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

2. Module 1: Unit 1, Session 1 TEXT AS A TEACHING TOOL Session 1.1.1

3. Module 1: Unit 1, Session 1 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 1 Objectives  To understand how we can support content-area learning by providing a range of engaging texts and making them accessible to students  To provide some tools for thinking about text challenges along with understanding the strengths and weaknesses of these tools 3

4. Module 1: Unit 1, Session 1 Reading for Understanding: A Heuristic for Thinking about Reading Comprehension 4

5. Module 1: Unit 1, Session 1 Warm  Up  Text example 1: Convergent evolution is one kind of evolution. Convergent evolution is a pattern of evolution that happens when distantly related organisms evolve/develop similar traits. (23 words)  Text example 2: A pattern of evolution in which distantly related organisms evolve similar traits is called convergent evolution (Example from Fang & Schleppegrell, 2008, p. 27). (16 words) 5

6. Module 1: Unit 1, Session 1 The Prevalence of Reading Across the Content Areas 6

7. Module 1: Unit 1, Session 1 The Variety of Text Types In Content Area Classrooms 7

8. Module 1: Unit 1, Session 1 Students Need Support  Students need support in:  understanding the advantages of using different text types.  ways to navigate using multiple documents.  ways to find the resources they need.  We should provide multiple points of entry for our students in a range of text types and levels. 8

9. Module 1: Unit 1, Session 1 Application  Look at the texts available in these rooms.  Are they of high quality?  Are they engaging? Do they draw students in?  Are they accessible?  Is there are a range of texts available? 9

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13. Module 1: Unit 1, Session 1 Application  Now use the Text Inventory to rate your own classroom.  Share the strengths and weaknesses of your inventory with a colleague. 13

14. Module 1: Unit 1, Session 1 Text Rating  Choose some of the texts from your classroom and find out what grade level they are scaled at using different text analysis tools. 14

15. Module 1: Unit 1, Session 1 Extension  Based on your Text Inventory, choose one or two areas that you will improve upon. If you have many texts in your class, think about making them more accessible or more engaging.  If you need additional high-quality texts in your classroom, remember used book stores, eBay, libraries, Craigslist, and other sources of inexpensive texts that could enrich your classroom. 15

16. Module 1: Unit 1, Session 1 References Alvermann, D., & Moore, D. W. (1991). Secondary School Reading. In R. Barr, M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 951-983). New York: Longman, Inc. Fry, E. (2002). Readability versus Leveling: Both of These Procedures Can Help Teachers Select Books for Readers at Different Stages. The Reading Teacher, 56(3), 286-292. Hiebert, E. (2001). Standards, assessment, and text difficulty. In A. Farstrap & S. Samuels (Eds.), What research has to say about reading instruction (Vol. 3rd). Newark, DE: International Reading Association. Hoffman, J. (2001). The TEX-IN3: Text Inventory, text in-use and text interview observation system.Unpublished manuscript, University of Texas at Austin. Hoffman, J., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. et al. (2005). Teachers' preparation to teach and their experiences and practices in the first three years of teaching. The Elementary School Journal, 105(3). Hoffman, J., Sailors, M., Duffy, G., & Beretvas, S. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303–334. Lawrence, J. (2008). Adolescent vocabulary development: A longitudinal study of in-school and out-of-school predictors. Boston University, Boston, Massachusetts. Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154. 16