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Good Content Area Literacy Instruction: What Does it Look Like to Raise the Bar

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    1. Good Content Area Literacy Instruction: What Does it Look Like to Raise the Bar? Elizabeth Birr Moje University of Michigan Alliance for Excellent Education Adolescent Literacy Symposium November 7, 2005

    3. Student knowledge and literacy practices

    5. Student knowledge and literacy practices What they read and write is very different from what we ask them to read and write in school and, in particular, in content area classrooms Content is different Structure is different Rhetorical devices are different Consider the difference between a poem or journal entry about oneís feelings and a data-based argument for or against a required program

    6. Student writing out of school Detroit Motor city of the world Automaker and designer A player of cars and casinos A city of violence They tell me your the #1 murder city For I have seen your people and streets. They tell me you are feared and violent And I have seen the results of that with My friends who have passed away. For the people who want to show me the Good side, Iíll show them my reality. The view that only people who live here see and hear. Gang violence, gun shots, drug dealing, rappists Prostitutes, crackheads, bumps, thieves, burn houses, And dirty streets. All of this hides under those beautiful buildings In Downtown. Under the unknown places of the camera hides This terrible everyday dilema we have to go through. Underneath the streets of Detroit hides its people And underneath those people Their solidarity toward society.

    7. Student writing for school State a claim. Use at least one piece of data from the data provided. Use a core democratic value to support your argument. Use at least one idea or principle from one of the social studies (economics, history, civics, etc.) to support your argument.

    8. Student writing for school I think middle school students should be required to participate in a community service program because it make them more responsible and teaches them what work realy is. Another reason I think this is because it will help them to be successful and not to die as a teen gang member. Some people have thrown away their lives in gangs this community service program will help prevent that by keeping students away from gangs and away from drugs. The Core Democratic Value that I choose is Common good, I chose this value because it states that we should protect and provide safty for our community as well as for anyone who lives here. Also because the community service program reduces the gang killings and increases the safty around us. Community servics are when students help around their community and to help older neighbors cut the lawn, rake the leafs, or shovel the snow. I have learned that gangs are no good they bring nothing but trouble. All gangs are just about which gang is better the only things they do are fight, steal and cause trouble. Here in Detroit there have been alot of teens being killed because they were involved in gangs.

    9. Student writing for school I believe that middle school students should perform of community service. I believe that students are more likely to support mandatory community service programs after doing community service themselves. According to public opinion survey #2 part B, after doing the community service 44% more studentís favored it then opposed it. The data supportís my position by I think that we should favor it, 64% which is more then half of the studentís thought so as well after doing community service. According to the core democratic value, Common good states that individual citizens have the commitment and motivation that they accept their obligation to promote the welfare of the community. The public or common good, provide for common defense, provide for safety and secuirity of others, provide the general welfare, and insure domestic tranquility. It supports my opinion by doing community service is a common good. There-for I believe that studentís should participate in doing community service, Not only those it make you feel good, but it also helps others. We provide them the help that they need when we do community service.

    10. Apprenticing students into content area knowledge and literacy practice Mentioning ? Learning Repeated opportunities to read and write ideas in oral and written language Ideas generated in the practices of the content area Scientific explanation writing Generation of rubric using models ..\Moje rubric.Nov 7.part 2 of 2.pps Engagement in scientific investigations Peer review (e.g., poster displays, museum walks)

    11. Differences and challenges in texts Expository and narrative; everyday and disciplinary Text structures Cause/Effect Problem/Solution Proposition/Support Sequence/Process/Chronology Comparison Description/Definition Enumeration Exemplification Different ways of writing in different domains and for different audiences Ways of using data Word usage Sentence structures

    14. Good Content Literacy Instruction: What Does It Require of Teachers? Recognition that disciplinary cultures and disciplinary learning are complex, thus teachers need Knowledge of content Knowledge of practices and texts associated with producing that content knowledge Time Apprenticeship Process Mentioning ? Learning Ability to assess what students have learned about both content and literacy Achievement ? Learning High-stakes tests ? Instructional assessment

    15. Good Content Literacy Instruction: What Does It Require? Recognition that youth cultures and youth development are complex, thus teachers need: Understanding of adolescent development Understanding of the roles of culture and social interaction in learning Opportunities to learn about particular studentsí experiences, backgrounds, and uses of texts Skill in scaffolding studentsí navigation across everyday and content-area discourse and learning communities

    16. For more information . . .