MIDDLE MATTERS Language/Literacy Support: Supportive Pedagogic Discourse Routines Francine...

MIDDLE MATTERS MIDDLE MATTERS Language/Literacy Support: Language/Literacy Support:

Supportive Pedagogic Supportive Pedagogic Discourse RoutinesDiscourse Routines

Francine Falk-Ross, Northern Illinois UniversityFrancine Falk-Ross, Northern Illinois University [email protected]@niu.edu

Institute Presentation for International Reading AssociationInstitute Presentation for International Reading AssociationMay 13, 2007 May 13, 2007 Toronto, CanadaToronto, Canada

Handouts Online at: Handouts Online at:

www.reading.orgwww.reading.org/association/meetings/annual_program.htm/association/meetings/annual_program.htm

F. Falk-Ross, IRA 07, Middle MattersF. Falk-Ross, IRA 07, Middle Matters

FRAMEWORKS FOR FRAMEWORKS FOR CONSIDERATIONCONSIDERATION

Expanded forms of instructional interaction and routines in Expanded forms of instructional interaction and routines in the form of collaboration between teachers, students, & the form of collaboration between teachers, students, & peers are key to learning and conceptual change (Almasi, peers are key to learning and conceptual change (Almasi, 1994; Falk-Ross, 2002).1994; Falk-Ross, 2002).Collaborative conversations encourage personal Collaborative conversations encourage personal connections with content material and build literacy connections with content material and build literacy achievement (Nystrand, et al, 1997).achievement (Nystrand, et al, 1997).All students, including those who are marginalized by All students, including those who are marginalized by language difficulties (Risko & Kinzer, 1998) and /or by language difficulties (Risko & Kinzer, 1998) and /or by language differences (Heath, 1983), can benefit from language differences (Heath, 1983), can benefit from language expansions.language expansions.To support students’ learning, teacher need to think of To support students’ learning, teacher need to think of reading as situated language (Gee, 2001).reading as situated language (Gee, 2001).


Suggestions for Expanding Suggestions for Expanding Language RoutinesLanguage Routines

Interactive Opportunities:Interactive Opportunities: Provide ample time for student-initiated questions, Provide ample time for student-initiated questions,

comments, and discussion within all classroom activities.comments, and discussion within all classroom activities.Question Uptake (Collins, 1982) :Question Uptake (Collins, 1982) : Pose questions that do not have pre-specified answers Pose questions that do not have pre-specified answers

but, instead, depend on the responses that precede but, instead, depend on the responses that precede them. Allow students’ observations to create changes in them. Allow students’ observations to create changes in the discussion in substantive ways.the discussion in substantive ways.

Dialogic Conversations:Dialogic Conversations: Encourage students to interact with the text and the Encourage students to interact with the text and the

ongoing responses of their peers and teacher’s ongoing responses of their peers and teacher’s comments, I.e., connect language contributions to comments, I.e., connect language contributions to previous discussions and continuing constructionsprevious discussions and continuing constructions..



Individual Language Exchanges:Individual Language Exchanges: Use individual conferencing and interactive journaling Use individual conferencing and interactive journaling

to model and develop learning within students’ zone to model and develop learning within students’ zone of proximal development.of proximal development.

High Level Evaluation (Mishler, 1978; Nystrand, High Level Evaluation (Mishler, 1978; Nystrand, Gamoran, Kachur, & Prendegast, 1997)Gamoran, Kachur, & Prendegast, 1997) Elicit responses that involve analysis of material, Elicit responses that involve analysis of material,

synthesis of ideas, and personal connections with synthesis of ideas, and personal connections with text through language.text through language.



Scaffolded Instruction (Wilkinson & Silliman, 2000):Scaffolded Instruction (Wilkinson & Silliman, 2000): Use reciprocal teaching methods to guide students Use reciprocal teaching methods to guide students

through development of new strategies toward through development of new strategies toward independent learning.independent learning.

Negotiated Meanings (Wells, 1999) :Negotiated Meanings (Wells, 1999) : Respond with observations and added information Respond with observations and added information

rather than objective evaluation, I.e., use language that rather than objective evaluation, I.e., use language that is collaborative to reach shared understandings of is collaborative to reach shared understandings of concepts and vocabulary.concepts and vocabulary.

Authentic Questions:Authentic Questions: Ask for the student’s interpretation of a concept rather Ask for the student’s interpretation of a concept rather

than the listed or given definition from workbooks or than the listed or given definition from workbooks or guides.guides.


SCIENCE/MATH TALKSCIENCE/MATH TALK

Vocabulary DefinitionsVocabulary Definitions In your own words, how would you describe the meaning In your own words, how would you describe the meaning

of the term of the term chlorophyllchlorophyll ? What else do you know about ? What else do you know about that term? How do you know that? Would someone else that term? How do you know that? Would someone else please add more information. So, let’s sum up. We please add more information. So, let’s sum up. We agree that the term refers toagree that the term refers to……(negotiated meaning, ……(negotiated meaning, uptake).uptake).

Problem-solving and Decision-makingProblem-solving and Decision-making What steps did you follow to determine that result? How What steps did you follow to determine that result? How

else could you have come to that decision? Whatelse could you have come to that decision? What information that you knew before helped lead you information that you knew before helped lead you through that thinking process? through that thinking process? (higher level responses, (higher level responses, personal analysis).personal analysis).


READING/LANGUAGE ARTS TALKREADING/LANGUAGE ARTS TALKWord Identification/Language ArtsWord Identification/Language Arts We know to use context to help us figure out words We know to use context to help us figure out words

that are long or difficult. Tell us what phrases or that are long or difficult. Tell us what phrases or sentences before or after this word help you to sentences before or after this word help you to identify it?identify it? (scaffolding). (scaffolding).

What rules of language use do you observe in that What rules of language use do you observe in that word/sentence? When have you used that language word/sentence? When have you used that language form in your own conversations?form in your own conversations? (higher level (higher level response, connections). response, connections).

ComprehensionComprehension What do you think the author was trying to tell us in What do you think the author was trying to tell us in

that passage? What information in the text that passage? What information in the text supports/substantiates your answer? Anyone else supports/substantiates your answer? Anyone else have an idea to add to that response?have an idea to add to that response? (question (question uptake, negotiated meaning, higher level response).uptake, negotiated meaning, higher level response).


SOCIAL STUDIES TALKSOCIAL STUDIES TALKComprehensionComprehension Describe the events that lead to that historical Describe the events that lead to that historical

occurrence? What do you think were the motivations of occurrence? What do you think were the motivations of the people involved in the outcome? How can we the people involved in the outcome? How can we connect that topic to our own experiences? Who agrees connect that topic to our own experiences? Who agrees or wants to add to that answer ?or wants to add to that answer ?(question uptake, (question uptake, negotiated meaning, higher level response).negotiated meaning, higher level response).

Remember that the Native Americans had lived on this Remember that the Native Americans had lived on this land for many years and spoke another language than land for many years and spoke another language than the colonists. What were the results of the westward the colonists. What were the results of the westward movement as you they were described in our reading? movement as you they were described in our reading? What other events in history can you compare that to?What other events in history can you compare that to? (scaffolding, connections). (scaffolding, connections).


FINE ARTS CONVERSATIONFINE ARTS CONVERSATION

Details/VocabularyDetails/Vocabulary Tell me about the elements in the created material Tell me about the elements in the created material

(art or music) that you recognize as characteristic (art or music) that you recognize as characteristic of that genre? What are some other examples that of that genre? What are some other examples that you compare this piece to from your experiences?you compare this piece to from your experiences? What terms are used to represent the style ?What terms are used to represent the style ?(experiential connections, extended response).(experiential connections, extended response).

ComprehensionComprehension What have you learned about the creators of this What have you learned about the creators of this

genre from your reading? What experiences did genre from your reading? What experiences did they bring to the development of this music/art? they bring to the development of this music/art? How did this help them in their creative work? How did this help them in their creative work? (personal analysis, question uptake, critical (personal analysis, question uptake, critical observation).observation).


Before Reading StrategiesBefore Reading Strategies

Anticipation Guides Anticipation Guides (Head and Readance, 1986)(Head and Readance, 1986) Builds: activation of prior Builds: activation of prior

knowledge, prediction, and debate knowledge, prediction, and debate Elements:Elements:

Teachers create statements related to concepts (facts Teachers create statements related to concepts (facts for expository text or themes for narrative text)for expository text or themes for narrative text)Students discuss their agreement or disagreement with Students discuss their agreement or disagreement with the statementthe statementStudents constructively defend their positionsStudents constructively defend their positionsReview follows-up the reading for review and Review follows-up the reading for review and reconsideration reconsideration


During Reading StrategiesDuring Reading StrategiesVocabulary Self-Selection (Ruddell, 1992)Vocabulary Self-Selection (Ruddell, 1992)

Builds: self-monitoring & active reading Builds: self-monitoring & active reading Elements:Elements:

Each student chooses 1-3 words for a class list.Each student chooses 1-3 words for a class list.Teacher chooses 1-3 words, as well.Teacher chooses 1-3 words, as well.Context and meaning are explained to the class.Context and meaning are explained to the class.Use after reading portions of the text.Use after reading portions of the text.Words are recorded in a personal word bank.Words are recorded in a personal word bank.

Inquiry Circles Inquiry Circles (Temple, Martinez, Yokota, & Naylor, 1998)(Temple, Martinez, Yokota, & Naylor, 1998) Builds: problem-solving & active learningBuilds: problem-solving & active learning Elements: Elements:

Students are organized Students are organized into small groups of into small groups of mixed ability studentsmixed ability studentsOpen questions (literal, Open questions (literal, inferential, critical) are inferential, critical) are written for students’ responses.written for students’ responses.Peer interaction provides negotiation of meaning and language enrichment.Peer interaction provides negotiation of meaning and language enrichment.Application of experiential knowledge.Application of experiential knowledge.


After Reading StrategiesAfter Reading Strategies

Making Connections Making Connections (Keene & Zimmerman, (Keene & Zimmerman, 1997)1997) Builds: ownership of information Builds: ownership of information

& comprehension& comprehension Elements: Elements:

Comparisons - text to textComparisons - text to textReflections - text to selfReflections - text to selfCritical review – text to worldCritical review – text to world


ReferencesReferencesAlmasi, (1994). The nature of fourth graders’ sociocognitive conflicts in peer-led and teacher-led Almasi, (1994). The nature of fourth graders’ sociocognitive conflicts in peer-led and teacher-led discussions of literature. discussions of literature. Reading Research Quarterly, 29Reading Research Quarterly, 29 (4), 304-307. (4), 304-307.

Atwell, N. (1998). Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning In the middle: New understandings about writing, reading, and learning (2nd ed.). (2nd ed.). Portsmouth, NH: Boyton/Cook Publishers, Inc. Portsmouth, NH: Boyton/Cook Publishers, Inc.

Carroll, P. S. (2004). Carroll, P. S. (2004). Integrated literacy instruction in the middle grades: Channeling young Integrated literacy instruction in the middle grades: Channeling young adolescents’ spontaneous overflow of energy. adolescents’ spontaneous overflow of energy. Boston: Pearson/Allyn & Bacon.Boston: Pearson/Allyn & Bacon.Falk-Ross, F. C. (2002). Falk-Ross, F. C. (2002). Classroom-based language and literacy interventionClassroom-based language and literacy intervention : A case studies : A case studies approach. Boston: Allyn & Bacon Pearson.approach. Boston: Allyn & Bacon Pearson.Gee, J. (2001). Reading as situated language: A sociocognitive perspective. Gee, J. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Journal of Adolescent & Adult Literacy, 44Adult Literacy, 44 (8), 714-725. Head, M. H., & Readance, J. E. (1986). Anticipation guides: Meaning (8), 714-725. Head, M. H., & Readance, J. E. (1986). Anticipation guides: Meaning through prediction. In E. K. Kishner, T. W. Bean, J. E. Readance, & D. W. Moore (Eds.), through prediction. In E. K. Kishner, T. W. Bean, J. E. Readance, & D. W. Moore (Eds.), Reading in Reading in the content areasthe content areas (2 (2ndnd ed.) (pp.229-234). Dubuque, IA: Kendall/Hunt. ed.) (pp.229-234). Dubuque, IA: Kendall/Hunt.Heath, S. B. (1983). Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classroomsWays with words: Language, life, and work in communities and classrooms . . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.National Middle School Association. (2003). National Middle School Association. (2003). This we believe: Developmentally responsive middle This we believe: Developmentally responsive middle level schools.level schools. Westerville, OH: Author. Westerville, OH: Author.Nystrand, M., Gamaron, A., Kachur, R., & Prendegast, C. (1997). Nystrand, M., Gamaron, A., Kachur, R., & Prendegast, C. (1997). Opening dialogue: Understanding Opening dialogue: Understanding the dynamics of language and learning in the English classroomthe dynamics of language and learning in the English classroom . New York: Teachers College Press.. New York: Teachers College Press.Ruddell, M. R. (1992). Integrated content and long-term vocabulary learning with the vocabulary self-Ruddell, M. R. (1992). Integrated content and long-term vocabulary learning with the vocabulary self-collection strategy. In E. K. Kishner, T. W. Bean, J. E. Readance, & D. W. Moore (Eds.), collection strategy. In E. K. Kishner, T. W. Bean, J. E. Readance, & D. W. Moore (Eds.), Reading in Reading in the content areasthe content areas (3 (3rdrd ed.) (pp.190-196). Dubuque, IA: Kendall/Hunt. ed.) (pp.190-196). Dubuque, IA: Kendall/Hunt.Wells, G. (1999). Wells, G. (1999). Dialogic inquiry: Towards a sociological practice and theory of educationDialogic inquiry: Towards a sociological practice and theory of education . . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.Wilkinson, E.R., & Silliman, L.C. (2000). Classroom language and literacy learning. In M. Kamil, Wilkinson, E.R., & Silliman, L.C. (2000). Classroom language and literacy learning. In M. Kamil, P.D. Pearson, & R. Barr (Eds.), P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Volume IIIHandbook of Reading Research: Volume III (pp. 337-360). (pp. 337-360). Mahweh, NJ: Lawrence Erlbaum Associates.Mahweh, NJ: Lawrence Erlbaum Associates.

MIDDLE MATTERS Language/Literacy Support: Supportive Pedagogic Discourse Routines Francine...

Documents

Transcript of MIDDLE MATTERS Language/Literacy Support: Supportive Pedagogic Discourse Routines Francine...