Content+Literacty+Stategies+102

Dates: 10/6/11 and 10/13/11 Presenters: Joyce Young

Description: Participants will build upon their repertoire of metacognitive routines and activities to enhance the learning of all students while reading, writing and thinking in the content areas. * Teacher utilizes content literacy routines including Double and Triple Entry Journals showing metacognition, Text Rendering routine, Summarizing routines such as 25-Word Abstract or Summary Analysis by Peer Reciprocal Teaching routines. * Teacher articulates how their teaching has changed as a result of this course and explains how student involvement and learning has changed as a result of using these metacognitive routines. * Elementary Teacher uses assessment practices, instructional strategies focused on student readiness and interest, and management practices for leading a differentiated classroom (workshop model) in his/her classroom.

Objectives/Ideas: Explore ways to teach summarization through:
 * Text Rendering
 * Abstracts
 * Peer Summary Analysis
 * QARs

Application/Implementation: I am going to try text rendering with students that I tutor in the Evening Learning Opportunity sessions this year, as well as expose them to some QAR strategies to assist them with PSSA testing.

Kinds of Main Ideas
Main idea thinking requires readers to use interactive questioning, reasoning, inferencing, and drawing conclusions.
 * 1) Narrative (fiction) = important about humanity & life
 * 2) Expository (non-fiction) = important about topic
 * 3) implied
 * 4) difficult to identify (may be more than one)
 * 5) tentative

"Wounded Student" Abstract
Teachers neglecting the latent possibilities inherent in all learners often hinder students from reaching their full potential. School personnel need to acknowledge plasticity and divergent thinking.

QAR (Question Answer Relationships)

 * Essential Questions/Objectives**
 * What are Q&A Relationships
 * Why is it important to use QAR to analyze and answer questions
 * What kind of questions are found on Benchmark Tests?
 * What is reciprocal teaching
 * How is the implicit made explicit

"David" text p. 17 In the Text Questions:
 * right there - Go back in the passage to find the correct answer.
 * think and search/pulling it together - Answer is in the text, but not in one place or sentence.

In your head questions
 * Author and you - Inferences that require background info and have answers not in the text.
 * On my own - Questions that are nowhere in the text and based solely on the reader's own experiences.

The Liberty Bell 7. think and search 8. think and search 9. right there 10. author and you 11. think and search

Reciprocal Teaching
Four Stages:

Predicting - use prior knowledge to guess what the text is going to be about; confirm or reject after reading the text Clarificating - making sense as you read Questioning - ask deep questions Summarizing - stating the main idea briefly

Train your brain to read bookmarks

Too Dumb to Read?