Content Area Literacy

Question 1

Intro

Answer 1

Carry Helpman
Eric Roberts Instructors
Literacy course assignments
Syllabus Objectives Literacy Content Area tools
2 presentations

Question 2

Assignments

Answer 2

Participation
Discussion pose a question and answer two questions posed by other students
Quiz by class 2
Strategy presentation in pairs
Student-Led Seminar Discussion 
Text Analysis Bring trade books 
Textbook Analysis

Question 3

Class one Reading

Answer 3

Class one reading
Assign and Tell inspires passive learning. Students uninterested in anything other than sometimes trying to identifying what you want.

Question 4

Anchor Standards in Reading

Answer 4

Four categories

Question 5

Text Complexity

Answer 5

Texts should be more complex than the students ability with accommodations.

Question 6

Adjunct Displays

Anticipation Guides

Answer 6

Flow charts with a fancy name.

Before reading

Question 7

Chapter 1

Answer 7

Triangle Complexity, Quality, and Ability
Goldilocks 85% rule
Text complexity and the reading process.

Question 8

Content Literacy Assignment

Answer 8

Active Independent?
Why content literacy?
How do people learn?
Topic, 4?, 1 joke, each talk, mystery box?
Literacy
Debate
Subject area: Social Studies, History, Math, Science, Fine Arts, and PE.
Resistant reading looking at the gestalt.

Question 9

Rejecting reading level

Answer 9

Reading level’s don’t necessarily work.

Using complex text and scaffold it.

Question 10

Close Reading

Answer 10

Reading with a pencil and Argumentations.

Question 11

Stair Case Reading

Answer 11

Use more than one text per activities.

Question 12

ATOS by Renaissance Learning

Answer 12

ATOS incorporates two formulas: ATOS for Text (which can be applied to virtually any text sample,
including speeches, plays, and articles) and ATOS for Books. Both formulas take into account three
variables: words per sentence, average grade level of words (established via the Graded Vocabulary
List), and characters per word.

Question 13

Degrees of Reading Power® (DRP®) by Questar Assessment, Inc.

Answer 13

The DRP Analyzer employs a derivation of a Bormuth mean cloze readability formula based on three
measureable features of text: word length, sentence length, and word familiarity. DRP text difficulty
is expressed in DRP units on a continuous scale with a theoretical range from 0 to 100. In practice,
commonly encountered English text ranges from about 25 to 85 DRP units, with higher values
representing more difficult text. Both the measurement of students’ reading ability and the
readability of instructional materials are reported on the same DRP scale.

Question 14

Flesch-Kincaid (public domain)

Answer 14

Like many of the non-proprietary formulas for measuring the readability of various types of texts,
the widely used Flesch-Kincaid Grade Level test considers two factors: words and sentences. In this
case, Flesch-Kincaid uses word and sentence length as proxies for semantic and syntactic complexity
respectively (i.e., proxies for vocabulary difficulty and sentence structure).

Question 15

The Lexile® Framework For Reading by MetaMetrics

Answer 15

A Lexile measure represents both the complexity of a text, such as a book or article, and an
individual’s reading ability. Lexile® measures include the variables of word frequency and sentence
length. Lexile® measures are expressed as numeric measures followed by an “L” (for example, 850L),
which are then placed on the Lexile® scale for measuring reader ability and text complexity (ranging
from below 200L for beginning readers and beginning-reader materials to above 1600L for advanced
readers and materials).

Question 16

Reading Maturity by Pearson Education

Answer 16

The Pearson Reading Maturity Metric uses the computational language model Latent Semantic
Analysis (LSA) to estimate how much language experience is required to achieve adult knowledge of
the meaning of each word, sentence, and paragraph in a text. It combines the Word Maturity
measure with other computational linguistic variables such as perplexity, sentence length, and
semantic coherence metrics to determine the overall difficulty and complexity of the language used
in the text.

Question 17

SourceRater by Educational Testing Service

Answer 17

SourceRater employs a variety of natural language processing techniques to extract evidence of text
standing relative to eight construct-relevant dimensions of text variation: syntactic complexity,
vocabulary difficulty, level of abstractness, referential cohesion, connective cohesion, degree of
academic orientation, degree of narrative orientation, and paragraph structure. Resulting evidence
about text complexity is accumulated via three separate regression models: one optimized for
application to informational texts, one optimized for application to literary texts, and one optimized
for application to mixed texts.

Question 18

Literacy Strategies

Answer 18

Naep 2007 33% 26%
1992 2005 8th % basic increased
1992 2005 40% 35% age level

Question 19

Our Four vocabularies

Answer 19

Receptive oral
Receptive writing
Productive Oral
Productive written
Five levels of knowing a word. No General Narrow Application metaphorical.

Question 20

Fry phrases

Answer 20

high frequency words

Question 21

Vocabulary in the school

Answer 21

Words in a sentence have more meaning.

Dictionary first definition is the oldest.

Question 22

Qualitative text measurement

Tiered level of words

Answer 22

Qualitative is secondary to the quantitative.

1. Basic 2. Academic transferrable 3. Abstract specific to one content