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| Readers | |
Overview At the center of the Youth Literacy Curriculum are a set of relatively short readings – non-fiction texts - designed to make critical concepts and important information accessible to struggling readers. The texts are carefully crafted and well researched and contain common text features (headings, captions, bolding of words) that let students focus on clues to meaning and hierarchies of ideas. Most of the readers are heavily illustrated. Content One set of readings focuses on subjects that are of interest to all young people: themselves (Who We Are) while a second set (How We Think and Learn) helps students understand their own learning processes and builds meta-cognitive skills. A third set includes readings of General Interest with a special focus on topics of interest to young men, many of whom are disengaged or unwilling readers. While some of these readings look toward the future (technology, space, utopia), others focus on the brain, to help students understand that learning is not something that happens to them, but a process that they put in motion through active engagement. Some of these brain-based readings illustrate that there are many ways of being smart (Multiple Intelligences) so that all students can see themselves as competent learners. Other readings enhance and reinforce background knowledge so that the young readers are better able to participate in discussions about big ideas that shape not only their own lives but the larger world as well (psychology, ecology, social networking). A number of the readings focus on leading edge technology and ideas, giving the young readers a leg up on many of their peers. Text Structures All readings follow a common format that includes titles and subtitles, authentic photographs and illustrations, as well as charts and graphs. The language and organization of the texts allows for a focus on both text structure (description, analysis, problem-solving) and words and phrases that signal relationship between ideas. Each reading contains questions meant to capture students’ curiosity and activate their background knowledge and offers discussion points to elicit multiple perspectives and spark debates. A vocabulary section gives explanations for words encountered in the text. These sections can easily be integrated into a larger word study program that includes strategies for studying and remembering vocabulary and encourages students to make connections between similar words found in different texts. Comprehension Since most of the readings are short (around four pages), they are an ideal spring board for demonstrating a wide range of comprehension strategies (see also the section on Strategies). The readings can be broken down into shorter pieces to draw students’ attention to certain text features and to model a critical strategy appropriate to the text (See ZAP and About the Brain). Some of the readings have accompanying PowerPoint presentations to introduce and reinforce key concepts and vocabulary. The informational nature of the texts allows for the use of graphic organizers that help students sort out their own thoughts and knowledge and invites them to record information from the text during and after the reading. Because they are short, the readings can easily be read aloud (by a teacher or through peer reading), offering a common reading experience. They are easily reread and provide a foundation for coping later on with longer textbook chapters. There are a few longer readings (Leonardo da Vinci and many of the science readings) that can be taught in small sections, but allow for information and ideas to be presented in a broad context. Readability The language of the readings varies in complexity to take into account a wide range of reader' skills and to offer the kind of challenge that requires thoughtful, engaged and strategic reading. While in some of the texts, the language structures and vocabulary are not very demanding, the concepts discussed remain sophisticated so that even relatively unskilled readers can read about and participate in discussions about big ideas. |
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| Links to Readings: | |
| General Interest Readings | |
| How We Think and Learn | |
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| General Interest Readings | |
| Files (pdf) |
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| 3D Movies | 3D movies are coming to a theater near you and the technology finally works. Includes a brief history of 3D and a look to the future.
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| Alternative Energy Cars | Gas costs will continue to go up. Alternative energy cars are on the way. The article discusses a variety of energy alternatives that may be in the ride of the future.
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| Back to the Moon | It has been decades since the last person walked on the moon. Now there is broad international interest. Could it be because of Helium-3 and its potential use in fusion reactors?
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| Brain on Drugs | Drugs are ever more a fact of life in the 21st century - not just for medicine and recreation, but as study and diet aides as well. What role does dopamine and the neural network play?
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| Brain Science | The article provides a brief history of brain research and discusses what we've learned about brain functioning from current research with a focus on the central nervous system
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| Brain Science is Changing Our World | Brain science is changing our world in large and small ways. This article looks at how brain science is changing the way we shop, fall in love, learn, control machines, and punish criminals.
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Until now, mass extinctions on Earth have been caused by natural caused. Today the nearly 7 billion people on Earth are the cause, and maybe the solution.
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| Global Warming | The vast majority of scientists agree that the Earth is warming up quickly. The article looks at some of the factors and what can be done about it.
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| How the Brain Learns to Read | Students use this note taking strategy to reinforce the skills of questioning, clarifying, and summarizing.
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| Multiple Intellegences | The idea that IQ can be measured and is an indicator of general intelligence has been around for 100 years. Increasingly, today, scientists and educators are looking at multiple intelligences.
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| My Lizard Brain | Our brain evolved over time. At the base of the brain is the Lizard Brain, which, curiously, is quite similar to dead dinosaurs and today's lizards. It controls love and lust, fight or flight.
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| Orion | Students use this note taking strategy to reinforce the skills of questioning, clarifying, and summarizing.
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| Shopping Girls Gone Virtual | Not even shopping can escape the intrusion of technology. Increasingly, shoppers are going online to find and order goods. Customized, virtual models help guide shopping decisions.
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| Sigmund Frued | Dr. Sigmund Freud's concept of the unconscious mind revolutionized the treatment of mental illness. The article looks at the history of psychological treatment over the past 100 years.
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| Social Networking | Websites like Facebook and MySpace connect young people around the world. This article looks at how social-networking sites as well as the "dark side" including predators and bullies.
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| The $100 Laptop | The MIT Media Lab hopes to change the world one laptop at a time. The article explains the motivation, status and cool technology of the One Laptop per Child project.
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| Rule of Law | The rule of law is one of those things that differentiates humans today from our near ancestors. The basic concepts of today's modern society were invented not much over 2,000 years ago.
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| The Singularity | Humanity may be on the verge of extraordinary greatness or destruction. Rapidly developing technologies will create intelligent machines and maybe the terrible Grey Goo.
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| Utopia | The idea of a more perfect world has motivated philosophers, immigrants, and revolutionaries. The article looks at the history of utopian thought and some options for the future.
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| X Prize | The mission of the X Prize is bring about radical technology breakthroughs through competition. The article looks at their space, alternative energy, and genetics competitions.
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| The Singularity | Humanity may be on the verge of extraordinary greatness or destruction. Rapidly developing technologies will create intelligent machines and maybe the terrible Grey Goo.
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| How We Think and Learn | |
| Files (pdf) |
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| About the Brain | This article focuses on the physical structure of the brain. It is highly illustrated to provide visual cues for remembering the various models for describing the structure of the brain.
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| Brainstorming Guidelines | Brainstorming is a technique often used in group planning and problem-solving. This article provides a basic guide to brainstorming.
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| Intoduction to Multiple Intellegences | The article provides a brief introduction to the concept of multiple intelligence plus descriptions of the 8 intelligences proposed by Dr. Howard Gardner.
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| I Think Therefore I Am | This is a somewhat longer than usual article (7 pages). It looks at how thinking, observation, and the media, among other things, create us and what we can guide that process.
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| I Think Therefore I Am - Teacher Notes | These are teacher notes that summarize key points in the reading and PowerPoint and suggest ways that teachers can help students understand the key concepts.
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| I Think Therefore I Am (ppt) | The PowerPoint presentation summarizes most of the key concepts in the reader. It can be used to introduce or reinforce the reading experience.
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The PowerPoint presentation provides a basic description of Dr. Howard Gardner's concept of multiple intelligences. It can be used with several articles also related to multiple intelligences.
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| My Brain and I | The article describes how the brain functions, particularly the neural network, and then answers the question: "Is there anything I can do to make my brain better?" There is.
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| My Brain and I (ppt) | With ample illustrations the PowerPoint presentation expands on the information provided in the My Brain and I text. It is a good way to introduce the key concepts of the text.
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| Ways to Remember - Cloze Test | This is a short article/activity that explains various ways to remember but starts with a cloze test to build engagement and predicting skills.
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| Who We Are | |
| Files (pdf) |
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| All About Bullies | Bullies are an unfortunate fact of life. This document provides a short guide for researching information about bullies. It can provide a context for discussions in class.
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A key part of The Teenager's Survival Guide to Our Town project is the creation of a publication. This rubric provides a guide to the various tasks involved in creating any publication.
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| I Buy Therefore I am | This 10-page document includes a variety of readings and activities related to consumerism and advertising. The section on advertising strategies can be eye opening for young buyers.
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| Invention of the Adolescent | This 8-page document explores the concept of adolescence not just as an age but a phase of life. Includes a Web activity related to the Home Children.
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| Now What Do We Do? Scenarios for Problem Solving | This document provides a series of problem-solving scenarios and activities related to life as a young person.
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| Now What Do We Do? Teacher Notes | An explanation of the scenarios in Now What Do We Do? and recommendations for teachers as to how to use the materials.
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This 16-page document focuses on polls and statistics as ways of gaining information and fooling the unwary. Includes Web activity to review and discuss various online polls.
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| Teenager's Survival Guide to Our Town - Questionnaire | This is a one page sample questionnaire that helps students think about their home town. It can help them consider potential topics for the survival guide.
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| Teenager's Survival Guide to Our Town - Student Guide | A description of an extended activity in which students research their community and create a "survival guide" for other young people.
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| Teenager's Survival Guide to Our Town - Teacher Guide | This document provides a rationale and guidelines for teachers in introducing and supporting the activities in the Teenager's Survival Guide to Our Town project.
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