Responsive Literacy Teaching in Secondary School Content Areas: The Research We Have Research We Need Elizabeth Birr Moje October 27, 2006

Responsive Literacy Responsive Literacy Teaching in Secondary Teaching in Secondary School Content Areas: School Content Areas: The Research We Have The Research We Have

Research We NeedResearch We Need

Elizabeth Birr MojeElizabeth Birr Moje

October 27, 2006October 27, 2006

AcknowledgementsAcknowledgementsAdolescent Literacy Development Team:Adolescent Literacy Development Team:

NICHDNICHD Grant #1 R01 HD046115-01Grant #1 R01 HD046115-01

Tanya ClevelandTanya Cleveland Tehani Collazo Tehani Collazo Jillian GrahamJillian Graham Darin StockdillDarin Stockdill Katherine KimKatherine Kim John MojeJohn Moje Karen MorrisKaren Morris Andrea Pineda RaquelAndrea Pineda Raquel Gabriela RamirezGabriela Ramirez Ashley RiggioAshley Riggio Sharon RussellSharon Russell Melanie OverbyMelanie Overby Nicole Tysaver Nicole Tysaver Cathe ShubertCathe Shubert Valerie VarelaValerie Varela

Advancing Literacies TeamAdvancing Literacies Team::Carnegie Corporation GrantCarnegie Corporation Grant

Bob BainBob Bain Deanna BirdyshawDeanna Birdyshaw Emily DouglasEmily Douglas Amy JeppsenAmy Jeppsen Melissa StullMelissa Stull Eric RackleyEric Rackley

Text Tools TeamNSF 0106959

Nonye Alozie Tanya Cleveland Mary Heitzman LeeAnn Sutherland

What is Responsive What is Responsive Pedagogy?Pedagogy?

To whom does it respond?To whom does it respond?

And to what end?And to what end?– Knowing our students?Knowing our students?– Building relationships?Building relationships?– Teaching them something?Teaching them something?

But what?But what?

What does it require?What does it require?

How do we assess it?How do we assess it?

E: Yolanda just said that she bought the most, what E: Yolanda just said that she bought the most, what word did you use, word did you use, interestinginteresting? An interesting book. ? An interesting book. She bought it on Saturday and she finished reading it She bought it on Saturday and she finished reading it on . . . ?on . . . ?Y: Tuesday.Y: Tuesday.E: Tell us about the book.E: Tell us about the book.[Yolanda gives a lengthy description of the book.][Yolanda gives a lengthy description of the book.]E: The title is in Spanish, so are the characters Latino?E: The title is in Spanish, so are the characters Latino?Y: Yeah.Y: Yeah.E: Do you know are they Mexican, are they Puerto E: Do you know are they Mexican, are they Puerto Rican, are they Dominican? You don’t know. They Rican, are they Dominican? You don’t know. They don’t identify that, you just know they’re Latino. Where don’t identify that, you just know they’re Latino. Where do they live? They don’t tell that either? Like, they do they live? They don’t tell that either? Like, they don’t say this is in New York or Detroit or . . . ?don’t say this is in New York or Detroit or . . . ?Y: That’s why it’s so interesting. . . . because it doesn’t Y: That’s why it’s so interesting. . . . because it doesn’t give you, like, it’s not going, “Aha!” they let you use give you, like, it’s not going, “Aha!” they let you use your imagination. . . . And it has words in Spanish sooo your imagination. . . . And it has words in Spanish sooo big like, I go, “Mom, what is this? And she explains. big like, I go, “Mom, what is this? And she explains. Okay, that’s cool.Okay, that’s cool.

E: So, you say you like this book. What about school books, E: So, you say you like this book. What about school books, what about this book [interviewer points to a science what about this book [interviewer points to a science textbook lying on the table next to Yolanda]?textbook lying on the table next to Yolanda]?Y: School books are really boring. They don’t make sense. Y: School books are really boring. They don’t make sense. Like the biology book. You read the whole section and Like the biology book. You read the whole section and you’re like, okay, you gotta read it four times just to you’re like, okay, you gotta read it four times just to understand it a little bit. It’s confusing.understand it a little bit. It’s confusing.E: You can imagine everything and just fill in the blanks E: You can imagine everything and just fill in the blanks when you read those novels. But why can’t you imagine when you read those novels. But why can’t you imagine what’s going on when you’re reading a school text.what’s going on when you’re reading a school text.Y: . . . It’s just written the way adults read it. . . . And they Y: . . . It’s just written the way adults read it. . . . And they have the knowledge to do that . . . And they write it in their have the knowledge to do that . . . And they write it in their own little language. Like you said, there’s different ways to own little language. Like you said, there’s different ways to write a sentence. . . . Well, they write it in their language write a sentence. . . . Well, they write it in their language that only them can understand because they graduated they that only them can understand because they graduated they have a diploma and everything. And we don’t get that. The have a diploma and everything. And we don’t get that. The words are big that you’re like, “Okay.” You gotta go look it words are big that you’re like, “Okay.” You gotta go look it up. . . . You read the word and you try to translate it in up. . . . You read the word and you try to translate it in Spanish . . . And you try to translate it and you can’t. . . . It’s Spanish . . . And you try to translate it and you can’t. . . . It’s like, oh, it gives you a head ache . . . So it gets you brain like, oh, it gives you a head ache . . . So it gets you brain dead.”dead.”

Lymphatic SystemLymphatic SystemFluids leak out of capillaries and bathe body tissues. The Fluids leak out of capillaries and bathe body tissues. The

lymphatic system, also known as the immune system, lymphatic system, also known as the immune system, transports this tissue fluid back into the bloodstream. As transports this tissue fluid back into the bloodstream. As tissue fluids pass through lymphatic vessels and lymph nodes, tissue fluids pass through lymphatic vessels and lymph nodes, disease-causing pathogens and other foreign substances are disease-causing pathogens and other foreign substances are filtered out and destroyed. filtered out and destroyed.

Innate immunity involves the action of several types of white Innate immunity involves the action of several types of white blood cells that protect the body against any type of pathogen. blood cells that protect the body against any type of pathogen. Macrophages and neutrophils engulf foreign substances that Macrophages and neutrophils engulf foreign substances that enter the body. If the infection persists, the lymphatic system enter the body. If the infection persists, the lymphatic system becomes involved. The body develops an acquired immune becomes involved. The body develops an acquired immune response that defend against the specific pathogen.response that defend against the specific pathogen.

Acquired immunity involves helper T cells that pass on chemical Acquired immunity involves helper T cells that pass on chemical information about the pathogen to B cells. B cell produce information about the pathogen to B cells. B cell produce antibodies that disarm or destroy the invaders. Some B cells antibodies that disarm or destroy the invaders. Some B cells remain in the body as memory B cells that recognize the remain in the body as memory B cells that recognize the antigens if they ever invade the body again. This process antigens if they ever invade the body again. This process provides the body with acquired natural immunity against provides the body with acquired natural immunity against disease.disease.

Responsive TeachingResponsive Teaching

a a bridgebridge from everyday knowledge and from everyday knowledge and practice to conventional content learningpractice to conventional content learninga way to teach skills for a way to teach skills for navigatingnavigating cultural cultural and discursive communities represented and discursive communities represented by the content areas and other social by the content areas and other social spacesspacesa way to teach students how to a way to teach students how to challenge challenge and reshapeand reshape the academic content the academic content knowledge of the curriculum knowledge of the curriculum

Moje & Hinchman (2004)Moje & Hinchman (2004)

Responsive Teaching Responsive Teaching RequiresRequires

Knowledge of young peopleKnowledge of young people

Knowledge of the disciplines (Knowledge of the disciplines (aka aka content content areas)areas)

Knowledge of textsKnowledge of texts

Readers

Texts Contexts

Responsive

Teaching

The Research We HaveThe Research We Have

On responsive literacy On responsive literacy teaching at the secondary teaching at the secondary

levellevel

Who YWho Young People are as oung People are as ReadersReaders

92% of the 743 youth surveyed in one 92% of the 743 youth surveyed in one Detroit community reported reading some Detroit community reported reading some kind of text 3-4 times a week or morekind of text 3-4 times a week or moreMost common reading genre (among this Most common reading genre (among this group)group)– Websites (changed from Y1)Websites (changed from Y1)– Letters, notes from other peopleLetters, notes from other people– EmailEmail– Music lyricsMusic lyrics– Novels, short storiesNovels, short stories– MagazinesMagazines

241 participants in the SDS study responded to 241 participants in the SDS study responded to a free response task to describe a favorite book a free response task to describe a favorite book and indicate why it was a favorite and to and indicate why it was a favorite and to answer the question, “Are you a writer?”answer the question, “Are you a writer?”

– 77% of survey respondents nominated a favorite 77% of survey respondents nominated a favorite book by namebook by name

– Fiction books accounted for 68% of all nominated Fiction books accounted for 68% of all nominated books; nonfiction accounted for 8%; 14% of books; nonfiction accounted for 8%; 14% of respondents did not report a favorite bookrespondents did not report a favorite book

86% responded, “Yes, I am a writer.”86% responded, “Yes, I am a writer.”

Other widely Other widely Cited Text Cited Text ChoicesChoices

Patterns in Themes of Patterns in Themes of Favorite BooksFavorite Books

Reflection of “real life” in relation to Reflection of “real life” in relation to space, socioeconomic status, gender, space, socioeconomic status, gender, race, and agerace, and ageTexts’ ability to impart life lessons (e.g., Texts’ ability to impart life lessons (e.g., resilience/survival, inspiration)resilience/survival, inspiration)Utility/practical knowledgeUtility/practical knowledgeExploration of relationships with friends, Exploration of relationships with friends, family, and romantic partnersfamily, and romantic partnersWriting style/subject matterWriting style/subject matterInterest inspired by movie/television showInterest inspired by movie/television show

To What Does Responsive To What Does Responsive Secondary Literacy Secondary Literacy Pedagogy Respond?Pedagogy Respond?

Responds to the knowledge, experiences, Responds to the knowledge, experiences, and practices of youth and practices of youth – In connection with the knowledge, In connection with the knowledge,

experiences, and practices of the disciplinesexperiences, and practices of the disciplines

Responds to the texts and literacy Responds to the texts and literacy practices of youthpractices of youth– In connection with the text and literacy In connection with the text and literacy

practices of the disciplinespractices of the disciplines

Disciplinary Literacy Disciplinary Literacy PedagogyPedagogy

Cognitive literacy strategies instructionCognitive literacy strategies instruction

Disciplinary cognition instructionDisciplinary cognition instruction

Linguistic analysis of textsLinguistic analysis of texts

Navigating discourse communitiesNavigating discourse communities

Cognitive Literacy Cognitive Literacy Strategies InstructionStrategies Instruction

Cognitive Science PerspectivesCognitive Science Perspectives– Focus on teaching students “generic” Focus on teaching students “generic”

strategies to manage text demands in support strategies to manage text demands in support of comprehensionof comprehension

Palincsar & Brown (reciprocal teaching)Palincsar & Brown (reciprocal teaching)

Ogle (K-W-L)Ogle (K-W-L)

Schwartz (concept-of-definition map)Schwartz (concept-of-definition map)

Hand (science writing heuristic)Hand (science writing heuristic)

Moje et al. (explanation writing)Moje et al. (explanation writing)

Literacy Model

Text Reader

Context

Broader Context

Text structure, vocabulary, print style and font,

Word knowledge, vocabulary knowledge, background knowledge, linguistic/textual knowledge, strategy use, inference-making abilities, motivation, identity

Environment, purpose, task




Acquired immunity involves helper T cells that pass on chemical Acquired immunity involves helper T cells that pass on chemical information about the pathogen to B cells. B cell produce information about the pathogen to B cells. B cell produce antibodies that disarm or destroy the invaders. Some B cells antibodies that disarm or destroy the invaders. Some B cells remain in the body as memory B cells that recognize the remain in the body as memory B cells that recognize the antigens if they ever invade the body again. This process antigens if they ever invade the body again. This process provides the body with acquired natural immunity against provides the body with acquired natural immunity against disease.disease.

Analysis of Text Analysis of Text How would you describe the structure of this text?How would you describe the structure of this text?How would you describe the tone of this text?How would you describe the tone of this text?What are the key ideas or concepts in the text?What are the key ideas or concepts in the text?What are the key words or technical terms in the text?What are the key words or technical terms in the text?What strengths do you see in the text?What strengths do you see in the text?What weaknesses do you see in the text?What weaknesses do you see in the text?How would you assess the organization and flow of ideas How would you assess the organization and flow of ideas within this passage?within this passage?What challenges does the text pose for you, as an adult What challenges does the text pose for you, as an adult reader with relatively deep knowledge of this subject?reader with relatively deep knowledge of this subject?What challenges might the text pose for adolescent What challenges might the text pose for adolescent readers of this text?readers of this text?What knowledge does the author seem to assume a What knowledge does the author seem to assume a reader will bring to this text?reader will bring to this text?

Media Articles Dictionary Lecture

Definitions

Characteristics

Examples

Uses

Concept of Definition Map for Literacy (Schwartz, 1988)

Disciplinary cognition Disciplinary cognition instructioninstruction

Cognitive/Epistemological PerspectivesCognitive/Epistemological Perspectives– Focus on the epistemological differences in the Focus on the epistemological differences in the

disciplines and on how members of the disciplines and on how members of the discipline read texts to produce knowledgediscipline read texts to produce knowledge

Wineburg, Bain, Leinhardt, PalincsarWineburg, Bain, Leinhardt, Palincsar

Cognitive/Rhetorical PerspectivesCognitive/Rhetorical Perspectives– Focus on how disciplinary authors and Focus on how disciplinary authors and

students of disciplines understand differences students of disciplines understand differences in goals and audience and use language to in goals and audience and use language to persuadepersuade

Greene, Leinhardt, HandGreene, Leinhardt, Hand

"I was interpreting for General Forsyth ("I was interpreting for General Forsyth (Forsyth was actually a colonelForsyth was actually a colonel) just ) just before the battle of Wounded Knee, December 29, 1890. The captured Indians before the battle of Wounded Knee, December 29, 1890. The captured Indians had been ordered to give up their arms, but Big Foot replied that his people had had been ordered to give up their arms, but Big Foot replied that his people had no arms. Forsyth said to me, 'Tell Big Foot he says the Indians have no arms, no arms. Forsyth said to me, 'Tell Big Foot he says the Indians have no arms, yet yesterday they were well armed when they surrendered. He is deceiving yet yesterday they were well armed when they surrendered. He is deceiving me. Tell him he need have no fear in giving up his arms, as I wish to treat him me. Tell him he need have no fear in giving up his arms, as I wish to treat him kindly.' Big Foot replied, 'They have no guns, except such as you have found.' kindly.' Big Foot replied, 'They have no guns, except such as you have found.' Forsyth declared, 'You are lying to me in return for my kindness.' Forsyth declared, 'You are lying to me in return for my kindness.' During this time a medicine man, gaudily dressed and fantastically painted, During this time a medicine man, gaudily dressed and fantastically painted, executed the maneuvers of the ghost dance, raising and throwing dust into the executed the maneuvers of the ghost dance, raising and throwing dust into the air. He exclaimed 'Ha! Ha!' as he did so, meaning he was about to do something air. He exclaimed 'Ha! Ha!' as he did so, meaning he was about to do something terrible, and said, 'I have lived long enough,' meaning he would fight until he terrible, and said, 'I have lived long enough,' meaning he would fight until he died. Turning to the young warriors who were squatted together, he said 'Do not died. Turning to the young warriors who were squatted together, he said 'Do not fear, but let your hearts be strong. Many soldiers are about us and have many fear, but let your hearts be strong. Many soldiers are about us and have many bullets, but I am assured their bullets cannot penetrate us. The prairie is large, bullets, but I am assured their bullets cannot penetrate us. The prairie is large, and their bullets will fly over the prairies and will not come toward us. If they do and their bullets will fly over the prairies and will not come toward us. If they do come toward us, they will float away like dust in the air.' I turned to Major come toward us, they will float away like dust in the air.' I turned to Major Whitside and said, 'That man is making mischief,' and repeated what he had Whitside and said, 'That man is making mischief,' and repeated what he had said. Whitside replied, 'Go direct to Colonel Forsyth and tell him about it,' which said. Whitside replied, 'Go direct to Colonel Forsyth and tell him about it,' which I did. I did.

Primary Source Primary Source DocumentsDocuments

Philip Wells was a mixed-blood Sioux who served as an interpreter for the Army.Philip Wells was a mixed-blood Sioux who served as an interpreter for the Army. From: http://www.eyewitnesstohistory.com/knee.htmFrom: http://www.eyewitnesstohistory.com/knee.htm

History of the Battle at Wounded Knee

Primary source 1

Primary source 2

Primary source 3

Primary source 4 Primary source 5

Differences Across Differences Across Content Areas: Content Areas:

The Persuasive EssayThe Persuasive EssayLetter to the EditorLetter to the Editor Essay or Poem for Essay or Poem for

English ClassEnglish ClassSocial Science Social Science EssayEssay

Personal opinion Personal opinion or personal or personal experienceexperience

Personal opinion Personal opinion or experiences or experiences AND logical AND logical reasoning or reasoning or illustrative imageryillustrative imagery

Objective stance, Objective stance, evidence to evidence to support stance, support stance, logical reasoning logical reasoning to tie evidence to to tie evidence to claimclaim

How to write a good scientific explanation:1.Make a claim about the problem.2.Provide evidence for the claim.3.Provide reasoning that links the evidence to the claim.4.Use precise and accurate scientific language.5.Write clearly so that anyone interested in science can understand the explanation.

Level 1Level 1 Level 2Level 2 Level 3Level 3

Makes a claim about the Makes a claim about the problem.problem.

Does not make a claimDoes not make a claimOR makes an inaccurate OR makes an inaccurate

claim.claim.

Makes a claim that reveals Makes a claim that reveals partialpartial understanding. The claim may understanding. The claim may include include bothboth accurate and accurate and inaccurate details, or it may omit inaccurate details, or it may omit important details.important details.

Makes an accurate claim.Makes an accurate claim.

Provides evidence for the Provides evidence for the claim.claim.

Does not provide Does not provide evidence OR evidence OR provides provides inaccurate inaccurate evidence for the evidence for the claim.claim.

Provides some accurate evidence for the Provides some accurate evidence for the claim, but it is not sufficient claim, but it is not sufficient evidenceevidence

OR may include OR may include bothboth accurate and accurate and inaccurate evidence for the claim.inaccurate evidence for the claim.

Provides accurate evidence and Provides accurate evidence and sufficient evidence for the sufficient evidence for the claim.claim.

Provides reasoning about Provides reasoning about scientific principles or scientific principles or “what we know in “what we know in science” that links the science” that links the evidence to the claim.evidence to the claim.

Does not provide Does not provide reasoning OR reasoning OR provides provides inaccurate inaccurate reasoning.reasoning.

Provides Provides partialpartial reasoning that links the reasoning that links the evidence to the claim, but the evidence to the claim, but the reasoning is not sufficient OR reasoning is not sufficient OR may include may include bothboth appropriate appropriate reasoning and reasoning that does reasoning and reasoning that does not link the evidence to the claim.not link the evidence to the claim.

Provides explicit reasoning that Provides explicit reasoning that links the evidence to the links the evidence to the claim. The scientific claim. The scientific principle or “what we know principle or “what we know in science” is described and in science” is described and used appropriately.used appropriately.

Scientific Explanation Scientific Explanation Writing: An Iterative Writing: An Iterative

PracticePractice– Examination of explanations written by others Examination of explanations written by others – Classroom-based, whole-group generation of rubric Classroom-based, whole-group generation of rubric

using models (i.e., comes from the students; see using models (i.e., comes from the students; see next slide)next slide)

– Engagement in scientific investigationsEngagement in scientific investigations– Writing to explain one’s own investigationsWriting to explain one’s own investigations– Peer review (e.g., poster displays, museum walks)Peer review (e.g., poster displays, museum walks)– Revision of explanationsRevision of explanations– New investigations, new explanations, more peer New investigations, new explanations, more peer

reviewreview– And the cycle continues . . . . And the cycle continues . . . .

Linguistic analysis of Linguistic analysis of textstexts

Systemic functional linguisticsSystemic functional linguistics– Focuses on the texts of disciplinary instruction Focuses on the texts of disciplinary instruction

and on the texts of the disciplinesand on the texts of the disciplinesCoffinCoffin

SchleppegrellSchleppegrell

ParkinsonParkinson

Academic Texts Academic Texts characterized bycharacterized by

Density of information presentedDensity of information presented

Level of abstraction of conceptsLevel of abstraction of concepts

Technical nature of concept presentationTechnical nature of concept presentation

Use of multiple semiotic systemsUse of multiple semiotic systems

Structural conventionsStructural conventions

Type of voice that dominates Type of voice that dominates



Innate immunity involves the action of several types of white Innate immunity involves the action of several types of white blood cells that protect the body against any type of pathogen. blood cells that protect the body against any type of pathogen. Macrophages and neutrophils engulf foreign substances that Macrophages and neutrophils engulf foreign substances that enter the body. If the infection persists, the lymphatic system enter the body. If the infection persists, the lymphatic system becomes involved. The body develops an acquired immune becomes involved. The body develops an acquired immune response that defends against the specific pathogen.response that defends against the specific pathogen.

Acquired immunity involves helper T cells that pass on chemical Acquired immunity involves helper T cells that pass on chemical information about the pathogen to B cells. B cells produce information about the pathogen to B cells. B cells produce antibodies that disarm or destroy the invaders. Some B cells antibodies that disarm or destroy the invaders. Some B cells remain in the body as memory B cells that recognize the remain in the body as memory B cells that recognize the antigens if they ever invade the body again. This process antigens if they ever invade the body again. This process provides the body with acquired natural immunity against provides the body with acquired natural immunity against disease.disease.

Navigating discourse Navigating discourse communitiescommunities

Cultural practices perspectives: Cultural practices perspectives: – Focus on connecting the experiences, texts, Focus on connecting the experiences, texts,

and literacy practices that youth bring to and literacy practices that youth bring to classrooms to the experiences, texts, and classrooms to the experiences, texts, and literacy practices they need to learn in the literacy practices they need to learn in the content areacontent area

Cultural Modeling--C. LeeCultural Modeling--C. LeeAlgebra Project—MosesAlgebra Project—MosesTERC—Warren, Rosebery, et al.TERC—Warren, Rosebery, et al.Funds of knowledge—Moll et al.Funds of knowledge—Moll et al.Third spaces—Gutierrez et al.; Moje et al.Third spaces—Gutierrez et al.; Moje et al.Critical academic literacies—Morrell et al.Critical academic literacies—Morrell et al.




Acquired immunity involves helper T cells that pass on chemical Acquired immunity involves helper T cells that pass on chemical information about the pathogen to B cells. B cells produce information about the pathogen to B cells. B cells produce antibodies that disarm or destroy the invaders. Some B cells antibodies that disarm or destroy the invaders. Some B cells remain in the body as memory B cells that recognize the remain in the body as memory B cells that recognize the antigens if they ever invade the body again. This process antigens if they ever invade the body again. This process provides the body with acquired natural immunity against provides the body with acquired natural immunity against disease.disease.

Performance Auto & Performance Auto & SoundSound

The Touring exhaust is a single straight-through design The Touring exhaust is a single straight-through design specifically tuned for the 2.4L engine. It is made in the USA specifically tuned for the 2.4L engine. It is made in the USA with 304 100% mandrel-bent Stainless Steel and features with 304 100% mandrel-bent Stainless Steel and features Corsas’ patented Reflective Sound Cancellation (RSC) Corsas’ patented Reflective Sound Cancellation (RSC) technology. What RSC means is that the muffler is designed technology. What RSC means is that the muffler is designed with a paper running straight through the muffler that with a paper running straight through the muffler that incorporates a full 360-degree air gap that allows sound incorporates a full 360-degree air gap that allows sound pressure waves to escape. The waves are channeled and pressure waves to escape. The waves are channeled and then returned to the gap 180 degrees out of phase, cancelling then returned to the gap 180 degrees out of phase, cancelling specific unwanted sound frequencies, commonly referred to specific unwanted sound frequencies, commonly referred to as drone.as drone.

75 cents OFFSUPER DEAL COMBO

Any large sandwich, Large order of French Fries, and Large Soft Drink

Regular Price $3.00With Coupon $2.25

Expires 12/31/99. Not valid with any other offers.

More about Percents: More about Percents: Clipping CouponsClipping Coupons

Newspapers often have coupon for discounts on many different things. Newspapers often have coupon for discounts on many different things. For example, the pet store mentioned in Problem 2.2 Follow-Up had For example, the pet store mentioned in Problem 2.2 Follow-Up had a coupon for $1.50 off a 20-ounce bottle of mouthwash for cats. The a coupon for $1.50 off a 20-ounce bottle of mouthwash for cats. The regular price for the mouthwash is $5.00. Alicia wanted to figure out regular price for the mouthwash is $5.00. Alicia wanted to figure out what percent discount this is. She thought about the problem this what percent discount this is. She thought about the problem this way:way:

““I need to find what percent $1.50 is $5.00. I can think of these amounts I need to find what percent $1.50 is $5.00. I can think of these amounts in pennies. The fraction I want to represent as a percent is 150/500, in pennies. The fraction I want to represent as a percent is 150/500, which is equivalent to 30/100. As a decimal, this fraction is 0.3. This which is equivalent to 30/100. As a decimal, this fraction is 0.3. This means that the discount is 30%!means that the discount is 30%!

Coupons for cat mouthwash may not interest you, but you may be Coupons for cat mouthwash may not interest you, but you may be interested in coupons, like the one below, that give discounts for interested in coupons, like the one below, that give discounts for purchases of food at your favorite restaurant:purchases of food at your favorite restaurant:

Palincsar & Magnusson Palincsar & Magnusson text exampletext example

Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty five years of progress (151-194). Mahwah, NJ: Lawrence Erlbaum.

Palincsar & Magnusson textPalincsar & Magnusson text

Palincsar & Palincsar & Magnusson textMagnusson text

Magnusson, S. J., Palincsar, A. S. (2004). Learning from text designed to model scientific thinking . In W. Saul (Ed.), Crossing Borders in Literacy and Science Instruction (pp. 316-339). Newark, DE: International Reading Association.

Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty five years of progress (151-194). Mahwah, NJ: Lawrence Erlbaum.

Palincsar & Palincsar & Magnusson textMagnusson text

Palincsar & Magnusson Palincsar & Magnusson text, cont.text, cont.

Social Studies Writing Social Studies Writing RubricRubric

State a claim.State a claim.

Use at least one piece of data from the Use at least one piece of data from the data provided.data provided.

Use a core democratic value to support Use a core democratic value to support your argument.your argument.

Use at least one idea or principle from one Use at least one idea or principle from one of the social studies (economics, history, of the social studies (economics, history, civics, etc.) to support your argument.civics, etc.) to support your argument.

Youth writing for English Youth writing for English classclass

DetroitDetroitMotor city of the worldMotor city of the world

Automaker and designerAutomaker and designerA player of cars and casinosA player of cars and casinos

A city of violenceA city of violenceThey tell me your the #1 murder cityThey tell me your the #1 murder city

For I have seen your people and streets.For I have seen your people and streets.They tell me you are feared and violentThey tell me you are feared and violentAnd I have seen the results of that withAnd I have seen the results of that with

My friends who have passed away.My friends who have passed away.For the people who want to show me theFor the people who want to show me the

Good side, I’ll show them my reality.Good side, I’ll show them my reality.The view that only people who live here see and hear.The view that only people who live here see and hear.

Gang violence, gun shots, drug dealing, rappistsGang violence, gun shots, drug dealing, rappistsProstitutes, crackheads, bumps, thieves, burn houses,Prostitutes, crackheads, bumps, thieves, burn houses,

And dirty streets.And dirty streets.All of this hides under those beautiful buildings All of this hides under those beautiful buildings

In Downtown.In Downtown.Under the unknown places of the camera hidesUnder the unknown places of the camera hides

This terrible everyday dilema we have to go through.This terrible everyday dilema we have to go through.Underneath the streets of Detroit hides its peopleUnderneath the streets of Detroit hides its people

And underneath those peopleAnd underneath those peopleTheir solidarity toward society.Their solidarity toward society.

Youth writing Youth writing forfor social social studies classstudies class

I think middle school students should be required to participate in a I think middle school students should be required to participate in a community service program because it make them more responsible and community service program because it make them more responsible and teaches them what work realy is.teaches them what work realy is.

Another reason I think this is because it will help them to be successful and 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 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 lives in gangs this community service program will help prevent that by keeping students away from gangs and away from drugs.keeping students away from gangs and away from drugs.

The Core Democratic Value that I choose is Common good, I chose this 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 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 as well as for anyone who lives here. Also because the community service program reduces the gang killings and increases the community service program reduces the gang killings and increases the safty around us. Community servics are when students help around their safty around us. Community servics are when students help around their community and to help older neighbors cut the lawn, rake the leafs, or community and to help older neighbors cut the lawn, rake the leafs, or shovel the snow.shovel the snow.

I have learned that gangs are no good they bring nothing but trouble. All 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, 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 steal and cause trouble. Here in Detroit there have been alot of teens being killed because they were involved in gangs.killed because they were involved in gangs.

What Research Do We What Research Do We Need?Need?

Continuing research on how youth use texts Continuing research on how youth use texts in their everyday livesin their everyday lives– Documentation of what young people readDocumentation of what young people read– Analysis of the demands of those texts and of Analysis of the demands of those texts and of

how youth make sense of themhow youth make sense of them

Research on how teachers and students Research on how teachers and students are using texts in classroomsare using texts in classrooms– What texts get used and when, why, and how?What texts get used and when, why, and how?


Research on enactments of these different Research on enactments of these different perspectivesperspectives– Systematic qualitative analyses Systematic qualitative analyses – Systematic studies of effects Systematic studies of effects

Effects as measured in standardized assessmentsEffects as measured in standardized assessmentsEffects as measure in changes in attitudes, reading Effects as measure in changes in attitudes, reading and writing development, abilities to think criticallyand writing development, abilities to think critically

– Systematic studies with a wide range of youthSystematic studies with a wide range of youth

Research on the merging of these Research on the merging of these perspectivesperspectives


Research on preservice and inservice Research on preservice and inservice teacher learning to engage in responsive teacher learning to engage in responsive literacy pedagogyliteracy pedagogy– What can we do in preservice teacher What can we do in preservice teacher

education to foster an awareness of the role education to foster an awareness of the role of text in content teaching?of text in content teaching?

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