Download
1 / 24
240 likes | 426 Views
Adolescent Literacy. “Literacy is typically measured as reading and writing. The Fail-Safe definition of literacy is defined as listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems at a developmentally appropriate level.” Rosemary Taylor.
E N D
Adolescent Literacy “Literacy is typically measured as reading and writing. The Fail-Safe definition of literacy is defined as listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems at a developmentally appropriate level.” Rosemary Taylor
Information Processing occurs in about 9 seconds. • 99% of what comes into brain is eliminated automatically. • 1% stays.
Connecting to prior knowledge helps students to understand the lesson. • That is why I will be sharing Activating Strategies with you in this workshop.
Middle school children need strategies to help them hold onto information. • An activating strategy activates learning by focusing student on prior knowledge by activating sensory receptors: sight, sound, touch, taste and maybe even emotion.
There are limitations to processing information. • “It would be a disadvantage to remember every word in every sentence you have ever read.” Patricia Wolfe
The brain filters out 99% of what it receives using selective auditory and selective attention. This is called the “Cocktail Party Effect.” • This explains why students cannot simultaneously listen to the teacher and take notes effectively. • Student cannot distinguish from what is being said what is important enough to write down.
“In most learning situations, we are required to hold some bits of information in our minds while manipulating it.” Patricia Wolfe There are two major ways to help students Process information: • Transforming—writing, discussion, social interactive activity • Transforming information into a graphic organizer
Planning an activity to requirestudents to transform or organize to help brain with processing builds capacity. “The average student with aid of graphic organizers and thinking maps learns as much as a 90 percentile student studying the same material without assistance of the organizational ideas.” Wahlberg (1991) • Today, I will be sharing Organization Strategies that you may use in your classroom.
To maintain information in long-term memory, students need rehearsal of the material and a mechanism through which to transfer the information into long-term memory. • Rote rehearsal is deliberate repetition in the same fashion. • Elaborate rehearsal is elaborating or integrating information, giving it some kind of meaning, resulting in creating chunks of meaningful material.
To comprehend is to “grasp the meaning.” • Comprehension is “knowledge gained by comprehending” and it is also the “capacity for understanding.” (Webster)
What happens when we don’t provide time to Rehearse and Comprehend? • “We produce students with fragile knowledge that they don’t remember after the test or don’t know how to use.” David Perkins, 1992
“If the teacher does all the interacting with the materials, the teacher’s—not the student’s—brain will grow.” Pat Wolfe, 1996
Today, I will be sharing Comprehension Strategies that you may use in your classroom.
Summarizing Strategies are also used to promote the retention of knowledge. • Today, I will also be sharing Summarizing Strategies you may want to use in your classroom.
Through the use of engaging strategies designed to rehearse and practice skills, students are able to move knowledge into their long-term memories.
North Carolina Teacher Academy has developed a lesson format to use for embedding literacy strategies into the lesson plans for every Content Area.
The NCTA lesson plan includes 5basic elements which teachers may use to embed literacy training into their daily lessons: • The Essential Question • Activating Strategy • Organizing Strategy • Comprehending Strategy • Applying/Summarizing Strategy
“The theory of all teachers using the same literacy strategies, just like all teachers working on a common thematic unit, works when implementing strategies before, during, and after the reading across the content areas.” Moxley and Taylor
“Teaching the students how to use literacy strategies before, during, and after reading in all content areas, day after day, helps embed them in their cognitive arsenals—ready to be called on when necessary.” Moxley and Taylor
“There is a cornerstone for raising student achievement in reading, writing, and content learning: embedding literacy strategies by consistently implementing nonnegotiable expectations of daily practice.” Moxley and Taylor
Our focus in the Content Areas will be building vocabulary, comprehension, and independent reading. • Our AR program is an excellent way to provide practice in building vocabulary, comprehension, and independent reading.
EC and Reading teachers focus on all five points of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
For everyday lesson planning, you may use your own format. • You also may or may not use all 5 Literacy strategies in every lesson. • However, even if you use only one or two strategies every day, you should see improvement in your students’ comprehension and retention.
