Adolescent Literacy In Perspective
Young Adult Literature: Books That Engage Tweens and Teens- “They are what I term the ‘gauntlet’ kids. They come to class and announce proudly that they are not interested in any book you have; reading is dumb, boring, stupid, etc. In essence, they are throwing down a gauntlet: daring you to find a book they might just crack open and read."
—Teri S. Lesesne Discover ways to encourage students to want to read.
Supporting Struggling Readers in Content-Area Learning
“By making thinking visible through a variety of metacognitive routines, teachers can help students adopt more powerful approaches to discipline-specific texts."
—Cynthia Greenleaf Content-Area text is difficult for many of our student. Find new ways to help them.
Fluency Instruction: Best Practices for Older Readers
“Fluency for upper elementary and the middle grades? Forget about it. Upper elementary and middle grade teachers have bigger fish to fry, right? Wrong!"
—Timothy Rasinski Help your students improve their fluency by using these strategies.
Differentiating Instruction in Secondary Classrooms
“Differentiation means we do whatever it takes to maximize instruction over what could otherwise be achieved through whole-class, one-size-fits-all approaches. It's teaching in ways students learn best, not just presenting material and documenting students' success (or lack thereof) with it."
—Rick Wormeli Find out how to do a better job with differentiation.
Student Choice and Engagement “Low motivation does not need to be a recurring problem in the classroom. Although teachers can draw from myriad strategies to cultivate higher levels of motivation, well-crafted choices have the potential to have a powerful impact on students’ attitudes toward classroom work.”
—Kevin Perks Discover strategies to allow for student choice to increase their engagement.
Advanced Story Map View the Advanced Story Map Worksheet Students are taught to use a basic 'Story Grammar' to map out, identify and analyze significant components of narrative text (e.g., fiction, biographies, historical accounts). Reserve at least a full instructional session to introduce this comprehension strategy.
"Click or Clunk?": A Student Comprehension Self-Checklist student sheet. Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.
Keywords: A Memorization Strategy.View Student Keyword Strategy Help Sheet In this mnemonic (memorization) technique, students select the central idea of a passage and summarize it as a 'keyword'. Next, they recode the keyword as a mental picture and use additional mental imagery to relate other important facts to the keyword. They can then recall the keyword when needed, retrieving the related information.
Mental Imagery: Improving Text Recall? By constructing "mental pictures" of what they are reading and closely studying text illustrations, students increase their reading comprehension.
Oral Recitation Lesson.This intervention builds student motivation and interest by having them participate along with the teacher in repeated public readings of a story across several days. Throughout the process, the entire class discusses the work as literature
Prior Knowledge: Activating the 'Known' Through a series of guided questions, the instructor helps students activate their prior knowledge of a specific topic to help them comprehend the content of a story or article on the same topic. Linking new facts to prior knowledge increases a student's inferential comprehension (ability to place novel information in a meaningful context by comparing it to already-learned information). Student sheet.
Question-Generation Students are taught to boost their comprehension of expository passages by (1) locating the main idea or key ideas in the passage and (2) generating questions based on that information.
Text Lookback Introduce the text-lookback strategy by telling students that people cannot always remember everything that they read. If we read an article or book chapter, though, and are asked a 'fact' question about it that we cannot answer, we can always look back in the article to find the information that we need.Response to Intervention with Older Students with Reading Difficulties- Article
Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multi-tiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students.
|TRADEMARK AND USE OF APS IMAGE: The logo for Akron Public Schools, and any modifications thereof, belong exclusively to the Akron Board of Education. The logo may not be used in any form without the prior written consent of the Akron Board of Education. The use of the Akron Public Schools name and logos are confined for use by the Akron Board of Education. The name Akron Public Schools and the logos shall be used in the manner prescribed by the Akron Board of Education. To request a limited, non-exclusive license to use the name Akron Public Schools and the logos, you may contact Mark Williamson.|