Group+1+Module+10

Module 10- Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading

1. More and more is being written about Adolescent Literacy and how it needs to be a favorable teachable topic. What does reseach say about this topic?

ZH-In 1996 every child was to be on grade level reading by grade three. We still have a long way to go to include the adolescents according to Richard Vacca. Research is saying that more attention is drawn to early literacy while leaving the adolescents to fend for what they learn. Funding starts with the younger students unless grants are written for many needed resources. Teacher's need to be goal oriented with ways to entice the Adolescents to become better readers. Technology is a big plus and a motivating factor when the Adolescents are able to have say in the content. KC- Zane, I agree that giving students a choice in reading and the use of technology is a motivating factor for students to become more engaged and active in their reading. TD- Transfer studies have been heavily used in trying to figure out the most effective instructional practices in the content areas. As the paradigm has shifted from skills-based instruction to a social constructivist theme, more studies show significant retention in students who are taught in functional instructional environments. KC- The main focus of literacy research has been on early literacy. More research in the area of adolescent literacy and content area literacy needs to be conducted. While most content area teachers are specialized in the content area(s) they teach, they also need to realize that there are also responsible for teaching literacy skills within their content area.

2. Adolescent literacy is more critical than ever. What is the factor causing this importance?

at communication. To be able to participate in society the students will need fantastic “active and critical thinking”. They will use their communication capabilities to think and demonstrate creatively for the teamwork of society’s productivity. Reading and writing will be of utmost importance. One wonders if the population growth also affects this crisis. More should be done for more adolescents. TD- I believe that adolescent literacy is more critical than ever because funding dollars are allocated mainly to elementary schools. Students who have fallen through the cracks thus far or who received help in elementary school but would still benefit from specialized instruction may not be getting the help they need with reading on the secondary level. These facts, coupled with the reduction of specific reading instruction in junior high and high school, may lead to a serious crisis for struggling readers in the upper grades. As one student said to me, “When I got to middle school, all our teachers assumed we could read. They didn’t even ask anymore.” KC- I don't understand why reading doesn't seem to get the same focus in middle school and high school as it does in elementary school. I realize that we focus more on individual content areas, but what about the students who are struggling with reading? KC- We have so many middle school and high school students who are struggling with reading. It affects their comprehension and learning in content areas and they continue to get further behind their peers. Many students do not know how to read textbooks and other expository text. Most of what they will read in life is nonfiction text so we need to prepare them. They need to be able to read nonfiction and comprehend what they have read. Students will need these reading skills in order to function properly in their job and in society.
 * 1) ZH-Adolescent literacy enables manipulation of core strategies for further successes. If an adolescent is not feeling great about their reading and writing abilities, they may not be effective

**3.** **Improving content area literacy is important for all teachers. What would you do to improve your content area instruction in your class?**

ZH- Content areas can be multi-dimensional. When working on one or two core subjects and adding others, it is definitely a progressive on-going experience. Adding other resources and guests will be a must. Incorporating many strategies (like in 5572) will allow these students’s to reflect on what is or has happened. Explain to your class or age group exactly in what direction they should proceed. Sometimes it is necessary to give directions two or three times so all students will “get it.” Reading for meaning is a motivational factor that is left to the students or teachers of Middle and High School. They are the all important ones that know why the reading is fundamental. KC- Zane, you mentioned explaining a direction to proceed with your students. I think that I need to do a better job of pointing out to my students that we set a purpose for reading. I think that I gloss over this too much. TD- I can improve content area instruction in my class by incorporating more readings (besides “just the textbook”) and technology-based instruction in my teaching. I try to plan well-structured lessons that allow for students to pursue their personal questions about the material, but I can always try harder to pull in more reading options. KC- I lack in the use of technology as well, Tracy. I really don't know how to incorporate more with the inclusion situation I'm in now, though. KC- Teaching the students how to read expository text is the first step. I think that I may need to stress the importance of text features and previewing the text a little more with my students. I already have discussions about text with my students by having them “turn and talk” with a partner and then coming together and sharing what they discussed with their partners in a grand conversation. I really liked the Socratic seminar and I think that I could tweak it to make it appropriate for my students. I also don’t give my students enough opportunities to write. I like the “think on paper” writing activity because the students don’t feel pressured to produce a perfect piece. I think the kids would really enjoy the point- of- view activity. This could be used in a writing activity, a discussion, or writing a story or reader’s theatre from a different perspective. I think more explicit teaching; modeling and guided practice would also help my students.

1. The adolescent teen rate for dropouts, depression, and suicide from bullying is still high in numbers. How would teens in your class feel included? ZH KC- I think that using the Socratic seminar and letting them lead discussions would help them to feel included. Letting them know that we want to hear their thinking and what they have to say about a topic would be pretty powerful with some students. Getting them to believe that we want their true thinking, not what they think we want to hear, may take awhile though. 2. What is a "poetry slam" and how could it be facilitated in surrounding area high schools? ZH KC- Good question, I don't know. I wonder if it is just an opportunity for students to share poetry and to express themselves through the poetry. TD- What are some ways to encourage parents of adolescents to help their children read better? KC- It seems that parents become less involved in helping their children with academics in middle school and high school. I think with the teenage years it could be that attitude is a factor in students not wanting to work with their parents. I think some parents would welcome suggestions on how to motivate their child to read and how to have discussions with their child about what they are reading. KC- 1. Has the focus of literacy research shifted any toward more research in adolescent literacy since this article was published? 2. Are school districts offering any training or enough training in adolescent literacy or content literacy? 3. Are content literacy instructional courses offered for specific content areas, or is content area literacy a generalized course?
 * Questions: Module 10**