Boys’ Literacy

Me Read? No Way!

Modules

Consistent FlexibleIntroductory Module: Module 2: Resources #1

Key Messages Module 3: Oral Language #5

Barriers to Adolescent Learner Module 4: Technology #9

#11 Be in their corner Module 5: The Arts #4

#3 Teach with purpose Module 6: Critical Literacy #7

#2 Help make it a habit Module 7: Parents #12

#8 Keep it real Module 8: School Wide #6, 13

#10 Assess for success

Professional Resources

Key Messages• Providing equitable learning opportunities for every student in the classroom• Students who struggle with literacy need explicit literacy instruction, using subject-specific content (p. 16 Think Literacy Success)• An increasing volume of evidence indicates that gender is a significant factor in both choice of reading materials and reading achievement

for boys and girls• Boys typically score lower than girls on standardized tests in the language arts• Boys are more likely than girls to be placed in special education programs• Boys are less likely than girls to go to university• Dropout rates are higher for boys than girls• The gap between boys’ and girls’ early literacy skills widens with age• ??? Something about how boys low literacy will impact larger society??? (can’t recall source)• As boys get older they describe themselves as non-readers• Research shows there is an increase in aliterate students – those who can read but don’t (Beers, 1996)• Textbook is defined as: print, non-print, software, CDs (Trillium List)• Teachers have to stop privileging traditional literature• Oral language is the foundation for literacy development• Boys are not homogeneous, in fact, differences among boys are greater than the differences between girls and boys (Curriculum Update

April 2005)• All students benefit when teachers use educational approaches to improve boys’ performance (Curriculum Update April 2005)• Ability follows attitude (Curriculum Update April 2005)• Teachers make the difference (Curriculum Update April 2005)• Research is the key; using data as a foundation for effective improvement strategies (Curriculum Update April 2005)• Teachers must be supported (Curriculum Update April 2005)• Boys’ literacy is a shared commitment and requires collaboration of the education system, the family, and the community. (Curriculum

Update April 2005)

Barriers to Adolescent LiteracyThe barriers facing at-risk students in grades 7-12:• Lack of foundational knowledge and skills• Lack of motivation, interest, or direction• Personal, social, or family issues• Belief that school is not relevant to their interests or needs• Lack of appropriate instruction targeted to their learning needs• Lack of appropriate programs designed for their intended pathway

or career choice• A cultural or first-language background that is not prevalent in their

school

(Think Literacy Success, 2003)

STRATEGY:

Help make it a habit: Providing frequent opportunities to read and

writep. 12

“Teachers must make reading and writing an intentional, persistent,

and emphatic focus in the classroom – in all subjects.”

p.12 Me Read? No Way!

Discuss: How are you providing time in your daily schedule to support reading and writing for your students?

About Boys…

• Cultivating the reading and writing habit – by providing enjoyable reading and writing opportunities across the curriculum to achieve success

• Some suggestions:– Insert from p. 12, 13, 14

STRATEGY:

Role of the Teacher Be in their corner p. 46

“Teachers enhance students’ sense of competence and self-worth when they are able to convince students that they care about them as individuals and want them to learn.” P.46 Me Read? No Way!

Discuss: How do you offer input, stimulation and encouragement to boys in your class?

About Boys…

Boys are successful when their teachers:

• Have a good knowledge of the texts;

• Provide texts that interest

INSERT QUICK FACTS AND BEST PRACTICES p.47-48

STRATEGY:

Teach with Purpose

Understanding Boys’ Learning Styles p. 15

“Research indicates that boys in particular benefit from tightly structured, well-focused lessons that have an obvious purpose and that are tied to the achievement of clear goals.” p. 15 Me Read? No Way!

Activity

Complete the Learning Preferences Matrix (Appendix 2). Go down each column and highlight or circle the language that describes you as a learner. When done, go across the rows and add up the number of highlighted or circled bullets. The row with the highest number of highlighted or circled bullets identifies your learning preference.

Try It Now!

Use the attached checklist as you reflect on the most recent reading and writing assignment given to your students.

Reflect on how you as a teacher ensure that your reading and writing assignments enable boys to do their best.

STRATEGY

Keep it Real

Making Reading and Writing Relevant to Boys p. 37

“The energy that boys will expend on classroom projects in which they have ownership grows exponentially as they work on what they find useful and important, on what matters to them.” p.37 Me Read? No Way!

Reflect: Think about a recent lesson or assignment. Did you situate it around students’ interests and abilities, and situations they would find authentic?Did you model the skills and knowledge required?

Did you make the lesson or assignment social so students had the opportunity to work together?

About Boys…

Here are a few examples of innovative ideas that you could use to bring literacy to life:

• REAL WORLD IN ACTION INSERT p.38

Strategy #1: Resources

Have the right stuff: Choosing appropriate classroom resources for boys

“It is not that boys do not like to read, but they do not like to read

what they are presented with in the classroom.” p. 8 Me Read? No Way!

• Discuss: What is the right stuff for boys?

About Boys…

• On p. 8- 10 boys like to read

Try It Now!

• What does it look like in our classrooms?

• Go to your classrooms and complete the attached Classroom Library Inventory

Follow Up

• Bring your Classroom Library Inventory back to whole group and use the bullets on page 8, 9, 10 to guide your discussion of: 1. Do the materials in your classroom support strategies for success for boys?

2. What do you need now to support boys’ literacy?