Students

LiteracyNeeds

InstructionalImplications

ExampleofInstructional
ActivityEnacted

ResourcesCited

Comprehension
Accessing
ReadingMaterials
withoutadjusting
LexileScore

Providegraphicorganizers
suchasTimelines,
Chainofeventsmaps,
CycleDiagramsand
Flowcharts

Asstudentsreadassigned
textbook,studentscouldbe
givenagraphicorganizer
thatdirectstheirreadingand
helpsthemtochunkthe
materialsotheycanfocuson
importantsectionsand
information.Forexample,
studentscouldbereading
abouttheIndustrial
Revolution,completingthe
chartastheyread.They
couldthenusethechartto
drawcomparisonstothe
Information/Digital
Revolution.

Thompson,Julia.
(2013)
TheFirst
YearTeachers
SurvivalGuide.
JohnWiley&
Sons,Inc.,320.

Ogle,Klemp&
McBride.(2007)
Literacyinthe
SocialStudies.
ASCD,315.

Exampletaken
from:
Gunning,Thomas.
(2012)
Building
Literacyinthe
SecondaryContent
AreaClassroom.
PearsonEducation,
129.

Informative
Writing
Organizationof
Thoughts

Providestudentswith
traininginpreparingfor
essaywritingand
opportunitiestopractice
informativewritingpriorto
assessment

Students,atthebeginningof
theyear,willbetaught
GallaghersABCDapproach
(2003)fortimedwriting
responses.Thisapproach
breaksdownhowtoprepare
towriteaninformativeessay
fromthemomentthestudent
receivesthepromptuntil
theircompletionofthe
essay.

A
AttackthePrompt
B
BrainstormPossible
Answers
C
Choosetheorderofyour
response(Createbrief

Gunning,Thomas.
(2012)
Building
Literacyinthe
SecondaryContent
AreaClassroom.
PearsonEducation,
262263.

Geigle,B.A.
(2014,June1).
HowColorCoding
FormulaicWriting
Enhances
Organization:A
Qualitative
Approachfor
MeasuringStudent

Argumentative
Writing
Providing
Supportive
Informationfor
OpinionBased
Essays

Teachstudentshowto
supporttheiropinionswith
factsgatheredfromsources
throughgraphicorganizers
likeClustering,Webbing,
EpisodeMaps,Flow
Charts,and
ProblemSolutionCharts

outline)
D
DetectErrorsBefore
TurningItIn

Studentswillalsousecolor
codingduringwriting,as
suggestedbyGeigle,which
helpstoorganizestudents
duringthewritingprocess
andbuildconfidencebased
onthecolorsused.

Affect.
Online
Submission
.

Theteacherwouldsegment
andmodelthetaskof
creatingathesisstatement
andfindingfactsfromthe
sourcetosupporttheir
opinion.Studentswouldthen
workthroughthissame
processusingagraphic
organizerthathelpsthemto
organizetheirthoughtsand
forcesthemtofindsupport
information.

Thompson,Julia.
(2013)
TheFirst
YearTeachers
SurvivalGuide.
JohnWiley&
Sons,Inc.,319.

MonteSano,C.
(2008)."Qualities
ofEffective
WritingInstruction
inHistory
Classrooms:A
CrossCase
Comparisonof
TwoTeachers
Practices."
American
Educational
ResearchJournal
,
45(4),10451079.
Briefavailable
:
http://teachinghisto
ry.org/issuesandre
search/researchbri
ef/24487