A survey of Mrs. Stelkan's students revealed that 60% of them had participated in literature circles in language arts classrooms. When they participated in the strategy, they were taught to use traditional role sheets to guide their reading. Although Daniels (2006) has recently advocated for the use of alternate ways to invoke the roles into the strategy, we decided to retain the use of the role sheets to scaffold the implementation of the strategy with the textbook.
To make sure that all students were comfortable with the strategy, I briefly guided all of the students through a Textmasters session. I chose an article from Time for Kids that D&G jewelry(http://www.dolcegabbanadesign.com) mirrored the subject the students were currently studying in science. We read the article aloud and then, as a class, brainstormed ways that students could master the content of this text. A list of creative contributions was produced, among them the four roles that Mrs. Stelkan and I had chosen for Textmasters. We briefly went over each role sheet, answering any questions and making clarifications as needed. Students were already conveniently sitting in groups of four so we assigned each student in the group a role and gave them 10 minutes to fill out their role sheet using the article read aloud in class.
In this article, I describe how one high school chemistry teacher, Sharon (pseudonym), implemented a literacy-based unit that appealed to her students by capitalizing on their out-of-school interests in forensics and how her students responded to that unit. I also describe how two colleagues at her school joined her in teaching forensics during the following academic year. In doing so, I explore the range of related literacy activities that students employed both in school and on their own outside of school and shared with me in interviews or through questionnaires. I also provide examples of how individuals related the knowledge and skills that they learned from their interactions with everyday texts in informal settings to the science concepts that they learned in class. Finally, I identify the appealing features of alternative texts and textual practices that could be re-created in designing instruction in classroom settings. Although these activities were science related, their appealing features could be incorporated into instruction in other content areas as well.
To show students how to conduct a Textmasters meeting, we used a "fishbowl" technique (Young, 2007). In this strategy, a group of students model participation for the rest of the class. The chosen group sits in the center of the room (the fishbowl) while the rest of the class circles around them to watch. Prior to class, Mrs. Stelkan had pointed out to me the group that would provide the best modeling of a Textmasters discussion. The rest of the class gathered around this table, and I led the students through a Textmasters meeting.
In a Textmasters meeting, the Discussion Director begins by asking the questions Dolce gabbana(http://www.dolcegabbana4sale.com) prepared on the role sheet. Discussion follows each question. In the beginning of the practice, this question-and-answer session is usually very simple but as students grow into the strategy, higher-level questions are asked and questions are often followed up by other questions. The Discussion Director then asks the other members to share roles. Students often respond to each role with more questions or connections, as appropriate. The meeting is ended with a self-evaluation of each group member.
The "fishbowl" was debriefed with students. They commented that listening skills were important and they were surprised by the insights their classmates had into the same reading.
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