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Published on January 14, 2008

Author: Patrizia

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Motivating Students to Read Outside of the Classroom through a Book Project:  Motivating Students to Read Outside of the Classroom through a Book Project Teacher Inquiry Study Seema Sidhu University of California-Davis Under the supervision of Steven Athaneses Community:  Community Location: Suburb of Sacramento, CA Population: approx. 60,000 Ethnicity: White-59% Asian-18% Asian Indian-2% Latino-14% African American-9% Hood District Demographics:  Hood District Demographics Ethnicity: White-30% Latino-21% African American-20% Asian-20% Filipino-6% Pacific Islander-2% American Indian-1% Neighbor High School Demographics:  Neighbor High School Demographics Schedule: Modified Block schedule Ethnicity: White-39% African American-18% Asian-16% Hispanic-16% Filipino-8% Pacific Islander-2% American Indian-1% School Information cont…:  School Information cont… SES status: 17.9% of students are eligible for school lunches (471 students out of 2,621) 617 students come from poverty 235 students are English Language Learners 34 languages are spoken by students Scores: 2004 API score of 743 was the highest of the six high schools in the district Of the class of 2006-86% passed English Language Arts on the CAHSEE, 84% passed Math on the CAHSEE My Class:  My Class English 10 College Prep Class curriculum to follow: HOLT Literature and Language Arts textbook Class size: 31 students 20 males and 11 females Ethnicity: White-8 African American-7 Latino-3 Asian-13 Purpose:  Purpose Why am I doing the study? -Genuine interest in the link between literacy and academic achievement How is my topic linked to ELA concerns? -improve reading comprehension -Relate real-life experiences -Become aware of other people’s worlds, experiences, and perspectives Research Question:  Research Question Does scaffolding independent reading using high-interest magazine articles motivate students to increase independent reading time and help ease the transition to read books? Evidence justifying need for study:  Evidence justifying need for study Literacy inventory and results: Most students do not read at all outside of the classroom (independently) Most students like to read magazine articles independently How much time do you spend per week reading outside of school?:  How much time do you spend per week reading outside of school? What type of literature do you read the most outside of school?:  What type of literature do you read the most outside of school? What types of issues do you like to read about?:  What types of issues do you like to read about? What reading ability level would you rate yourself as?:  What reading ability level would you rate yourself as? Literature Sources:  Literature Sources “Students need the opportunity to read books of their own choosing and they need time to do so” (Fisher, 149). “Setting the ‘opportunity to read’ standard: Resuscitating the SSR program in an urban high school” by Douglas Fisher from Journal of Adolescent and Adult Literacy 48:2 October 2004. pgs. 138-150. Literature Sources cont…:  Literature Sources cont… “When students recapitulate what they have read, they not only gain understandings of text structures but also…[gain] self-confidence” (Zygouris-coe et. al. 382). “Engaging students with text: 3-2-1 strategy” by Vicky Zygouris-coe, Matthew B. Wiggins, and Lourdes H. Smith. The Reading Teacher. Vol. 58, No. 4. December 2004/January 2005. pgs. 381-384 Literature Sources cont…:  Literature Sources cont… “‘Suppose,” we mused, “independent reading was more like our favorite bookstore with a café, and we could linger over favorite books and share them with others?’” (Katsen and Wilfong 656). “Encouraging independent reading with ambience: The Book Bistro in middle and secondary school classes” by Wendy C. Kasten, and Lori G. Wilfong. Journal of Adolescent and Adult Literacy. Vol. 48, No. 8. May 2005. pgs. 656-663. Overview of Study:  Overview of Study Instructional Intervention:  Instructional Intervention My innovation to be implemented: Magazine articles with response questions Short story with response questions Book of choice with text logs and SSR Final book project that entails book talks, sharing their favorite parts of the books, creating rap songs about their books, creating a poster or advertisement, and holding partner conversations after SSR for a couple of minutes. Data Sources:  Data Sources Tuesday, May 2, 2006: “Oprah Talks to Jamie Foxx” from The Oprah Magazine, December 2005, Volume 6 No. 12 p. 254. Wednesday, May 3, 2006: “Divided Over Immigration” by Jennifer Delson from Hispanic magazine, October 2005. p. 18 Thursday, May 4, 2006: “The Covenant with Black America” by Kevin Chappell from Ebony magazine, May 2006. p. 94. Sample Data Source 1:  Sample Data Source 1 Tuesday, May 2, 2006: “Oprah Talks to Jamie Foxx” from The Oprah Magazine, December 2005, Volume 6 No. 12 p. 254. Reading check quiz Responses to handout questions Sample Data Source 1 continued:  Sample Data Source 1 continued One of the tools: Handout Questions After reading the article… 1. Summarize the article. What is the main idea? Provide details and quote the text if necessary. 2. How did you feel after reading the article? Explain if you were bothered by something written in the article, impressed, angered, etc. Explain how the article made you feel. 3. What did this article remind you of? Link the article to a song, movie, newspaper article, a book, something you saw on the news or a television show, a speech topic presented by one of your classmates. Explain why you are connecting the magazine article to your source. 4. What is the articles theme? How does this text relate to the themes we have discussed or will discuss? (Racism, discrimination, stereotypes, the American Dream). What did you learn about in relation to these themes? Sample Data Source 1 continued:  Sample Data Source 1 continued Sample responses to handout questions: Question #1: ”The main idea is basically about how Jamie starts his career out and deals with racism and his grandmother’s death. Jamie also talks about his hopes and dreams. [Jamie] discusses his Grammy award and what it felt like.” Question #2: “The article made me realize that you have to deal with the bad things in life to make it to the good things. That you can’t just quit because someone feels the need to put you down so they can feel like the bigger person. But in reality it takes a bigger person to take the bad and turn it into good than to give the bad.” (Student Sample C). Question #3: “It reminds me of some of Tupac’s songs such as “Dear Mama, “Gotta keep your head up,” and “Life goes on.” I think of these because Tupac talks about what it’s like growing up deprived and socially and politically challenged person. Such as being kicked out onto the streets and having to sell drugs and hustle just to barely have enough money to get by. And in the song “Life goes on” he talks about losing friends and family and also not having a father just as Jamie Foxx didn’t have a father in his life growing up. As far as being puzzled about how and why a father could just leave a son like that, both Jamie Foxx and Tupac both made it without one. Tupac said in one of his songs “my father passed and I didn’t cry cuz my anger, wouldn’t let me feel for a stranger.” That statement fits perfectly with what both Jamie and Tupac went through as they were growing up.” (Student Sample C) Question #4: “The theme of the article is Jamie Foxx’s life as a star and also Eric’s life. All the themes that we are learning [about are] actually apart of Jamie’s life and has been apart of his life.” (Student Sample A) Sample Data Source 1 Chart:  Sample Data Source 1 Chart Data Source 1 Analysis:  Data Source 1 Analysis Students can accurately summarize the article. Students can accurately link the article to another source. Students have a difficult time identifying the theme of the article. Sample Data Source 2:  Sample Data Source 2 Wednesday, May 3, 2006: “Divided Over Immigration” from Hispanic magazine by Jennifer Delson, October 2005, p. 18. Group activity and presentations Responses to handout questions Sample Data Source 2 Chart:  Sample Data Source 2 Chart Student responses to article questions:  Student responses to article questions (Student Sample A) Question#1: “The main idea is how people imigrate to a different country for a better life.” #2: “I am angry, but about other countries how people have to move because they see no life in there future.” #3: “The article reminded me of how my parents imigrated to the country from Mexico.” #4: “It is that America is a good country compared to others. It is related to the American Dream.” Student responses to article questions:  Student responses to article questions (Student Sample D) Question #1: “the article was about immigration and how many people have different views about how it should be handled and taken care of. The main idea is how some Hispanics are taking a hard line against illegal immigration. Also how Latinos feel with immigration laws. Also they have earned the right to stay here.” Question #2: “I felt very interested in this article because I had never heard about any of this. For example the immigration and the mixed feelings and all the different views. Also there are a lot of anti-immigrant groups help to legalize immigrants.” Question #3: “This article reminded me of a book I read in 7th grade called Lupita Manana. It reminded me of that book because the girls family is trying to immigrate.” Question #4: “The articles theme is there are many different views on one particular subject. It relates to themes we have discussed because if you are trying [to] immigrate then they are stereotyped in certain ways, and they are also discriminated against. Another theme is that discrimination of immigration is controversial and affects both citizens and immigrants.” Sample Data Source 2 Analysis:  Sample Data Source 2 Analysis Each group presented relevant and accurate information reflecting some aspect of the article Homework responses declined More students turned in homework that was incomplete—responding in less than three sentences. Students have a difficult time identifying the theme of the article. Sample Data Source 3:  Sample Data Source 3 Thursday, May 4, 2006: “The Covenant with Black America” from Ebony magazine by Kevin Chappell, May 2006, p. 94. Response to handout questions Sample Data Source 3 Chart:  Sample Data Source 3 Chart Sample Data 3 Chart:  Sample Data 3 Chart Sample Data Source 3 Analysis:  Sample Data Source 3 Analysis Homework responses declined compared to the outcome of the first article More students wrote a theme statement and completed all four components of the homework High-interest articles result in more student responses Synthesis:  Synthesis Growth and ability in reading comprehension Increased reading time per week Completed book projects! Next Steps:  Next Steps Exploring other sources—How to scaffold relevant articles that lack the case study and celebrity component? Magazine articles as a way to improve literacy rate? Model, review, and address each question for responses

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