Disciplinary Literacy. AGENDA. Overview of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Role of content teacher in literacy practices Examining classroom practices
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8th Grade: Only one third were able to perform at a proficient level involving more sophisticated disciplinary comprehension expectations. Only 3% scored advanced.
12th Grade: Only 5% scored at advanced levels, able to read specialized and complex texts.
Carnegie Council on Advancing Adolescent Literacy, 2010
“Only 51 percent of 2005 ACT-tested high school graduates are ready for college-level reading – and , what’s worse, 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.”
American College Testing Program, 2006
The College Completion Agenda: 2010 Progress Report, Lee & Rawls, 2010
The reading level of documents, technical manuals, and other materials required by entry level positions in most fields far exceed the reading level of many students.
Meeting the Challenge of Adolescent Literacy, Judith Irvin, et al
“All courses in high school, not just English and social studies but mathematics and science as well, must challenge students to read and understand complex texts.”
American College Testing Program (2006)
State Standards for
English Language Arts
Literacy in History/Social Studies,
Science, and Technical Subjects
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”
CCSS, page 4
“…ultimately, our students are expected to develop as competent readers, writers, and thinkers in all academic disciplines.”
Developing Readers in the Academic Disciplines, Doug Buehl
CCSS, page 7
“Asking a teacher to become a reading teacher is distinctly different from asking a teacher to help students master texts within the teacher’s own field. In fact, subject-area teachers are best qualified to help their students master texts in each course. Subject-area teachers should not be expected to teach basic reading skills, but they can help students develop critical strategies and skills for reading texts in each subject.”
Southern Regional Education Board, 2009 Policy Statement, page 5
“To become competent in a number of academic content areas requires more than just applying the same old skills and comprehension strategies to new kinds of texts. It also requires skills and knowledge and reasoning processes that are specific to particular disciplines. “
Literacy Instruction in the Content Areas, Heller and Greenleaf (2007)
( RST) page 62
( WHST) pages 64-66
*note that narrative writing is not applicable as a separate requirement
• Be sure that content teachers have a clear and consistent message about
their roles and responsibilities as they relate to literacy instruction (Heller
& Greenleaf, 2007);
• Give teachers initial and ongoing professional development in vocabulary
and comprehension support (Deshler et al., 2001; Jacobs, 2008);
• Help teachers in adapting literacy strategies to meet the unique needs of
their content areas (Reed, 2008; Siebert & Draper, 2008);
• Give content teachers incentives and appropriate tools, for incorporating
reading and writing instruction (Bryant, Linan-Thompson, Ugel, Hamff, &
Hougen, 2001; Heller & Greenleaf, 2007) .
Alliance for Excellent Education