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Literacy Support Courses for High School Learners

Literacy Support Courses for High School Learners. Sara Overby , soverby@wcpss.net Coordinating Teacher for Secondary Literacy. The Call to arms. Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history .

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Literacy Support Courses for High School Learners

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  1. Literacy Support Courses for High School Learners Sara Overby, soverby@wcpss.net Coordinating Teacher for Secondary Literacy

  2. The Call to arms 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. 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.

  3. Literacy purpose Strengthening the literacy skills of struggling adolescent readers is not easy, and improvement usually does not come quickly. http://www.everychildcanlearn.net/wp-content/uploads/2013/11/frustrated-teen.jpg US Department of Education, Improving Adolescent Literacy, 2008.

  4. NAEP Reading Levels

  5. Two Parts to Literacy Foundational Comprehension Fluency Vocabulary Meaning Hidden Meaning • Phonemes • Graphemes • Morphemes • Syllables

  6. Four-Part Structure for Literacy courses

  7. Foundational Skills

  8. Foundational Skills Key concepts Are students are able to recognize and do • Letter-sound correspondence • Phonemes • Graphemes • Syllables • Segmenting and isolating parts

  9. Letter-sound correspondence 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

  10. Letter-sound correspondence What sounds do letters make? Word Play! Sounds of consonants: “hard” v. “soft” sounds P = B S = Z K = G, T = D F = V Easily confused sounds: C / S G / J X / SQ / K Activity: Make a rhyme out of these

  11. Phonemes/Graphemes Smallest unit of sound The spellings that represent them • Consonant, vowel • Schwa ə persən • Blend th, sh, ch • Digraphs rh, ng, kn • Dipthong eye, I

  12. 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

  13. Phonemes/Graphemes Word Play! Backwards and forwards • Say these backwards • Nice • Lip • Robe • Knife • light sign • Make your own, • trick your class pill bore fine tile

  14. Syllable play A vowel and its consonants • How many per word? • Segmenting • Kinesthetic: arm, finger, pacing • Start small, get crazy, get silly • Fish, fruit, apple, banana • Crazy Word Families • Structure, destruct, destruction, destructive, indestructable • Silly pronunciations • Pool or pool?

  15. Syllable play Rime and onset: vowel+ ending consonants; beginning consonants Word Play: Hink/Pink, Hinky-Pinky, Hinkety-Pinkety • An angry father • A large sow • A fortunate mallard • A fake horse • Learn the last month of the year • Two drums talking

  16. Slant Rhymes and more Slant rhymes – spelled same, sound different or vice versa • Come/dome, read/bread Spelled different, sound like a rhyme • Done/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

  17. IT’s So Punny! • Knock-knock jokes • One line riddles based on puns • Tom 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 _______.

  18. Morphemes Smallest unit of meaning • Help, cat, heat • -s, -ing • Re- 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

  19. Word family Trees

  20. One-Word Trees

  21. Comprehension Skills

  22. Tiers of Vocabulary Tier 2 Descriptive Vocabulary • Words that require some knowledge level or specific teaching • score (PE/Music/Foods) Tier 3 Precision Vocabulary • Discipline-specific • Close shades of meaning • Used in special contexts Tier 1 General Vocabulary • Everyday words • House, car, plane, book

  23. Tier 1 For Whom? Everyday words Yacht, mast mosque, tire iron, hoagie, hero, sub(marine), poorboy, grinder, torpedo, dagwood Corset, Watch fob

  24. + Tier 2 Word Thermometer irked Shades of Meaning peeved vexed mad annoyed angry aggravated resentful irate apoplectic peeved raging - wrathful

  25. Tier 3 Precision Vocabulary • Discipline-specific • Precise meanings • Used in special contexts • Low frequency of use onomatopoeiaquatrain Fiery, blazing (Tier 2) v. Conflagration, inferno arcane esoteric

  26. Some Things to look at

  27. Some Things to look at

  28. Some Things to look at

  29. Teach the Word Analyzer Some Things to look at

  30. Fluency • Multiple readings of the same thing • Prepared 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

  31. Rosie the riveter

  32. 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, however 1: and not much else to do, 2: she was cajoled into taking one of those ALL: dirty wartime jobs 1: out of patriotism 2: or boredom ALL: or both. 1: Attired in new-found overalls and bandana, 2: she riveted away 1: for the duration of the war, 2: dreaming of a time when she could return to her home 1: and tend to her domestic chores. All: She is Rosie the Riveter.

  33. 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 jobs 3: out of patriotism 2: or boredom ALL: or both. Solo: Attired in new-found overalls and bandana, ALL: she riveted away 1: for the duration of the war, 2,3: dreaming of a time when she could return to her home Solo: and tend to her domestic chores. All: She is Rosie the Riveter.

  34. High Yield Comprehension • Monitor reading: • Do I get it? Do I not? What should I do? • Metacognition: • Think about my thinking • Take control! Slow down, speed up, sound it out. • Say it in my own words. • Write questions to myself.

  35. High Yield Comprehension • Graphic organizers: • make a chart to record main ideas • but also what I don’t know. • Teachers teach typical organizers • (story map, tree diagram, T-charts, Venns) • students choose the organizer • Predictions and Hypotheses • What happens next? How could I guess? • Questions and Cues • Text Dependent: Right There, Think and Search (Inference) • Context Cues • Student created: Bloom’s taxonomy as starters

  36. High Yield Comprehension Make Thinking Visible • Teacher Models • Think Alouds • Teacher-to-student • Student-to-class • Student-to-student • Turn and Talks • “Say Something” statement stems • Explain yourself: How did you know

  37. High Yield Comprehension The 9 Highest-Yield Instructional Strategies Marzano, Pickering, and Pollock, 2001

  38. Do most of these every day • Foundational Skills • Reading/Fluency • Reading/Vocabulary • Word Work • Word Consciousness • Explicit Vocabulary • Write to Read, Read to Write • Discussion of worthy text YOUR LITERACY CLASs

  39. Marzano’s NineHigh-Yield strategies with literacy application

  40. 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

  41. CMAPP Close Read • 1.Study Skills • 2. Competency Intervention, Reading • 3. Introduction to High School Writing • 4. Trends and Movements in Young Adult Literature • 5. The Human Experience

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