Content Area Resources

Content Area Resources

Ongoing Module, Due July 6

Objectives: Ability to describe and integrate current theory, research, and practice, including print and online resources for content area literacies appropriate to adolescents; Ability to synthesize academic research and professionally present to peers/colleagues; Demonstrate an awareness of the characteristics of literacy acquisition and knowledge of instructional strategies to support varied adolescent learners. 

Throughout this semester, you will be exposed to a variety of readings and resources for literacy teaching and learning in your classroom. The goal for this module is to build tools that you can use in your lesson planning, including reading, writing, vocabulary, graphic organizers, listening, and speaking. Resources and tools should be for student use, specific to your content area, and appropriate for the grade level (middle grades 4-8 or secondary 9-12). 

NOTE: History students, see this clarifying video (2 minutes) for how to access literacy standards. 

Although the final document is due on July 6, it is strongly advised that you build the document throughout the course. 

Please make a copy of this Google sheet and save it to your shared Google folder. 

Part 1 - Google Sheet Directions:

Tab 1: 10 Tools 

As you engage with material on literacy strategies, you will identify 10 tools to use with your students regarding reading, writing, vocabulary, graphic organizers, and listening/speaking. The tools should be new to you as you build a toolbox for your future lessons. Please see the color-coded key in column F for guidance. 

For each tool, you will explain its use in your content area and grade level. Be specific. A model is provided. 

Tab 2: Student and Teacher copies

As you read, you will identify specific tools that can be applied to your lessons. These should align with specific examples from the 10 tools from tab 1 as show with the color coding. To bridge the gap between theory (readings, viewings) and application (lesson planning), you will build specific examples of the tools for use in a classroom. Listed in column I, you will see the appropriate literacy standards to which you will align your tool. 

For each tool, you will explain its use in your content area and grade level, list the appropriate content-based literacy standard, provide a student copy, and provide a teacher copy. Be specific and detailed. A model is provided. 

Tab 3: Reflecting on Literacy Tools (Optional)

Throughout this course, you will engage with different literacy tools as a learner. This tab allows you to reflect on the tools and provide notes to use in your own planning and teaching. Weeks 1 and 2 have been outlined for you. This section is entirely optional, but can be an effective reflection tool as you continue to build pedagogical content knowledge. 

Part 2 - Presentation: 

As a practicing educator, it is important for you to not only read and process information but also to think about how to apply it to your classroom and verbally describe practices (InternKeys Standards 1, 2).  Just as students are expected to read, write, listen, and speak, so are YOU! 

In addition to your written table (part 1), you will complete a 4-6 minute screencast presentation highlighting key elements you want to share with your peers. 

Your presentation should be professional and accurately communicate your knowledge of developmentally appropriate literacy strategies for adolescents in your content area. 

At least two resources with explanations for each of the following:

• vocabulary
• reading 
• writing
• graphic organizers 
• listening and speaking

For each resource, focus on the alignment of the resource to literacy and specific ways to support students. Provide both visuals and written text on each slide. As you present the resource, explain it. You should speak clearly for your peers to hear you in your screencast presentation. Be sure your peers can identify the source clearly (link address, APA citation, etc) on either the slide or a reference page. 

The presentation should NOT show your Google Sheet. It should be in the form of a presentation on a PowerPoint, Prezi, or another appropriate form of technology for a formal presentation. 

The final presentation should be submitted using an unlisted YouTube link (use your Georgia Southern Youtube account). A link to a file in Google will not work for these purposes. 

Content Area Resources Dropbox:

Content Area Resources - Your completed Content Area Resources assignment will be due July 6 with a completed Google sheet and presentation. 

The rubric that will be used to grade this summary assignment can be found here. Please use this document as a guide to self-assess before you submit your final project.