edll 5341 edll 5344%2c learning module 15

EDLL 5341/EDLL 5344Learning Module 15

Overview:• The Big Picture of Content Area Literacy• Summing up Concepts Presented in the Class to

Date• One Question About Content Area Literacy

Reminder:Rough Drafts of Final Synthesis Papers Posted to the Writer’s Workshop Thread by Midnight on May 2nd.

The Big Picture of Content Area Literacy

Disciplinary Literacies

Multiliteracies

Academic Literacy

Disciplinary

Literacies

Multiliteracies

Academic Literacy

Content Area Literacy• Academic Literacy—Consists of print-based literacy skills, specific to

academic contexts (e.g., summary, paraphrase, definition, comparison). The goal is basic proficiency with reading and writing. The pedagogical focus is on generalizable literacy strategies (e.g., KWL charts, questioning strategies, writing to learn).

• Multiliteracies—Includes an expansive notion of literacy (e.g., New Literacies, multiple sign systems, multiple modalities, broadened definition of text beyond print, adolescents’ out-of-school literacy practices, popular media, critical literacy). The goal is recognizing the diversity of meaning-making processes and social, cultural, and intellectual equity. The pedagogical focus is on dexterity with multiple forms of literacy and transmediation.

• Disciplinary Literacies—content-specific print and non-print expectations and applications of literacy (e.g., marshaling evidence, forming an argument, logic, sourcing, text structure). The goal is to recognize and control conventions of disciplinary thought and language. The pedagogical focus is on distinct literacy strategies that are suitable for specific content areas.

Most states require teacher preparation programs to focus on academic literacies. The field of literacy research, however, views multiliteracies and disciplinary literacies as important and more sophisticated levels of understanding about content area literacy.

Please read the supplemental article “Policy, Pedagogy, and Research: Three Issues Affecting Content Area Literacy Courses for Secondary-Level Teacher Candidates” to get a better understanding of these levels of content area literacy instruction.

Summing up Where We Have Been with Content Area Literacy so Far

• T-Chart Activity:

• On a T-chart I want you to jot notes about everything you have learned this semester about the following topics.

• Literacy Narrative

• Seven Defensible Strategies for Reading and Writing in All Content Areas

• Transportable and Transparent Literacy Strategies

• Anticipatory Activities

• Read Alouds

• Graphic Organizers

• Vocabulary Instruction

• Writing to Learn

• Structured Note Taking

• Reciprocal Teaching

• Activating Prior Knowledge

• Six Types of Schema

• Gradual Release of Responsibility Model of Teaching

• Fake Reading

• Reading/Mind Journeys

• Teacher as Literacy Model

• Explicit Comprehension Instruction

• Universal Themes/Essential Questions

• Selecting Texts for Students

• Language Experience Approach

• Interactive Writing

• Power Writing

• Reading Apprenticeship Theory

• Metacognitive Strategies to Monitor Meaning

• Questioning Strategies (e.g., Beginning/Middle/End)

• Silent Sustained Reading

• Text Rendering

• Teaching Writing as a Process

• Inference

• Reasons for Persistent and Widespread Reading Difficulties with Adolescents

• Gallagher’s Model for Teaching Challenging Text

• Pinnell & Fountas’ Three Block Model

• Teaching with Multiple Texts

• Socratic Circle/Dialogue

• Multigenre Writing

• Grammar A/Grammar B (Cognitive vs. Narrative Thinking)

• Repetend

• Poem for Two Voices

• Narrative Summary vs. Dramatic Scene

Exit Slip

• Write down one question you have about content area literacy at this point in the semester and email it to me.