly is involved in Deep Comprehension?

11. Comprehension Strategies • Schema • Determining Importance • Drawing inferences • Asking questions • Synthesizing information • Using sensory images • Using fix-up strategies

12. Deep Comprehenders… • Integrate knowledge of vocabulary, phonics,grammar,spelling, etc… • Are active and thoughtful • Have clear goals in mind • Evaluate whether texts are meeting their goals • Look over text for format,structure,relevancy • In a state of conscious decision-making (when to slow down, reread, question..) • Draw upon, compare, and integrate background knowledge and experience • Monitor for understanding-have a repertoire of strategies to draw on for help • Evaluate text for quality and value • React to text in range of ways(emotional, intellectually,..) • Are flexible and adaptive with multiple texts • Consider author's purpose,style,beliefs, and intentions • Have an innate desire to share, reflect, and discuss when seeking understanding

13. TEACHING COMPREHENSION: THE BIG PICTURE

14. A Framework for Successful Comprehension Instruction Phase I: Creating a Context for Thinking Phase II: Making Thinking Visible Phase III: Long Term, Systematic Instruction

15. Context Matters! What do you see? Are You SURE?!?

16. Comprehension Contexts • Environment • Talk • Interactions • Relationships • Instruction

17. Creating Environments Where Thinking Thrives • Blocks of time to READ and WRITE • Immersion in quality texts • Knowledge of authors and writing craft • Exposure to multiple genres • Rich, powerful discussions • High expectations regarding reading • TIME!!

18. Making Thinking Visible “The Think Aloud”

19. Think Aloud Template When I was reading_____________, I noticed that I________________, This helped me ______________. The strategy of________ is important to readers because….

20. Their hands were tied or handcuffed, yet their fingers danced, flew, and drew words. The prisoners were hooded, but leaning back they could see a bit, down below. Although they were forbidden to speak, they spoke with their hands. Pinion Underfeld taught me the finger alphabet which he had learned on prison without a teacher. “Some of us had bad handwriting,” he told me; “others were masters of calligraphy.” The Uruguayan dictatorship wanted everyone to stand alone, everyone to be no one: in prisons and in barracks and throughout the country communication was a crime. Some prisoners spent more than ten years buried in solitary cells the size of coffins, hearing nothing by clanging bars or footsteps in the corridors. Fernandez Humidor and Mauricio Rosen thus condemned, survived because they could talk to each other by tapping on the wall. In that way, they told of dreams and memories, fallings in and out of love; they discussed, embraced, fought; they shared beliefs and beauties, doubts and guilt’s, and those questions that have no answer. When it is genuine, when it is born of the need to speak, no one can stop the human voice. When denied a mouth, it speaks with hundreds of hands or the eyes, or the pores, or anything at all. Because every single one of us has something to say, something that deserves to be celebrated or forgiven by others.

21. Think Aloud Procedure • Decide Thinking Focus (Less is more) • Select Text and provide students access • Clear Purpose: Translate thoughts into words • Verbalize Aloud steps of meaning making • Discuss observations of active processing with students • Provide opportunities for application and practice

22. Comprehension Strategies • Schema • Determining Importance • Drawing inferences • Asking questions • Synthesizing information • Using sensory images • Using fix-up strategies

23. THE LANGUAGE OF COMPREHENSION Inferencing is:Using textual clues and information combined with your prior knowledge (schema) to draw conclusions, make critical judgments, and form unique interpretations on information not directly stated by the author. Schema is: The organizational structure for storing, retrieving, and processing the readers background knowledge/experience used to actively construct meaning as they interact with new information. Sensory Image is: The ability to access and use all your senses and emotion to create images that allow text to come alive in your brain. Synthesis is: evolution of understanding; growing thinking to new and different levels by combining new information with what you know and have experienced. Questioning is: Actively asking yourself questions and searching for answers before, during, and after reading and learning. Monitoring is: Knowing when understanding breaks down and having effective tools to repair confusions. Determining Importance is: The readers ability to chose important information when they read as they sift and sort through information, making conscious decisions about what information they must remember and what they can disregard.

24. Strategy Posters • Common Language for students and teachers to talk about thinking • Shared vision of what “GOOD” reading and thinking look like • Consistent assessment opportunity

25. Inferring… This makes me think that… These clues are telling me… It might be ______ because… I am concluding that… Uncovering what is not directly stated in the text by combining clues from text with your schema.

26. Powerful Strategy Instruction Direct Explicit Systematic

27. Strategy Instruction The deliberateand systematic teaching of each cognitive process used in reading successfully so that students can become active consumers of information as they construct meaning beyond literal level understandings.

28. PHASE 3 A MODEL FOR INSTRUCTION

29. I Modeled Instruction: SHOW ME HOW!!! Shared Instruction: DO IT WITH ME!!! Guided Instruction: LET ME TRY!!! Independent Instruction: TRUST ME!!!

30. Teaching Sequence 1. Define the strategy Ex: Inferencing is … Schema is…. 2. Explain the importance of the strategy 3. Demonstrate how the strategy “works” (Concrete and explicit) 4. Model proficient use of the strategy in action 5. Provide scaffold practice (Shared and Guided Sessions) 6. Reflect on strategy use and relevance 7. Arrange and plan for transfer opportunities.

33. Comprehension Resources • Blachowicz, C., & Ogle, D. (2001). Reading Comprehension: Strategies for Independent Learners. New York: Guilford Press. • Block, C. C., & Pressley, M. (2002). Comprehension Instruction: Research-Based Practices. New York: Guilford Press. • Fehring, H., & Green, P. (2002). Critical Literacy: A Collection of Articles From the Australian Literacy Educators’s Association • Keene, E.. O., & Zimmerman, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinamann. • Harvey, S., & Goodvis, A. (2000). Strategies That Work: Teaching Comprehension and Enhancing Understanding. York, Maine: Stenhouse. • Allington, R. (2001). What Really Matters For Struggling Readers: Designing Research-Based Programs. New York: Longman.

34. What are the “TEXT” demands? • Format/ Form (blog, website, playbook) • Mode: Image, podcast, sports center, article,etc… • Genre (fiction, biography, quote, textbook, directions from game) • Print or Web based

35. Exposure vs. Instruction

36. Are Headings Important: You Decide!?!

37. The procedure is actually quite simple. First, you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is. If you have to go somewhere else due to lack of facilities, that is the next step. It is very important not to overdue things. The whole procedure will at first seem complicated, but soon will become just another fact of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one can never tell. After the entire procedure is complete, one arranges the materials onto different groups once again. Then, you are ready to be put items into their proper places. Eventually, they will be used once more, and the whole cycle will have to begin again.

38. A newspaper is better than a magazine, and on a seashore is a better place than a street. At first, it is better to run than walk. Also, you may have to try several times. It takes some skill but it is fairly easy to learn. Even young children can enjoy it. Once successful , complications are minimal. Birds seldom get too close. One needs lots of room. Rain soaks fast. Too many people doing the same thing can also cause problems. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance.

39. Poised between going on and back, pulled both ways taut like a tightrope-walker. Fingertips pointing the opposites, now bouncing tiptoe like a dropped ball or a kid skipping rope, come on , come on, Running a scattering of steps sidewise, how he teeters, skitters, tingles, teases, and taunts them. He is only flirting, crowd him, crowd him. Delicate, delicate, delicate, …NOW!

40. What DO Headings Do? • GIVE THE TOPIC!! • Indicate aspect of the topic • Set up Expectations • Hint about the Main Idea • Help Reader prepare and focus • Provide transition between parts the text • Allow the reader to make more successful connections B, D, and A reading • Provide preview of the entire article

43. Grades 2-4 Grades 4-8

44. Steve Moline’s Website K-8visual.info./

45. Home | What is visual literacy? | Examples of visual texts |Using visual literacy | Assessing visual literacy | Books for children | Books for teachers | Free materials for teachers | Seminars & workshops | Aboutus | Contact us | Copyright| • Examples of visual texts • View an example of: • Block diagram with cutaways <NEW> • Cutaway diagram with detail • Diagram with color coding • Exploded diagram • Flow charts • Special: What are maps for? • Storyboard • Table • Tree diagram We usually add a new Visual Literacy Example to this page each month. • Other examples of visual texts on this site: • Bar graph or "bar chart" • Block diagram • Calendar • Cartogram • "Chart" (see table or graph) • Column graph • "Concept map" (see web)

46. Visual Text: Cross Section

47. Table of Contents • 4.10(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); • 4.8(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); • 4.10(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8); • 4.12(B) recognize that authors organize information in specific ways (4-5); • 4.12(D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8) • 4.13(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); • 4.11(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (schema – connections; inferring; questioning)

48. This strategy was very simple and cut everything down to size to make sure I understand. This was the easiest way to do this that I know/understand. • I think this could help while studying, but it’s going to take quite a bit of practice. Once you get better at this strategy I think studying would be easier. This is a good strategy to help keep you on thinking about things. • I really like this method. I am excited to use it in the future! I really feel like I learned a lot about our brain subject and feel like I will learn a lot with this. • It kind of made sense to me, but I don’t know if I’ll remember it. I usually just memorize what I read, but not really absorb it. • I think this is really going to help me in the future because I usually have trouble with this stuff. • I like it because it is an easy way to simplify and organize information. It would help me think about the topic. It will help me to know information I need to and no more. • It helped me, because I was always use to taking too much notes and the night before I would study like crazy, and in the morning all I remembered the subject I studied for. • It seems a little complicated. I do something like this already, but simpler. My mind would still wander. • I think that this reading strategy is pretty good. You really get to think about it and make connections and it could help you remember the facts. But I do think it may take a long time if you are thinking really hard.

49. Code Breaker Text User 21st Century Proficiency Text Analyst/Critic Meaning Maker

50. Creating Text Wise Readers Presented by Angela Maiers, 2007