Wednesday, October 24, 2012

Adolescent Literacy in the Content Area

Goal-directed Instructional Design Plan - Adolescent Literacy in the Content Areas
Author - Melissa Brooks-Yip

  1. A problem or a need
With Common Core State Standards requiring literacy in all content areas, teachers will
need to solidify their understanding of disciplinary literacy and reading for understanding.

  1. A real-world performance
Teachers will be aware of, understand, include in their lesson plan, and implement one or more learning objectives of the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects.

  1. An instructional objective
-Teachers will read and understand the Common Core State Standards for literacy in History/Social Studies, Science and Technical Subjects.
-Teachers will solidify their understanding of the “Big Five” of adolescent literacy.
-Teachers will create a lesson plan to incorporate one a reading, writing, speaking, or listening strategy into their content area literacy.

  1. A set of essential content
Teachers may need to read/review the elements of adolescent literacy in the content area through research articles available online, and other online resources.
Improving Adolescent Literacy: Effective Classroom and Intervention Practice
Reading in the Disciplines
Webcast on Adolescent Literacy
The role of content area teachers in literacy
Content area teachers share tips on literacy instruction

Review of professional development sessions on adolescent literacy:
Comprehension 2
Engagement and Motivation
Text Dependent Questions
After reading the articles, webcasts, and reviewing the professional development presentations, teachers will create their own lesson plan incorporating one of the elements into a lesson in their content area.

  1. An evaluation consisting of a test or observation
-Teachers may submit their final lesson plan to our Companion Wikispace.  The lesson plan must be in the Backwards Design model (Wiggins and McTighe) format and focus on incorporating one of the five elements of adolescent literacy into their content areas, and meeting at least one CCSS.
-Teachers may deliver the lesson to their students and video tape the teaching.  A follow-up lesson will be to watch and reflect upon the lesson with their TLT partner (Teachers Learning Together).

  1. A method to help participants learn – the method to deliver the content; a lesson.
In addition to meeting with me personally after reviewing our past professional development sessions as outlined above, teachers may use the following resources for ideas and examples: Classroom Strategies

  • Motivation:
    • Meaningfullness –
      This lesson and activity begins to meet the CCSS expectations for teachers to incorporate literacy in the content areas.  Administrators look for this upon teacher evaluation.

  • Pleasant consequences –
    Knowledge of meeting teaching objectives, CCSS, and the needs of their students as learners.

  • Novelty –
    Several online resources are available: Blogs, videos, and example plans, in addition to face-to-face time with myself (literacy consultant/instructional coach) and a peer/fellow teachers.

  • Socialization -
Teachers work with their TLT partner, formerly arranged through work Kevin Feldman training around student engagement and motivation.  These partners frequently work together on plannig and observing each others teaching.  Trust has been built between these teaching partners.

  • Audience
    • Secondary content area teachers
    • Prerequisite knowledge (including technology background): Teachers will need to know basic lesson plan design, and how to access our past professional development on our Blog and Wikispace.

  • Technology Needs
  • Teachers may use the PC with internet access available in their classrooms.

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