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Module 4 application

  1. Module 4 Application: Collaboration and Improvement Lucas Meister American College of Education LIT5203_1810011 Strengthening Literacy 10/28/2018
  2. Literacy Need  Literacy refers to several related, communicative skills, such as reading, writing, speaking, and listening, and encompasses both the receptive and expressive components of language (Alvermann. 2002). With such a broad category of skills, Rockdale School is at a disadvantage in serving its students because it does not have a comprehensive and cohesive literacy plan. In establishing such a plan, Rockdale School should include instruction in vocabulary and word knowledge across all grade levels, include literacy instruction across all content areas, and use culturally relevant texts that speak to the experiences of our students.
  3. Research-Based Strategies  Vocabulary instruction has a positive impact on reading comprehension in students (Goodwin, 2016).  The students we serve are coming in with a lower exposure to ;literacy and a smaller vocabulary.  To decrease this deficit students should be provided with explicit vocabulary instruction in the texts that they encounter in every content area that they encountering school.
  4. Research-Based Strategies  Literacy is not solely the domain of language arts classes and block, but rather all content areas have communicative skills that the students require instruction in (McQuiston, O’Shea, & McCollin, 2008).  Students require literacy instruction in every content area.  Content area literacy instruction should include a focus on the academic vocabulary within that discipline and the common ways of communicating information, such as essays, models, and presentations.
  5. Research-Based Strategies  Culturally Relevant instruction and texts provide students with away to engage in learning (Chenowith, 2014). Texts that speak to or are relevant to students’ life experiences are more engaging. These texts also allow students to use their background knowledge to further their learning.
  6. Literacy Lesson Plan  The students will be using text evidence to answer comprehension prompts after reading a culturally relevant text.  Standards: CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
  7.  Objectives:  Students will be able to Read and analyze how authors express point of view in nonfiction narrative. RI.7.6 Use text evidence to support an analysis of what the text explicitly says. RI.7.1
  8. Literacy Lesson Plan  Procedures  Students will read a culturally relevant text (A Simple Act) while listening to an audio version of the text. Students will highlight and annotate important information while reading the text. Students will also highlight words or phrases that t hey do not understand or have questions about. The teacher will go over these in a class discussion after the reading.
  9. Literacy Lesson Plan  Procedures Cont.  The teacher will introduce the comprehension prompts to the students and will model how to complete one of the prompts using the provided sentence starters.  Students will work with partners to complete more comprehension prompts using text evidence.  As an exit ticket, the students will complete one prompt individually.
  10. Survey  What should be included in the school’s literacy plan?  Hoe should the school develop the literacy plan?  How could the research-based strategies shown be applied to other content areas?  How could this lesson be more engaging to students?  What could be done to improve literacy instruction at Rockdale School?
  11. References Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of literacy Research, 34(2), 189-208. Goodwin, A. (2016). Effectiveness of word solving: Integrating morphological problem- solving within comprehension instruction of middle school students. Reading & Writing, 29(1), 91-116. McQuiston, K., O’Shea, D., & McCollin, M. (2008). Improving phonological awareness and decoding skills of high school students from diverse backgrounds. Preventing School Failure, 52(2), 67-70. Chenowith, N. (2014). Culturally responsive pedagogy and cultural scaffolding in literacy education. Ohio Reading Teacher, 44(1), 35-40.