This document outlines a curriculum designed by Calle Friesen to support struggling 21st century readers through integrating classic reading instruction, technology, and 21st century literature. The curriculum combines traditional print sources like books and magazines with digital sources like blogs and online documents. Students showed significant growth, improving an average of two grade levels in reading ability based on pre- and post-assessments. Student feedback indicated increased enjoyment of and confidence in reading. The integrated approach helped instill a love of reading in students who previously struggled.
1. Designing a 21st Century
Reading Curriculum
to support
Struggling Readers
Presented by Calle Friesen
Buena Vista University
ICTE 2011
2. Our Story
• A problem in our high school
• Identify who the problem most affected: 21st
Century Readers
• Identify the most likely tool to repair the
problem: 21st Century Literature
• Plan: Design a program for 21st Century
Readers using 21st Century Literature and
21st Century Technology
3. The Challenge
• How does an “old school”
instructor implement
modern resources for
students who surpass
them technologically?
• How do we instill a love of
reading in struggling
students who have given
up and are counting
down the days to
graduation?
4. The Project
• How did one teacher
create an integrated
curriculum for high school
reading instruction that
combines classic reading
instruction and
technology with the goal
of improving
comprehension and
competency?
6. The 21st Century Reader
• grew up using technology as a primary
learning tool
• is capable of navigating and interpreting
digital formats and media messages
• possesses literacy skills which include
technological abilities such as keyboarding,
internet navigation, interpretation of
technological speak, ability to communicate
and interpret coded language and decipher
graphics
8. 21st Century Literature
• New literary work created within the
last decade
• Written by contemporary authors
• Deals with current themes/issues and
reflects a technological culture
• Often breaks traditional writing rules
• Emerging genres like IM and blog
format books, digi-fiction, doodle
9. 21st Century Literature
• Beyond books and traditional print
sources, 21st Century Literature
includes:
• web pages, blogs, wikis, and e-zines
• chat rooms, social networks, and
tweets
• video games, educational games and
learning software
10. Student Profiles
• Students enrolled in “21st Century Literacy” were
scoring below the 40th percentile in reading
achievement.
• The majority of students entered with an
independent reading level at least two years below
their grade level.
• Candidates were determined by middle school and
high school grades in English Language Arts,
Accelerated Reader records, and reading
comprehension and vocabulary scores from ITBS
and ITEDS.
11. Student Profiles
• 4 students in the class had IEP for English
Language Arts (RD)
• 1 Foreign exchange student from Korea
• 3 students classified as ESL or ELL
• All remaining students were identified as
“struggling readers”
• All below the 40th percentile in reading
comprehension on the ITBS the previous
school year.
12. The Curriculum
• 30% Practical reading instruction
• the habits of good readers before,
during and after reading
• “how to” reading approaches for
every possible kind of text
• The Reader’s Handbook: A Student
Guide for Reading and Learning
(Great Source Education Group)
13. The Curriculum
• 40% Traditional Print Sources
• Books (primarily young adult lit)
• Magazines (every possible subject)
• Newspapers (everyday)
• Scripts (one play)
14. The Curriculum
• 30% 21st Century Digital & Media
Literacy sources
• Online documents, web pages, blogs,
interactives, games,Web-Quests,
learning sites, email, messaging,
twitter, news feeds, youtube,
stumble, etc.
16. Cultural Commentary
• Invite students to discover an issue
from their favorite magazine that
concerns them.
• What message is being conveyed?
• How is that message emphasized in
other literary venues?
• What is the student’s opinion?
• Can we find other possible perspectives?
17. 21st Century Issue:
Portrayal of Teen Girls
in Magazines
How Seventeen magazine
undermines women
• Several Copies of Seventeen Magazine
• Harvard University Article “Media
Awareness and Seventeen Magazine”
• 21st Century Assignment: Magazine
Redux Exercise readwritethink.org
18. Biography
Students chose a contemporary
personality and read biography
autobiography or memoir of that
person’s life
19. Biography Project
• Following reading, students created a
powerpoint presentation on the
subjects contribution to the world and
what could be learned by studying
another person’s life story.
• Samples of student power points
• Lance Armstrong ~ Student . ppt
• Katherine Tarbox ~ Katie.com Student. ppt
21. Blogging Investigation
• Students chose one active Blog to follow for 2
weeks. Each day they read blog updates,
responded to postings and reported back to the
class about the latest developments
• Application activity: 21st Century Lit Blogging
Project.doc
• Student Blog Samples:
• Jun careers for the 21stcentury
• Real jobs for real people
23. Fiction
• Everyone chooses what they will read
• Everyone reads every day
• Student reading journals
• Atwell’s Reading Zone
• Read Alouds
• Book Talks
24. Building your YAL
library
• 2,000 books
• N.C.T.E.
• In-School Resources
• Community Library
• Reading Online
• High Interest Low Vocab
25. Novels Short Stories
• Reading Online • Multi Genre
• Link: The Teacher • Flash Fiction
Tap
• Writing Contests
• Link: Readprint.com
• Comprehension Tools
• Link: Free Online
Novels & Short • Link: Wordle
Stories
• Link: The Muffin Man
• Audio Literature by Victor Aguilar
2010
26. Poetry
Student Chap Books
Exploring Poetry Online
Poetry Alive
Performance Poetry Jam
The great poets
31. Text Talk Vocabulary
& New Genres
Text Talk Lit
E-Journal diaries (E-Js)
*Digi-Ficiton*
*Doodle-Fiction*
*Menga*
*Graphic Novels *
32. 21st Century Text Talk Literature
An Order of Amelie,
Cruel Summer
Hold the Fries
Blogs, Letters, & E-mails Letters & Text Messages
33. 21st Century Text Talk Literature
Heart on My Sleeve Eyelash
Emails & Instant Messages Blog, IM, & Chat Room
34. 21st Century Text Talk Literature
Connect 2 God TTYL, TTFN, & L8r G8r
Instant Messages (Spiritual)
35. 21st Century Text Talk Literature
Nancy Drew:
Stolen E-mails
The E-Mail Mystery
Emails & IMs Emails & IMS
36. Vocabulary Builders
• The New Language - 21st Century
Dictionary
• Glossary: NetLingo The largest list on
the web!
• Language Building Assignments
• Conversation Translation
• Class notes
• Thank You cards
40. • Final Exam: 21st Century Literacy
Final Reflection Paper
• This class changed me… I started to
read books without being told. That
never happened before. All through
middle school I wanted to know when
it would finally click in for me, but it
never did. This year I read because
the stories meant something to me.
(Jessica)
41. • Now that the semester is over, I can finally
stand reading. I can read anything assigned to
me. This gives me confidence that I will be able
to tackle the reading they throw at me next year
in college. I learned that I don’t need Spark
Notes. It makes you feel good to know that you
have better reading skills. If you give me a good
sports book I will most likely finish it. I also like
reading magazines more now. Before I just
looked at the pictures, but now I actually read
the stories and learn about the person in the
article. (Paul)
42. • I’ve grown more fond of reading. This doesn’t shock
me much. Enjoying reading is somewhat rare in
today’s society, so I’m glad to be one of the people
who has a passion for it. This year, reading has
been my escape. If I feel stressed or if something is
really bothering me, I dig into a book and it always
seems to work. (Lexi)
• This class was not only about reading but also about
finding each person’s motivation for reading- that
was an eye-opener. I thought more about
“connecting” and I feel more mature if that makes
sense. I comprehend what I am reading, but I am
more aware of hidden things like symbolism, bias,
and inference. I am a smarter reader. (Melanie)
43. • I made a big jump in my reading skills. I learned
how to write a lot of different types of poems, how
to make a study guide, how to summarize
important parts of a story or article, and I learned
to read textbooks and understand. I used to not
like to read, but now it is very different. Today if I
start a book and enjoy it, I don’t want to stop until I
finish. I like to read in Spanish. I never thought
about buying a book in Spanish. I went to Barnes &
Noble and I saw they have many shelves of Spanish
books. I want to read them all. (Miguel)
44. • I changed my interests. It’s like a got a new taste for
something I never tried before. I like poetry. I like
historical fiction and I like biographies. Who knew?
I didn’t. (Mark)
• This class taught me how to read patiently. I thought that
only playing video games, watching T.V. and messing
around on the computer were fun. I never thought that
reading a book would be fun. I still do the other things, but
reading is fun too, you just have to take it easy and it can
be very relaxing. (Xeung)
• I can comprehend what I read and I know how to read
textbooks and where to find answers in text books. It is all
about understanding organization. That was a good tip.
(Juila)
45. • I have changed as a reader because now
I know that I am good at it. I love to read
about death, suicide, rape, teenage
pregnancy, teenagers with problems,
juveniles in the system, mysteries and
romance. I love books that make me cry.
My reading level has gone up both
semesters. I am proud of myself. This is
the first English class that I did not have
to go to the special class for. If I can read
twenty books in one year, I can do
anything! (Blanca)
46. • As a reader I believe I have changed
the most of anyone in the class. This
year I read 10 books where none of
them were books I had to read for
school or a test. It was just me
choosing to read. For graduation I
asked my dad to build me a bookshelf
because I want to fill it up with good
books that I have read. (Nicole).
48. Measuring Achievement
• Baseline Assessments:
• Informal: Previous ITED Scores
• Formal: Basic Reading Inventory (B.R.I.)
and STAR Reading Assessment (reading
placement level & National Curriculum
level)
• Formal Assessments were repeated at the
end of the 1st Semester (December), and
again at the end of the 2nd Semester (May)
49. Beginning Ending
Year
• Average reading level 6.4 • Average reading level 8.6
• Lowest Reading level • Lowest Reading Level
represented 3.8 represented 5.8
• Highest reading level • Highest reading level
represented 9.2 represented 13+
• EVERY student
participating improved
by at least two full grade
levels
50. Questions? Please Contact:
Calle Friesen
• Reading/Literacy Specialist
Buena Vista University, Storm Lake
friesen@bvu.edu
• Masters in Reading *NEW*
Program Co-ordinator
Drake University, Des Moines
calle.friesen@drake.edu
• (712) 299-5862
