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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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discussion board rubric
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
Major Assignments and Seminars

Major Assignments

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

In order to prepare you for all of your upcoming assignments, you must, in the first week of the course, think about a theme and topics for your Unit Plan. Everything that you will do for the course helps you prepare for developing a Unit Plan based on the objectives of this course. Each week’s assignment and feed back is contingent upon the previous week’s work.
  • Think about:
  • Content Area: Social Studies, Science etc.
  • Grade Level- Must be grades 6-12 (Middle or High School)
  • Theme (According to Gabler and Schroeder (2003): “a theme integrates facts, concepts, and or principles into a unifying idea with broad applications” (p. 49).
  • Lesson Topic: You will be developing five reading lessons around your theme. Each day will be a lesson on a specific topic related to the theme
  • Five Lesson Objectives that will reflect the pre, during and post reading strategies discussed in your textbook.
  • Gabler, C. & Schroeder, M. ( 2003). Constructivist methods for the secondary classroom. Boston: Allyn and Bacon.
In the Unit Three Discussion Board, you will have to create a “picture book” using the website: Storybird.com.

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.

Writing a Behavior Objective:

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,

from http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/

Read pages 15-19 Putting it All Together ( see Doc Sharing) and then analyze the components of a directed reading lesson.

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.

Describe how Millennials (students of the 21st century) differ from students past and how do they learn best?
Literacy Terms

1. Functional Literacy

2. New literacies

3. Multiple Literacies: (Next slide)

multiple literacies
Multiple Literacies

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

ncte position paper
NCTE Position paper

Adopted by the NCTE Executive Committee, February 15, 2008

  • Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to
  • Develop proficiency with the tools of technology
  • Build relationships with others to pose and solve problems collaboratively and cross-culturally
  • Design and share information for global communities to meet a variety of purposes
  • Manage, analyze and synthesize multiple streams of simultaneous information
  • Create, critique, analyze, and evaluate multi-media texts
  • Attend to the ethical responsibilities required by these complex environments

National Council of Teachers of English. (2008). The NCTE definition of 21st century literacies.


The IRA, like the NCTE also recognizes the literacy challenges and skills that adolescent students face and must possess in order to succeed in the 21st century.
  • The IRA’s position is that adolescent students must have:
  • A wide variety of reading material that appeals to their interests
  • Instruction that builds their skills and desire to read increasingly
  • complex materials
  • Assessment that reveals their strengths as well as their needs
  • Expert teachers across the curriculum
  • Reading specialists to assist those learners who experience
  • difficulty
  • Teachers who understand the complexities among individual
  • adolescent readers
  • Homes and communities that support their learning
content area literacy
Content Area Literacy

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.

critical literacy
Critical Literacy

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.

Boston: Pearson.

informational literacy
Informational Literacy

According to the Association for College and Research Libraries (2010), an information literate person must be able to:

  • Determine the extent of information needed
  • Access the needed information effectively and efficiently
  • Evaluate information and its sources critically
  • Incorporate selected information into one’s knowledge base
  • Use information effectively to accomplish a specific purpose
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

How does this apply to you in your work and school life?

media literacy
Media Literacy
  • What do you think Media refers to in this context?
multi cultural literacy
Multi-cultural Literacy

Why the need for Multi-cultural literacy?

fifteen key elements of an effective adolescent literacy program
Fifteen Key Elements of an Effective Adolescent Literacy Program

Instructional Improvements

  • Direct, Explicit comprehension instruction.
  • Effective instructional principles and embedded in content.
  • Motivation and self-directed learning
  • Text-based collaborative learning
  • Strategic tutoring
  • Diverse texts
  • Intensive writing
  • A technology component
  • Ongoing formative assessments

Infrastructure Improvements

  • Extended time for literacy
  • Professional Development
  • Ongoing summative assessment of students and programs
  • Teacher teams
  • Leadership
  • A comprehensive and coordinated literacy program