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Integrating Literacy In Content Area Instruction

University of Southern California MAT- TESOL EDUC: 505

Matthew Nessan

on 4 March 2012

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Transcript of Integrating Literacy In Content Area Instruction

California State
This Presentation Focuses
on 3 Areas of Reading Comprehension
Integrating Literacy in
Social Studies
Place your own picture
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San Francisco
(cc) photo by Metro Centric on Flickr
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
You assign a text for your sixth grade social studies class which details the events of the American Civil War for American History Month.
You design an elaborate roll play in which students recreate the battle of Gettysburg.
Students appear engaged and show evidence of learning. Give yourself a pat on the back...you are the man!
You arrange to take your class to the National Museum of American history.
Main Ideas
Intermediate English Language Learners should be able to...
Identify, using key words or phrases, the basic sequence of events in stories read.
Read text and orally identify the main ideas and draw inferences about the text by using detailed sentences
photo frame
As you leave class the final day an ESL student tugs your shirt and asks, "but who won?"
Read and identify basic text features, such as the title, table of con- tents, and chapter headings.
But How?
By Matthew M. Nessan
The Newspaper!
Hint: It's black and white and "read" all over...
Bear with me... I promise the jokes get better as the presentation continues.
Specific Learning Goals And Objectives

1) Are an adult medium that students of all ability levels can be proud to be seen reading.
2) Deal in what's happening here and now, providing motivation for reading and discussion.
3) Make learning fun.
4) Are extremely flexible and adaptable to all curriculum areas and grade levels.
5) Bridge the gap between the classroom and the "real" world.
6) Build good reading habits that will last a lifetime.
7) Can be cut, marked, clipped, pasted, filed, and recycled.
8) Give everyone something to read -- news, sports, weather, editorials, and comics.
9) Are a cost-effective way to educate.
10) Contain practical vocabulary and the best models of clear, concise writing.
10 Reasons To Use Newspapers In Your Classroom
Newspapers are...
To accomplish these goals we are going to have to think outside the box!
Three Strategies To Engage Learners With The Text
Teach the five freedoms of the First Amendment
Skill Aquired
Skill Aquired
Skill Aquired
Learning Theory
Learning Theory
Learning Theory
"The reason for integrating newspapers into the curriculum is to acquaint students with various types of expository texts. These lessons help students analyze historical documents and synthesize them with issues involving the First Amendment." Newspaper Association of America Foundation
Students find each of the following in the newspaper:
map of another country
television listing
10 names of other cities
action word
television stars
political cartoon
story about another country
opinion letter from a reader
movie review or advertisement
Scavenger Hunt
Mind Mapping
Assign students to choose an article from the newspaper that they think is interesting. Students write down the main idea in a few words in the center of a piece of paper. Then they will write down some details that support the main idea.
Student determines the main idea and relevant details in a passage.
A good mind map looks something like this...
Distribute newspapers and have students search for headlines involving Christianity, Islam and/ or Judaism ELL students and those with special learning needs should work with strong readers
 With the document camera or overhead projector, model how to find articles involving freedom of religion Explain that the model article cannot be used for this activity
 Explain that this activity will be done independently
 Distribute the Freedom of Religion Worksheet  Tell students to write the headlines in the appropriate column
 Give students 20-25 minutes for this activity Explain that on the back of the worksheet, they must write six things they learned
 Discuss what students learned and whether they can connect that to anything they learned in social studies
 Collect students’ responses at the end
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, and listening. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
Language is a tool for thought. Higher forms of human mental activity are mediated.
Learning occurs on the basis of associative processes rather than abstract rules.
One’s knowledge concerning one’s own cognitive processes or anything related to them are used to promote learning.
When creating Mind Maps, imagination and creativity are used to synthesize logically all the relevant key information in an organized way. Mind Mapping taps your whole brain, releases your brain potential and improves memory.
Mental phenomena can be described by interconnected networks of simple and often uniform units.
Students learn to effectively skim and scan for information while making connections with their prior knowledge.
These strategies are intended to engage readers and encourage self efficacy. As George Bernard Shaw wrote, “What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.”
Now Imagine that...
Students will be able to...
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Relate what they read to personal experiences (text-to-self), to information from other text (text-to-text), and to information about the world (text-to-world) in order to enhance understanding of self, text, and life.
Select articles related to freedom of religion by using headlines of various news stories
 Determine and demonstrate knowledge about religion using the themes of Christianity, Islam and Judaism
 Apply headlines related to Christianity, Islam and Judaism to an instructional worksheet
This is not thinking outside the box...
I told you the jokes would get better!
Intermediate English Language Learners should be able to...
Identify, using key words or phrases, the basic sequence of events in stories read.
Read text and orally identify the main ideas and draw inferences about the text by using detailed sentences
Read and identify basic text features, such as the title, table of con- tents, and chapter headings.
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