Module 1: Unit 1, Session 3 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session 3

Module 1: Unit 1, Session 3 OUT-OF-SCHOOL LITERACY 1.1.3

Module 1: Unit 1, Session 3 Essential Questions  Module 1 Question  What do we know about how teens learn from text and how can we use that knowledge to improve our practice?  Unit 1, Session 3 Questions  What do our secondary students read when they are on their own time?  How is that experience similar and dissimilar to reading in school?  Is it possible to capitalize on this interest in reading to support content-area reading and learning? 3

Module 1: Unit 1, Session 3  Unit 1, Session 3 Objective:  To understand that adolescent students have rich literacy lives beyond the walls of the classroom, and to provide teachers with ways to connect instructional/reading experiences with these lives. Objective 4

Module 1: Unit 1, Session 3 Warm  Up  Take a moment to think about your most pleasurable reading experience, the kind of reading that you look forward to. This could be books, newspapers, magazines, online, text messages, or any other kind of reading.  Why do you enjoy this kind of kind of reading? 5

Module 1: Unit 1, Session 3 How Do Adolescent Students Spend their Free Time? 6

Module 1: Unit 1, Session 3 Summer/School Year Activities 7

Module 1: Unit 1, Session 3 Take the Survey (0) Never (1) Once (2) Once a month (3) Every other week (4) Every week (5) 2-3 times a week (6) Everyday less than one hour (7) Everyday more than one hour What are you reading when you are not in school? During the last month, how many times did you READ any of the following? 8

Module 1: Unit 1, Session 3 Summer/School Reading Activities 9

Module 1: Unit 1, Session 3 Summer/School Reading Activities 10

Module 1: Unit 1, Session 3 What the Data Suggest…  These data demonstrate the importance of online literacy.  You can:  Maintain a list of websites related to your content area; offer extra credit for students that find new resources.  Provide students opportunities to share what they know with one another digitally. 11

Module 1: Unit 1, Session 3 Days In School and Out 12

Module 1: Unit 1, Session 3 What the Data Suggest…  Every student should have a library card and use it to read content-area texts.  There should be a strong summer reading program, not just “beach reading,” but informational reading of text related to math, science, social studies and ELA. 13

Module 1: Unit 1, Session 3 You Try It  Administer the In-School and Out-of- School Student Literacy Survey to your students.  Take ten minutes to talk with them about the kinds of reading they enjoy and are good at.  How can you help them learn better from text? 14

Module 1: Unit 1, Session 3 References Anderson, R., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, Gardner, D. (2004). Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials. Applied Linguistics, 25(1), Greaney, V. (1980). Factors related to amount and type of leisure time reading. Reading Research Quarterly, 15, Lawrence, J. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30(5), Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), Razel, M. (2001). The complex model of television viewing and educational achievement. The Journal of Educational Research, 94(6), Roberts, D., Foehr, U., & Rideout, V. (2005). Generation M: Media in the lives of 8-18 year- olds. Menlo Park, CA: Henry J Kaiser Family Foundation. Taylor, B., Frye, B., & Maruyama, G. (1990). Time spent reading and reading growth. American Educational Research Journal, 27(2),