“Stuck in the Middle ”: Helping Students Begin New Literacy Lives
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Transcript of “Stuck in the Middle ”: Helping Students Begin New Literacy Lives
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“Stuck in the Middle”:
Helping Students Begin New
Literacy Lives
Summary by Abbi Gee
Photo Credit: http://www.rainbowreaders.com/wp-content/uploads/2009/04/boy-struggling-reading.jpg
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Article"Stuck in the middle":
Helping students begin new literacy lives.
Barbara Radcliffe, 2007
A case study of her own middle school classroom.
Look—she wrote a book with Buehl!
Photo Credit: http://www.amazon.com/Strategies-Enhance-Literacy-Learning-Classrooms/dp/0205360610/ref=sr_1_1?s=books&ie=UTF8&qid=1361321884&sr=1-1
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Importance Struggling readers are failing to gain the skills
they need to be successful.
Due to our use of high-stakes testing to determine placement, promotion, and retention of students, students are entering and exiting middle school later.
The icing on the cake: students’ own perceived inadequacy due to low test scores.
Culminates in unmotivated, frustrated students who are caught in a cycle of literacy failure.
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SummaryRadcliffe uses a five-step approach
to break the students’ cycle of failure and help them begin what she calls new “literacy lives.”
Photo Credit: http://www.itac.org/Publications/News_Letter/2012/June/Images/Five%20Easy%20Steps.jpg
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SummarySTEP ONE: ACCEPTING THE
CHALLENGE
Acknowledge the attitudes and beliefs students hold about literacy
Discuss different types of literacy
Help students see themselvesas readers and writers—develop a new “literacy self”
Photo Credit: http://www.itac.org/Publications/News_Letter/2012/June/Images/Five%20Easy%20Steps.jpg
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SummarySTEP TWO: BUILDING STRONG
TEACHER-STUDENT RELATIONSHIPS
Get to know the students personally
Utilize reading surveys, quick writes, &community-building activities
Have students explore their reading history & make a reading timeline
Photo Credit: http://www.itac.org/Publications/News_Letter/2012/June/Images/Five%20Easy%20Steps.jpg
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SummarySTEP THREE: CREATING LITERACY-
RICH ENVIRONMENTS
Select content that excites students
Find a balance between interest and reading level
Introduce them to the library
Create READ! posters to foster positive attitudes
Photo Credit: http://www.itac.org/Publications/News_Letter/2012/June/Images/Five%20Easy%20Steps.jpg
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SummarySTEP FOUR: CONNECTING READERS TO
TEXTS
Develop a learner profile using all your compiled information
Select a text you think will speak to the student
Introduce the text in a one-on-one conference
Keep trying until student sees success
Photo Credit: http://www.itac.org/Publications/News_Letter/2012/June/Images/Five%20Easy%20Steps.jpg
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SummarySAMPLE LEARNER PROFILE
Radcliffe’s learner profiles include the following data she collects:
namebirth date test scores
http://www.englishclub.com/images/writing/writing.png
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SummarySAMPLE LEARNER PROFILE
The students also respond to the following:
Preferred learning style:Multiple intelligences:Thoughts on reading:Reading strategies:Reading interests:Hobbies:Favorite book:Favorite form of writing:About me:Why do people read?Book recommendation:
What does someone have to do in order to be a good reader?How do you feel when you are asked to read aloud in front of your classmates?Do you prefer to read by yourself, in a small group, or as a whole class?What sort of things do you think about when you read?
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SummarySTEP FIVE: SUPPORTING READERS
WITHSTRATEGIC LITERACY INSTRUCTION
“All readers deserve intentional and explicit reading instruction.”
Effective before-, during-,and after-reading strategiesSocratic seminarsLiterature circles
Photo Credit: http://www.itac.org/Publications/News_Letter/2012/June/Images/Five%20Easy%20Steps.jpg
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Summary
Results: after a year in her course, 28 out of 32 remedial eighth-grade students saw success on the state assessment and were able to advance to high school.
Her techniques align closely to our class readings; her strategies are sound.
Students had a newfound love and appreciation for reading. The cycle had been broken!
Photo Credit: http://www.exchangesupplies.org/drug_information/campaigns/break_the_cycle/resources_break_the_cycle/sq_break_the_cycle.jpg
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Take AwayStruggling readers need help to break
out of the cycle of failure.
Their own reading histories and self-reported data can be a great starting point.
Following Radcliffe’s suggested five steps helps students enjoy reading AND learn specific reading strategies to improve their reading.
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Resources: Strategic Literacy Instructiono http://www.webenglishteacher.com/konigsburg.html
for a collection of information and lesson plans by author and title.
o http://www.readingrockets.org/articles/82 for Jim Burke's 103 ideas that students can do before, during, and after reading.
o http://www.educationworld.com/a_curr/curr259.shtml or http://www.litcircles.org/ or http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Reading/RDG0206.html for an introduction to literature circles with many practical advice and lesson plan ideas.
Photo Credit: http://thewritersguidetoepublishing.com/wp-content/uploads/2011/09/books-clip-art-71.jpg
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Resources: Strategic Literacy Instructiono http://www.studyguide.org/socratic_seminar.htm or
http://www.teachnlearn.org/socratic_seminars.htm to glean how to knowledge on using Socratic seminars to engage and motivate readers.
o http://www.literacymatters.org/adlit/intro.htm to learn more about the world of adolescent literature and ideas for activities and lesson plans.
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Resources: Choice in Reading Materialo http://nancykeane.com/booktalks/ to access a
database of book talks by interest or subject.
o http://www.reading.org.ezproxy.gvsu.edu/downloads/choices/yac0 -bookmarks0 -2006.pdf for the most recent list of Young Adult Choices reviewed by teenagers and published by the International Reading Association.
o http://www.teachersfirst.com/read-sel.cfm for appropriate book suggestions by grade level.
o http://www.carolhurst.com/titles/allreviewed.html for reviewed book suggestions through grade nine.
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Resources: Graphic Organizerso Story Map
(http://www.readwritethink.org/materials/storymap/). The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.
o Plot Diagram (http://www.readwritethink.org/materials/plot-diagram/). The Plot Diagram is an organizational tool that is used to map the events in a story. Designed in a pyramid or triangular shape, this mapping of plot structure allows readers and writers to visualize the key features of stories.
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Resources: Graphic Organizerso Literary Elements Map
(http://www.readwritethink.org/materials/lit-elements/). Students can map out the key literary elements of character, setting, conflict, and resolution as prewriting for their own fiction or as analysis of a text by another author in this secondary-level interactive.
o ReadWriteThink Notetaker (http://interactives.mped.org/notetaker722.aspx). Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information using bullets, Roman numerals, or letters.
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Radcliffe’s References Beers, K. (2002). When kids can't read: What teachers can do. Portsmouth, NH:
Heinemann. Biancarosa, G., & Snow, C. E. (2004). Reading next-A vision for action and research
in middle and high school literacy: A report to Carnegie Corporation of New Tork. Washington, DC: Alliance for Excellent Education.
Brashares, A. (2001). The sisterhood of the traveling pants. New York: Delacorte. Buehl, D., & Stumpf, S. (2005). The 6-8 literacy notebook. Madison, WI: Madison
Metropolitan School District. Burke, K. (2000). Reading reminders: Tips, tools, and techniques. Portsmouth, NH:
Boynton/Cook. Daniels, H. (1994). Voice and choice in the student-centered classroom. York, ME:
Stenhouse. Grimes, N. (2002). Bronx masquerade. New York: Dial. Guthrie, J., & Wigfield, A. (1997). Reading engagement: Motivating readers through
integrated instruction. Newark, DE: International Reading Association. Hinton, S.E. (1967). The outsiders. New York: Penguin. Langer, J. (2002). Effective literacy instruction: Building successful reading and
writing programs. Urbana, IL: National Council of Teachers of English. Lewis, C. S. (1950). The lion, the witch, and the wardrobe. New York: Macmillan. McCombs, B., & Barton, M. (1998). Motivating secondary school students to read
their textbooks. NASSP Bulletin, 82(600), 24-33.
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Radcliffe’s References Mikaelsen, B. (2001). Touching spirit bear. New York: Scholastic. Myers, W. D. (1992). Somewhere in the darkness. New York: Scholastic. Myers, W. D. (1999). Monster. New York: HarperCollins. National Middle School Association. (1995). The developmentally responsive
middle school: This we believe. Columbus, OH: Author. Pelzer, D. (1995). A child called It. Omaha, NE: Omaha Press. Plumb, B., & Ludy, J. (2002). Seminars and self-assessment. In J. Holden & J. Schmit
(Eds.), Inquiry & the literary text: Constructing discussions in the English classroom (pp.161-172). Urbana, IL: National Council of Teachers of English.
Rudell, R., & Unrau, N. (1997). The role of responsive teaching in focusing reader intention and developing reader motivation. In J. T Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 102-125). Newark, DE: International Reading Association.
Shakur, T. (1999). The rose that grew from concrete. New York: MTV Books/Pocket Books.
Spinelli, J. (1990). ManiacMagee. Boston: Little, Brown. Strasser. T. (2000). Give a boy a gun. New York: Simon and Schuster. Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies for
adolescent readers. Portland, ME: Stenhouse. Tyree, O. (1993). Flyygirl. Washington, D.C.: Mars. Woodson, J. (1998). If you come softly. New York: Penguin Putnam.
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Bibliography
Radcliffe, B. (2007). "Stuck in the middle": Helping students begin new literacy lives. Voices
from the Middle, 15(2), 18-29. Retrieved from http://search.proquest.com.ezproxy.gvsu.edu/docview/213930808?accountid=39473