Stacy Reeves, Ph.D.Stacy Reeves, Ph.D.The University of Southern The University of Southern

MississippiMississippiHattiesburg, MSHattiesburg, MS

stacy.reeves@usm.edu

Literacy Strategies in Literacy Strategies in the Content Areas: the Content Areas:

Developing Developing Independent Learners Independent Learners

Literacy strategies are easy to incorporate into any content area/subject.

When teachers scaffold reading and writing strategies in the subject areas, students expand vocabulary, increase comprehension, and develop independence in learning.

What is scaffolding?Scaffolding is when teachers build new knowledge on what is already known.

What are literacy strategies?

They are activities, approaches, or techniques that involve reading, writing, listening, speaking, viewing, and visually representing

Whole Class

Small Group

Pairs

Individuals

Apply

This model is based on “The Phased Transfer Model of Instruction” by Karen D. Wood (2002).

How do we develop independence in learners

in a scaffolded way?

What are nine literacy strategies which can be used to incorporate aspects of literacy into the content areas, develop independence in learners and enrich learning?

Concept or Word

Definition:(OR Non-Characteristics)

Frayer Model

Examples: Non-Examples:

Characteristics:

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/6.pdf

Let’s do one together…

http://oame.on.ca/main/files/thinklit/FrayerModel.pdf

Let’s do one together…

http://oame.on.ca/main/files/thinklit/FrayerModel.pdf

Students should WRITE about this

information.http://oame.on.ca/main/files/thinklit/FrayerModel.pdf

Vocabulary Word, Part of Speech, and Definitions:

Vocabulary Word, Part of Speech, and Definitions:

Other Forms of the Word:

Other Forms of the Word:

SynonymsSynonyms

AntonymsAntonyms

Sentence or Phrase from Text:

Sentence or Phrase from Text:

My Association, Sketch, and/or Example:

My Association, Sketch, and/or Example:

My Own Sentence:

My Own Sentence:

Word/Term:

Vocabulary Word, Part of Speech, and Definitions:Fractions consist of two numbers. The top number is called the numerator. The bottom number is called the denominator

Vocabulary Word, Part of Speech, and Definitions:Fractions consist of two numbers. The top number is called the numerator. The bottom number is called the denominator

Other Forms of the Word: Proportional relation between an object part and the object whole

Other Forms of the Word: Proportional relation between an object part and the object whole

Synonyms: Fractions can be converted to Decimals

Synonyms: Fractions can be converted to Decimals

Antonyms: Fractions cannot be Irrational Numbers

Antonyms: Fractions cannot be Irrational Numbers

Sentence or Phrase from Text: To add two fractions with the same denominator, add the numerators and place that sum over the common denominator

Sentence or Phrase from Text: To add two fractions with the same denominator, add the numerators and place that sum over the common denominator

My Association, Sketch, and/or Example:

My Association, Sketch, and/or Example:

My Own Sentence:My Own Sentence:

Word/Term:Adding Fractions

http://www.321know.com/fra410x2.htm

A cake with one quarter removed, andthe remaining three quarters are shown.

The first rule of addition of fractions is that only like quantities can be added.

Word Sort – Open and ClosedProvide a word list and have students place the vocabulary words into categories.

When the categories are provided, the Word Sort is Closed.

When the students make the categories, the Word Sort is Open.

Word Sort - Closed

Backbones No Backbones Others

How do you think these words should be sorted?

Write them on a yellow square on the Word Sort.

Whales, Oysters, Lobsters, Sea Weed, Plankton, Starfish, Clownfish, Dolphins

Whole ClassWhole Class

Small GroupSmall Group

PairsPairs

IndividualsIndividuals

ApplyApply

Think about one of the strategies. How will you develop independence in learners? How

will you structure their learning?

Stop Think Pair and Share Two Ideas

RAP Strategy

R – readread a paragraphA – askask yourself what the paragraph was about

P – putput the main idea and two details in your own words

RAP – an examplePlant Seeds

Planting seeds is a perfect springtime activity! Have teachers select seeds that have a high probability of germination so that children will "see" success. These might include flowers, such as primrose, marigold, and zinnia, or plants, such as lima or runner beans, radish, and pumpkin. Pumpkin plants will be ready to be taken home or transplanted outside the school in three to four weeks. (Pumpkins also have the advantage of maturing in the fall, providing a great opportunity to discuss the seasons.)

RAP – an example

R – ReadRead the paragraph “Plant Seeds”“Plant Seeds”

A – AskAsk yourself what the paragraph is about This is about teachers helping children plant seeds to see them grow.

RAP – an exampleP – PutPut the main idea and two details in your own words Planting seeds is great for teachers and students to do.

The best seeds to choose are ones that will easily spout and/or bloom.

Flower seeds or vegetable seeds may be chosen and a pumpkin is an especially good choice.

I-CHART (Inquiry Chart)

An I-Chart or Inquiry Chart is used to investigate several sources for a series of guiding questions or main concepts about a topic.

I-CHART (Inquiry Chart)First, the teacher should determine what the questions and concepts should be, and after the students have worked with an I-Chart, the students can help write the questions and concepts.

I-CHART (Inquiry Chart)

Next, the questions are listed at the top of the chart.

The sources to be used are listed on the left hand side of the chart.

I-CHART (Inquiry Chart)

The students investigate the questions using the sources.

The teacher and the students discuss their work.

Last, the students will write paragraphs/papers based on their learning.

I-CHART (Inquiry Chart)1. What is 1. What is the the Internet?Internet?

2. Why is it 2. Why is it important?important?

3. Interesting 3. Interesting facts/figuresfacts/figures

4. New 4. New questions?questions?

What We What We KnowKnow

Source 1:Source 1:

Reference Reference BooksBooks

Source 2:Source 2:

Source 3:Source 3:

SummarySummary

http://www.adlit.org/strategies/21826

Journaling Opportunities

Double Entry Journals with Quotes

Free Write (Personal) Journals

Literature Response JournalsMath JournalsScience JournalsBuddy Journals

Double Entry Journals with Quotes

Reactions may be:

Text-to-Self A connection between the text and something in your own (the student’s) life experience

http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=228

Quotes/ ReactionsPages

McLaughlin, M., & Allen, M.B. (2002). Guided Comprehension: A teaching model for grades 3–8. Newark, DE: International Reading Association.

Reactions may be Text-to-World A connection between the text and something that is occurring or has occurred in the world

Text-to-Text A connection between the text and another story or text that you (the students) have read previously

http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=228

Copyright 2003 IRA/NCTE. All rights reserved. Read Write Think materials may be reproduced for educational purposes. Image copyright 2003 Microsoft Corporation. All rights reserved.

Double Entry Journals with Quotes

Journaling Opportunities

Journals may be paper based OR

Use digital journaling to connect with students and check for understanding through emailed responses

Journals are an incredible way to add metacognition to any course

Whole ClassWhole Class

Small GroupSmall Group

PairsPairs

IndividualsIndividuals

ApplyApply

Think about one of the strategies. How will you develop independence in learners? How

will you structure their learning?

Stop Think Pair and Share Two New Ideas

Thinking at Right Angles

Opinions

Facts

How can you utilize Facts versusOpinions in your teaching?

Thinking at Right Angles

Opinions

Facts

Charts

What is this about?What is this about?

Supporting DetailsSupporting Details

What is important to understand about this?What is important to understand about this?

What is this about?What is this about?

Start with…Start with…

What is important to understand about this?What is important to understand about this?

Add this…Add this… Now what?Now what?

Name or Topic:Name or Topic:

Problems:Problems:

Ideas to Solve the Problem:Ideas to Solve the Problem:

Actions:Actions:

Solutions:Solutions:

What is this whole thing about?What is this whole thing about?

What is being

compared?

How it is different

How it is different

How they are similar

Main Ideas

This is the This is the chart form of a chart form of a Venn Diagram.Venn Diagram.

Which chart can you use?

How?Why?

What could you teach or emphasize

with that chart?

RAFT Writing Strategy

R = RoleRole of the writer (Who or what is the writer? e.g., a scientist, a famous person, an object, and so forth)

A = AudienceAudience (To whom is this written? e.g., a friend, a famous person, an object)

RAFT Writing StrategyF = FormatFormat (What is the form? e.g., a journal, a letter, a newspaper column, etc.)

T = TopicTopic (What is the topic? e.g., persuade a company to change its policies, demand a new brand name, show evidence of unfair treatment, etc.)

RAFT Writing StrategyRAFT on an emergencyRAFT on an emergency

R = Members of an emergency team

A = Community who was NOT harmed by Hurricane Katrina

F = Radio information spotT = Pleading for help with money

YOUR TURN: RAFT

Develop a RAFT using a SUBJECT area:

ROLE of the WRITER:ROLE of the WRITER:AUDIENCE:AUDIENCE:FORMAT:FORMAT:TOPIC:TOPIC:

Whole ClassWhole Class

Small GroupSmall Group

PairsPairs

IndividualsIndividuals

ApplyApply

Think about one of the strategies. How will you develop independence in

learners? How will you structure their learning?

Our Literacy Strategies: Frayer ModelWord MapsWord Sort – Open & ClosedRAPI-ChartJournals (Double Entry Journal With Quotes)

Thinking At Right AnglesChartsRAFT

Stop Think Pair andShare

Which strategies will be most helpful?

From “Literacy Matters”:

“We want our students to become lifelong learners who are active and independent readers, writers, and thinkers.”

“Literacy skills are essential for success in today's complex and technological world.”

From “Literacy Matters”:

“The crucial factor that promotes or hinders success in today's society is the ability to access, understand, and use different types of information.”

From “Literacy Matters”:

“Learning how to learn is one of the most important tools we can give our students.”

http://www.literacymatters.org/content/overview/why.htm

From “Literacy Matters”:

ReferencesTama, C., M., & McClain, A., B. (2001). Guiding

reading and writing in the content areas: Practical strategies (2nd ed.). Dubuque, IA: Kendall/Hunt.

Tompkins, G. E. (2004). 50 literacy strategies: Step by step (2nd ed.). Upper Saddle River, NJ: Pearson.

Wood, K. D., & Taylor, D. B. (2006). Literacy strategies across the subject areas (2nd ed.). Boston: Pearson.

www.readwritethink.org