Welcome to SCED 301

1. Welcome to SCED 301 • Please do the following: • Begin the Content Area Literacy Questionnaire. • Review the course syllabus.

2. Personal Introductions • Think of one thing about yourself that know one else would know: greatest desire, embarrassing moment, event, etc. • Share with the person sitting next to you • Listen and ask questions. • Be prepared to introduce your partner sharing the information you have learned.

3. Debrief Introductions • What did you learn about your colleagues? • What did this activity do to our classroom?

4. Content Objectives: • I will identify the five elements of a reading program. • I will be able to define literacy and what it looks like in the content area. Language Objectives: I will use the Read, Write, and Talk Strategy to discuss two articles: “Put Reading First”, “Adolescent Literacy,”or Content/Disciplinary Literacy

5. How do Children Learn to Read? “Monitoring Comprehension: Read, Write, Talk Strategy • Engage & Connect • Engage the students in the lesson by asking them about traditional comprehension questions. Invite them to turn and talk about how they view such questions. • Explain the Read, Write, and Talk practice and how readers need to stop, think, and react as they read. • Review the article (text) and have them talk with each other to generate more interest.

6. Read, Write, Talk Strategy • Model • Read to students, stop, and record your inner conversation, your questions, connections, confusions, and new information. • Guide • Continue to read to students, and invite them to have a conversation with a partner; while they talk, circulate and listen in. • Ask them to reflect on the content, the process, and any lingering questions.

7. Read, Write, Talk Strategy • Collaborate • Students take turns reading with a partner. • Ask students to stop after every few sentences or paragraph and reflect (by talking and writing) on the content, the process, and any questions they might have. • While they talk and write, the teacher circulates and listen in. • Share the Learning • Invite students to come together as a class and ask them to share what they have discovered.

8. Read, Write, Talk Strategy • In each group: • Identify and define the skill. • Explain how it influences children’s reading. • Explain why it matters to you, as a secondary teacher?

9. Read, Write, Talk Strategy • Practice Independently • Give a short book talk book talk about three pieces of text, enthusiastically selling each. • Send students off to Read, Write, and Talk independently. • Ask students to write down something they have learned and how the conversation helped them. Also, give them the option of writing down any lingering questions.

10. Literacy: Content, Adolescent, Disciplinary . . . Oh, my! Activity: Read, Write, and Talk: • Each group will read one article about literacy using the read, write, and talk strategy. • Focus on the Guiding Questions • What is Literacy and Why does It Matter? • What are the differences among adolescent literacy, content literacy, and disciplinary literacy? • Be prepared to share the information learned, your reactions, and any questions you have with the group.

11. Guiding Questions • What is (adolescent) literacy and why does it matter? Literacy

12. Adolescent Literacy

13. Content Literacy

14. Disciplinary Literacy

15. Content Objectives: • I will identify the five elements of a reading program. • I will be able to define adolescent literacy and what it looks like in the content area. Language Objectives: I will use the Read, Write, and Talk Strategy to discuss two articles: “Put Reading First”, “Adolescent Literacy,”or Content/Disciplinary Literacy”

16. Wrapping Up • Assignments: • Turn in the Content Area Literacy Questionaire • Student Study • Next Week: Bell Work • In a short paragraph discuss one thing you have learned about teaching children to read and how it affects you as a secondary teacher.