Module+Discussion+10

Step 5: Grand Conversation:

1. What does research say about this topic? BM - Research says that content area instruction would benefit from more instructional framework and focus of comprehension strategies. ZL-Today reading research continues to be grounded solidly in cognitive learning theory, although some argue a social constructivist shift. NH- Research has said that in the content areas students need to be using reading strategies. The text is a very important part of content learning and it is important for these strategies to be used.

2. Why is adolescent literacy more critical than ever? BM - Aliteracy is a concern because even those who can read are choosing not to read. How will they grow to be successful, competive adults when they don't read well. They will need to be lifelong learners to compete in our everchanging world. ZL-I agree with Brigette and see adolescent literacy as a very big concern today. The concern should turn to action for prevention of the aliterate adolescent reader. Something can be done about aliteracy. Doing nothing at all is not the answer. NH- I think everyone would enjoy reading if they found something they liked and they were successful readers. I think aliterate adults have made up their mind and are probably not going to read anything they dont have to. However, I think if we work with adolescents to be successful readers and find their motivation to read they will be life long readers.

3. Content area reading starts any time a teacher reads expository text to a classroom. How can you improve your content area instruction in your class? BM - I try to bring expository text into most every topic or theme we cover. My elementary students (of both genders) really enjoy non-fiction books and topics. Setting a purpose for reading, making note of unfamiliar vocabulary, using graphic organizers to help understand text structure and organize information, and using the internet to look for additional information all help with content area instruction. ZL-As a reading teacher, content area instruction can cover many avenues. Genre preferences allow for a variety in reading preferences. Graphic organizers allow for active reading. I continually go back to the importance of Think alouds for the sake of building comprehension skills in any text. NH- I teach reading as my content area however, I do use nonfiction and other types of specific content like instruction. I use reading strategies and graphic organizers to improve content area instruction. Continuing to use pre/mid/post reading strategies no matter the material is imporant to content instruction.

4. Your questions from your group. NH1-How do we get content teachers in our school to use literacy strategies? When literacy training goes on at our district the high school teachers are always less receptive. ZLI wish I knew the answer and could write a book. I could then be a millionaire. I believe ideas and focus must come from the administration down. Principals have the ability to establish PD programs with content teachers in mind. Until the adminstrator buys into it, it may unfortunately never happen. BM - While it seems obvious to us that facilitating the use of these comprehension strategies would only make the content area teacher's jobs easier, they might not be there in their thinking yet. However, I think sharing the fact that they don't so much have to teach the strategies as just refer to them to activitate that transfer from reading class to content class might help. NH2- Do you do much nonfiction work in your class? It seems in the middle grades, much of the work is fiction. NH3- Do you think a content area skills/homework night would be helpful? when students get to middle and high school and homework is all in content areas, it might be helpful to give some sort of support for the parents at home.

ZL1) What is your opinion on “phonics versus whole language? BM - Zena I just read Mem Fox's __Reading Magic__ and she offers great down to earth opinions on learning to read. She is entertaining so it doesn't read like a textbook. Check it out! ZL2) How do you implemenet before, and after reading activities? NH- I think this is really important. Just think about us, all we say is if I just had an example I would know what to do. That is all they need is examples. We are great actors so we just need to model it.
 * ZL3) How important is modeling reading behaviors you are teaching?

BM1* - We recently had an assistant principal who was a big fan of a motivational speaker, Larry Bell, who wrote 12 Powerful Words, That Increase Test Scores and Help Close the Achievement Gap. Have you heard of him and if so do you consider his work worthwhile? ZLI have heard of Larry Bell and have read some excerpts of his book. I will look for his books and read what he has published. BM2 - Do reading teachers speak to students specifically about how the skills they are learning will apply in their content area classes? BM3 - In middle school my children had both a reading and and English class. By high school do English teachers even talk about these strategies? NH- I know great high school teachers that use them, however with our districts literacy program they feel that the students should already know how or have seen them before. But yes I know high school teachers that do use these strategies.