Welcome to Seminar 1 ED 521Reading the Content Area. 2/7/11 Dr. Lois Turetzky. Discussion Board Rubric. Before we begin, I would like to review the discussion board rubric and my expectations for your participation. Please look at the rubric now. Major Assignments and Seminars.
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Dr. Lois Turetzky
Before we begin, I would like to review the discussion board rubric and my expectations for your participation. Please look at the rubric now.
Week 4 Analysis of Reading Strategies(Pre, During and Post Reading Strategies
Week 8 Project Unit Plan
Week 9 Reflective Journal
Week 1 Monday 2/7/11
Week 3 Tuesday 2/22/11
Week 7 Monday 3/21/11
Remember the book you create must be related to your theme and lesson objective and must be (middle/high school) grade appropriate.
In theUnit 4 Discussion Board, you are to identify the English Language Arts Standards for you state and the NCTE National Council for the Teachers of English Standards that match each lesson objective. In order to do this, you must identify your five lesson objective for your Unit Plan.
Your Unit 4 Analysis of Reading Strategy Paper is due. The strategies you select, should be incorporated into each of your five lesson plans that are part of your final Unit Plan.
An objective consist of four parts:
The Condition: How will the learning take place. What are you going to give students to do:
Ex. Given a website on the Internet
Ex. After reading pp.35-40 in the student’s text (name it)
Ex. Given a(specific article).
The Audience: The learning is intended for whom?
The audience is usually the student
The Behavior: What do you want students to know and be able to do?
Ex. Complete the Venn Diagram
Ex. Create a QuIP Research Grid Degree Using a minimum of four references
Degree: Criteria - level of mastery. If not stated- it is to be assumed 100% accuracy.
After reading pages 62-69 in McLaughlin, the student will describe two out of three duringreading strategies and demonstrate how they could be applied to the assigned reading by writing them in their journals.
Bixler, Brett: Writing educational goals and objectives. Retrieved February 2, 2011,
Topic/Theme : What is the specific topic of this Directed Reading Lesson: “A theme integrates facts, concepts and/ or principles into a unifying idea with broad application” (Gabler & Schroeder, 2003, p. 49)
Lesson Objectives: What do you want students to know and be able to do for this lesson. State in behavioral objective terms
Performance Assessment: How will you determine if your objectives are met for this lesson. What kinds of assessments will you include before, during and after the lesson
Reading Type: i.e. to be informed, entertained, persuaded
Macrostructure: Identity the thinking skills you will emphasize throughout the lesson
Tapping into Prior Knowledge: assess what do student know about the topic
Concept Develop: What concepts, word or ideas must student know in order to understand the written text. Introduce the vocabulary. Use suggested strategies identified in the text Identify and use a pre-reading strategy
Motivation: Provide a hook for the lesson to create interest
Set the purpose for Reading: What question (s) do you want students to answer after reading the selected text. State; Read to find out...
Silent Reading: Set the purpose and assign reading text. During this time, you might ask the students to take notes, complete a graphic organizer. This will help you assess student comprehension. (Self monitoring) What during reading strategy will you ask students to complete?
Rereading: Ask student to reread part of the selection for clarification of some information or with set another purpose. Post reading Strategy
Follow- up: provide an assignment to reinforce the learning.
Summary: Summarize the lesson by going back to the objective or lesson aim and ask a question.
1. Functional Literacy
2. New literacies
3. Multiple Literacies: (Next slide)
1. Adolescent Literacy- 15 Elements (We will discuss the 15 elements last)
2. Content Literacy
3. Critical Literacy
4. Informational Literacy
5. Media Literacy
6. Multicultural Literacy
Adopted by the NCTE Executive Committee, February 15, 2008
National Council of Teachers of English. (2008). The NCTE definition of 21st century literacies.
Content area reading refers to reading in the various content area subjects or disciplines: science , social studies, mathematics etc.
Many student find it difficult to read the required textbooks so teachers must possess the necessary strategies to help students navigate their way through the text more easily.
McLaughlin (2010) states : Reading from a critical literacy perspective encourages our students and us to examine the connections between language, power, and knowledge; to transform relationships; and reason and act responsibly. It involves thinking beyond the text to understand issues such as why the author wrote about a particular topic, wrote from a particular perspective, and chose to include some ideas about the topic and exclude others.
McLaughlin, M. (2010). Content area reading: Teaching and Learning in an age of multiple literacies.
According to the Association for College and Research Libraries (2010), an information literate person must be able to:
How does this apply to you in your work and school life?
Why the need for Multi-cultural literacy?