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NYSED Update: Improving Student Achievement in Literacy Across the Content Areas. LIASCD October 17, 2008 Tracey Bennett, Reading/Literacy Assistant Office of Curriculum, Instruction & Instructional Technology (CI&IT) http://emsc.nysed.gov/ciai/home.html. Literacy in the 21 st Century.

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nysed update improving student achievement in literacy across the content areas

NYSED Update: Improving Student Achievement in Literacy Across the Content Areas

LIASCD

October 17, 2008

Tracey Bennett, Reading/Literacy Assistant

Office of Curriculum, Instruction & Instructional Technology (CI&IT)

http://emsc.nysed.gov/ciai/home.html

literacy in the 21 st century
Literacy in the 21st Century
  • “ As literacy skills improve, student achievement rises not only in reading and writing, but across the spectrum, a benefit that has profound consequences for the ultimate success of standards-based reform.”

National Association of State Boards of Education, October 2005

adolescent literacy across the content areas
Adolescent Literacy Across the Content Areas
  • What should New York State students know and be able to do to be literate in the 21st century?
  • What does the research say about struggling learners?
think share
Think & Share

Please think about the following

  • 1. What do you think content area teachers need in order to better support students’ literacy development?
  • 2. What does your school need in order to better support teachers in this area?

After thinking about each of the above questions, share your thoughts with a neighbor.

From CCSSO adolescent literacy toolkit

what are academic literacy demands
What are academic literacy demands?

Across all content areas students should be able to….

  • Read
  • Write
  • Listen/view
  • Discuss/present
  • Think critically and creatively
  • Use language and vocabulary to read and comprehend text to support the learning content

From CCSSO: adolescent literacy toolkit

reading next 2004
Reading Next (2004)
  • A Vision for Action and research in Middle and High School Literacy
  • A report created for the Carnegie Corporation of New York by Gina Biancarosa and Dr. Catherine Snow
from writing next 2006
From Writing Next (2006)
  • “Writing well is not an option for young people-it is a necessity. Along with reading comprehension, writing skills is a predictor of academic success and a basic requirement for participation in civic life and the economy” (Writing Next,1).

http://www.all4ed.org/publication_material/reports/writing_next

writing next 2006
Writing Next (2006)

Effective Strategies to improve the Writing of Adolescents in Middle and High Schools.

  • A report created for the Carnegie Corporation by Steve Graham and Dolores Perin
  • 11 elements of adolescent writing are included in the report
cause for alarm
Cause for Alarm
  • More than eight million students in grades 4-12 are struggling readers

(U.S. DOE, 2003)

  • A full 70 percent of U.S. middle and high school students require differentiated instruction, which is instruction targeted to their individual strengths and weaknesses
did you know
Did you know?
  • More freshman entering degree-granting postsecondary institutions take remedial writing courses than take remedial reading courses

(NCES, 2003b)

  • The knowledge and skills required for higher education and for employment are now considered equivalent

(ACT, 2006; American Diploma Project, 2004)

reading and writing across content areas june 2006
Reading and Writing Across Content Areas (June 2006)
  • “Today, less than one-third of America’s high school students read or write at grade- level. Among low-income students, the figure is fewer than one in six.”

(Perie et al., 2005)

if someone came to my school looking for a literacy rich environment what would they see not see
If someone came to my school looking for a literacy-rich environment, what would they see/not see?
  • Reading comprehension strategy instruction
  • Writing instruction
  • Opportunities for listening and viewing
  • Opportunities for deep discussion and presenting
  • Instruction in use of higher order thinking skills

From the CCSSO adolescent literacy toolkit

reflection what are the academic literacy demands of my content area
Reflection: What are the academic literacy demands of my content area?
  • What type of activities or tasks are required of experts in my content area?
  • What types of texts do students read in my content area?
  • What reading and writing skills will students need to use those texts proficiently?
  • What discussion and presentation skills will students need to verbalize understanding?
reflection what are the academic demands of my content area
Reflection: What are the academic demands of my content area?

(continued)

  • What listening and viewing skills will students need to connect with the standards and objectives of my specific content area?
  • What higher-order thinking skills will students need to use to move beyond basic understanding of content text?

From CCSSO adolescent literacy toolkit

nysed resources
NYSED Resources
  • Curriculum, Instruction and Instructional Technology
  • E-BLAST
  • Virtual Learning System (VLS)
  • Related Links