Content Area Literacy for Science, SS & Technical Subjects

1. Content Area Literacy for Science, SS & Technical Subjects Presented by English Language Arts Content Area Specialist Amy Robinson, Ed.D. arobinson@dupage.k12.il.us Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

2. Statistics • Student readiness for college-level reading is at its lowest point in more than a decade • Only 51 percent of 2005 ACT-tested high school graduates are ready for college-level reading Source: http://www.act.org/research/policymakers/pdf/reading_report.pdf Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

3. Reading Between the Lines by ACT More students are on track to being ready for college-level reading in eighth and tenth grade than are actually ready by the time they reach twelfth grade. Source: http://www.act.org/research/policymakers/pdf/reading_report.pdf Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

4. Questions to Ponder • What role does the textbook play • How do history teachers/scientists make meaning from texts? • What is the role of reading, writing, speaking and listening in your discipline? Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

5. ELA/Literacy Common Core Shifts • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

6. What do proficient readers do? • Make connections to prior knowledge • Generate questions • Create mental images • Make inferences • Determine Importance • Synthesize, evaluate, summarize • Monitor reading Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

7. Two-Column Notes RI 6.1 • Students divide a sheet of notebook paper in half. • While listening or reading, students record evidence in the right column. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

8. Two-Column Notes con.- • In the left column, students can make inferences, ask questions, or draw pictures to clarify their evidence. • See freeology and reading lady graphic organizers (Santa, Havens, & Maycumber, 1988). Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

9. Discussion on Making Inferences RI 6.1 • What is my inference? • What information did I use to make this inference? • How good was my thinking? • Do I need to change my thinking? • ( Marzano, 2010). Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

10. Think Alouds 7.1 • Teachers verbalize their thought processes while reading a selection orally. • Verbalizations include describing things they are doing as they read to monitor their comprehension. • (Davey, 1983). Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

11. Semantic Feature Analysis RI 7.4 • This technique uses a matrix to help students discover how one set of concepts is related to another set. • Introduce a Semantic Feature Analysis graphic organizer as a tool for recording reading observations • (Lenski, Wham and Johns, 1999). . Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

12. Semantic Feature Analysis Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

13. Discussion Web RI 8.9 • Teachers distribute a selected reading that elicits clearly defined opposing viewpoints. • A discussion web graphic organizer can be used by the student/small group to identify the main question of the text. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

14. Discussion Web RI 8.9 con.- • The student/small group will note the pros/cons of the reading as well as their final conclusion. • The group will also place their conclusion on an index card. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/SummerRegional Conference

15. Discussion Web RI 8.9 con.- • Collect the cards and tally the responses. Share the results with the class. (Alvermann, 1991) Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

16. Close Reading RI 9-10.1 • Students conduct a close read of a text such as Patrick Henry’s “Speech to the Second Virginia Convention”. • After reading the text each student obtains a citation table for recording data as they conduct a second read. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

17. Close Reading RI 9-10.1 con.- • Within the table, students write specific phrases or sentences from the text and articulate the significance of each. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

18. David Coleman’s Demonstration Lesson on A Letter from Birmingham Jail • http://www.youtube.com/watch?v=Ho_ntaYbL7o Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

19. Resources Alvermann, D.E. (1991). The Discussion Web: A graphic aid for learning across the curriculum. The Reading Teacher, 45 (2), 92–99 Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47. Lenski, S. D., Wham, M. A. & Johns, J. L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

20. Resources con.- Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01. Santa, C. M., Havens, L. T., & Maycumber, E. M. (1988). Project CRISS—Creating independence through student-owned strategies. Kalispell, MT: Kendall/Hunt. http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdf Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference