Laura gilchrist english language arts coordinator joint school district no 2
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Laura Gilchrist English Language Arts Coordinator Joint School District No. 2. Too Dumb for Hard Text?. First Things First. Appointment Book: Find four people you will meet with throughout the session to discuss your thoughts about specific topics. Write down names.

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Laura gilchrist english language arts coordinator joint school district no 2

Laura Gilchrist

English Language Arts Coordinator

Joint School District No. 2

Too Dumb for Hard Text?


First things first

First Things First

  • Appointment Book: Find four people you will meet with throughout the session to discuss your thoughts about specific topics. Write down names.


Ascd article feb 2011

ASCD Article, Feb., 2011

“Too Dumb for Complex Texts?” by Mark Bauerlein, ASCD, Feb. 2011, Vol. 68, 5.

Bauerlein posits:“The primary cause of unreadiness [for college] is the inability [of students] to grasp complex text.”


Bauerlein further asserts

Bauerlein further asserts:

  • For teenagers who send up to 3,000 text messages per month and who spend their entire school day surrounded by the tools of acceleration, decelerating their reading when complex texts come up in class becomes nearly impossible.


What is complex text

What is Complex Text?

Let’s define it:


What is complex text1

What is Complex Text?

  • Bauerlein defines complex text as ”works characterized by dense meanings, elaborate structure, sophisticated vocabulary, and subtle authorial intentions” such as “a US Supreme Court Decision, an epic poem, or ethical treatise.”


Common core ela appendix b

Common Core ELA Appendix B

  • Exemplar Informational Text for Grade 11-12

  • Title: THE COST CONUNDRUM.

  • Authors: Gawande, Atul

  • Source: New Yorker; 6/1/2009, Vol. 85 Issue 16, p36-44, 9p, 1 Color Photograph

  • Document Type: Article

    Accessible through EBSCO, library database

    provided by LiLI(Libraries Linking Idaho)


Do you agree or disagree why meet with your 9 00 and discuss

Do You Agree or Disagree? Why? Meet with your 9:00 and discuss

  • When teachers fill the syllabus with digital texts, having students read and write blogs...multimedia assemblages, and the like, they do little to address the primary reason that so many students end up not ready for college-level reading.


Do you agree or disagree why meet with your 9 30 and discuss

Do You Agree or Disagree? Why?Meet with your 9:30 and discuss.

  • When teachers assign traditional texts—novels, speeches, science articles, and so on—in digital format with embedded links, hypertext, word-search capability, and other aids, they likewise avoid the primary cause of unreadiness.


Six assumptions about learning

Six Assumptions About Learning

Learning is:

  • Goal-oriented

  • The linking of new information to prior knowledge

  • The organization of information

  • The acquisition of cognitive and meta-cognitive structures

  • Nonlinear, yet occurring in phases

  • Influenced by cognitive development

Billmeyer, R. & Barton, M.L. (2002). Teaching Reading in the Content Areas: If not Me, Then Who? Alexandria: ASCD


Making learning goal oriented

Making Learning Goal-Oriented

  • Teach students to set goals and then ask them to reflect regularly on them

  • Set Purposes: Tell students why they are reading and what they should pay attention to while they read

  • Have students determine if they met the purpose for reading and explain how (metacognition)


Linking the new to the known building background knowledge

Linking the New to the Known(Building Background Knowledge)

  • Students come to us with their own background knowledge and experiences (called schemata)

  • The reader constructs meaning based on connecting new information to what he/she already knows


Example of schemata

Example of Schemata

The questions that p_______ face as they raise

ch________ from in_________ to adult life are

not easy to answer. Both f______ and m______

can become concerned when health problems

such as co________ arise any time after the

e________ stage to later life. Experts

recommend that young ch_________ should

have plenty of s_________ and nutritious food

for healthy growth. B_________ and g______

should not share the same b________ or even

sleep in the same r__________. They may be

afraid of the d_________.

Source: Billmeyer and Barton 2002, adapted from Madeline Hunter


Example of schemata1

Example of Schemata

The questions that poultrymen face as they raise

chickens from incubation to adult life are

not easy to answer. Both farmers and merchants

can become concerned when health problems

such as coccidiosis arise any time after the

Egg stage to later life. Experts recommend that

young chicks should have plenty of sunshine

and nutritious food for healthy growth. Banties

and geese should not share the same barnyard

or even sleep in the same roost. They may be

afraid of the dark.

Source: Billmeyer and Barton 2002, adapted from Madeline Hunter


Ways to build background knowledge

Ways to Build Background Knowledge

  • Anticipation Guides (could use clickers so entire class can see thinking)

  • K-W-L-Plus

  • Prereading Plan

  • Making Prereading Predictions

  • Vocabulary Self Assessment

  • Interactive Notes

  • If students just take notes, the overall effect of act is less than if they actually do something with the notes! Notes alone are not super-effective. Discussion helps address misconceptions.


Prereading plan langer 1981

Prereading Plan (Langer, 1981)

  • Identify the central concept and introduce to students (What comes to mind when. . “)

  • Students individually write all associations and then share onto composite list

  • Students reflect on why each association was made

  • Conclude activity by saying, “As a result of our discussion, can you think of any other information you know about this topic?”

Billmeyer, R. & Barton, M.L. (2002). Teaching Reading in the Content Areas: If not Me, Then Who? Alexandria: ASCD


Let s try it

Let’s Try it:

  • What comes to mind when you hear the phrase, “I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.”

  • Write down your thoughts. . .


Meet with your 10 00 to share your thoughts

Meet with your 10:00 to share your thoughts.

  • Meet with your 10:00 to share your thoughts.

  • Let’s generate a group list. . .

  • “As a result of our discussion, can you think of any other information you know about this topic?”

  • Extend Further: What questions did you think of when you first heard the quote?


How to extend using digital tools

How to Extend using Digital Tools:

  • Students can respond digitally

    • Prereading guides don’t have to be printed!

  • Share compiled lists on class wiki

  • Assign groups of students to be in charge of posting summaries of class discussion

  • Revisit lists after learning


Interactive notes

Interactive Notes

Burke, J. (2002). Tools for Thought. Heinemann: Portsmouth.


Organizing information

Organizing Information

  • Remember this?

    When teachers assign traditional texts—novels, speeches, science articles, and so on—in digital format with embedded links, hypertext, word-search capability, and other aids, they likewise avoid the primary cause of unreadiness.


Organizing information1

Organizing Information

  • Digital formats do not excuse students from deep reading

  • Teachers can teach reading strategies for digital text.

    • Have students to read without accessing links (except for dictionary tools)

    • Design activities around exploring hyperlinks—how do they relate to the text? If they don’t why not?

    • Have students reread

    • Have students reread


Organizing information2

Organizing Information

  • Digital formats do not excuse students from deep reading

  • Teachers can teach reading strategies for digital text.

    • Utilize tools available such as highlighting or creating note taking template to support reading

      • Reader response

      • Concept Definition

      • Proposition/Support Outline

      • PowerPoint


Proposition support

Proposition/Support

Billmeyer, R. & Barton, M.L. (2002). Teaching Reading in the Content Areas: If not Me, Then Who? Alexandria: ASCD


Proposition support1

Proposition/Support


Have students use ppt to organize information

Have Students Use PPT to Organize Information

  • If students have access to PowerPoint they can use the smart art tool to create graphic organizers


Have students use ppt to organize information1

Have Students Use PPT to Organize Information

Yes, this is a very SIMPLE example. . .


Cycle

Cycle:


Too dumb for hard text

  • Insert -> Smart Art -> Choose Graphic Organizer ->Fill in the blanks

  • Model first, then practice with students before independent practice

  • Students should be able to eventually choose the tool that matches the appropriate graphic (cycle, list, hierarchy, etc.)


Developing cognitive and metacognitive structures

Developing Cognitive and Metacognitive Structures

  • Having students reflect as they read and after they read is very important

  • If students just take notes, the overall effect of act is less than if they actually do something with the notes

  • Notes alone are not super-effective


Developing cognitive and metacognitive structures1

Developing Cognitive and Metacognitive Structures

  • Students need to know specific strategies as well as how and when to use them

  • All teachers must be content teachers and “learner” teachers in that they help students learn strategies and how/when to implement them


Strategy instruction as differentiation

Strategy Instruction as Differentiation

  • Students need to be taught specific strategies

  • If a student already utilizes an effective content area reading strategy, don’t make him/her change to an unfamiliar one

  • Practice and ask students to evaluate use

  • Digitize


Developing non linear thinking

Developing Non-Linear Thinking

Researchers believe that learning occurs in three phases that are non-linear:

  • Pre-active thought or preparing for learning

  • Interactive though or processing that occurs during the actual learning

  • Reflective thought to integrate, extend, refine and apply what has been learned

Costa and Garmston, 1994, Buehl, 1995,


Implications for education

Implications for Education

  • Increasingly, purchasing texts (printed or electronic) are delayed because of lack of funding. . . Yet text demands are growing

  • Students will be accessing digital text

  • We need to support students to read digital text successfully


Meet with your 10 30 appointment

Meet with your 10:30 appointment

  • Do agree with Bauerline’s statement? Why or why not:

    “The more high school teachers place complex texts on the syllabus and concoct slow, deliberate reading exercises for students to complete, the more they will inculcate the habit.”


Complex text requires

Complex Text Requires

  • Time

  • Teacher support/scaffolding

  • Deliberate Reading Assignments

  • Students (and teachers) need to be taught how to access digital texts

  • Teachers need to hold students accountable to reading complex texts

    (Do you know how to access materials through your school’s library home page? Through the state’s LiLI homepage?)


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