a guide with resources for content area teachers by christine m. theroux discipline-specific...

A Guide with Resources for Content Area Teachers

By Christine M. Theroux

Discipline-Specific Strategy Instruction

1 Theroux 2012

Use this Notes Page to Collect and Organize IdeasWriting and/or reading lessons I would like to develop/co-

teach/assess with Christine:

Ideas with which Christine and/or the librarian could support:Vocabulary knowledge

General knowledge about topic

Familiarity of text structure

Comprehension and monitoring strategies

Other: 2 Theroux 2012

Why is Literacy Instruction Necessary in Content Area

Classrooms?Middle and high school students typically do not

have reading instruction after 6th grade (Alexander & Fox, 2011).

Text changes through the grades, becoming more demanding in their length and complexity.

Adolescents usually find texts challenging due to lack of:Vocabulary knowledgeGeneral knowledge about topicFamiliarity of text structureComprehension and monitoring strategies to help

them understand what they are reading (Lee & Spratley, 2010).3 Theroux 2012

What Tier 1 Literacy Instruction Should Look Like

1. Discipline-Specific Strategy Instruction WHY? It has been proven more effective in helping

students increase comprehension of text rather than teaching reading strategies in isolation.

2. Increased Opportunities to Read Content Area Text

WHY? Like when playing an instrument or a sport, the more students practice reading, the better they get---increasing speed and comprehension.

3. Differentiate Reading Materials WHY? It helps students access content.

4. Assess Literacy Progress WHY? It helps guide instruction and determines if

students require a more intensive intervention.4 Theroux 2012

1. Discipline-Specific Strategy Instruction

What Is It?Teaching how to read/write in the discipline

vs. general reading skills

Looking at how experts use literacy in the field and then applying it to content area classrooms

Using the commonly applied reading and thinking strategies in different ways across disciplines

It is important for teachers to:1) Have a clear understanding how texts are being used in

their classroom2) Be able to demonstrate how to use it 3) Seek assistance from the literacy specialist and

the librarian5 Theroux 2012

Disciplinary Literacy vs Content Area Reading Key Topic

is about …

So What? (What’s important to understand about this?)

Nature of Skills Addressed

Important Details

Important DetailsImportant Details Important Details Important Details

With the adoption of the Common Core State Standards, there are specific reading and writing standards for each content area that could present challenges for teachers. To meet this challenge, it will be important to understand differences between content area reading and disciplinary literacy, as well as how you can use a literacy specialist/coach to streamline the process of helping struggling readers access your content. Disciplinary literacy differs from content area reading in a number of ways, including:

Let me collaborate with you in “apprenticing” students to understand how to read in your discipline.

Content area reading focuses on reading skills that can apply to any reading assignment in any content area. Disciplinary literacy promotes specializedskills and activities targeted to specific content areas. A set of literacy skills that helpsstudents learn chemistrymight not be useful in literature or history.

Content area reading promotes the use of reading and writing to study and learn, where as disciplinaryliteracy focuses on how literacy is used to make meaning within a discipline.

Its Focus Targeted

Students

Content area reading tends to be used in more remedial settings. Disciplinary literacy for high school students needs to be more highly specific strategy, with the students understanding under what circumstance it should be used. Teaching struggling readers the literacy secrets of belonging in the science, math or literature communities is as beneficial for the students as it is appealing for the teacher.

Types of

Texts Used The Role of

Graphics

Content area reading often promotes general interpretive skills for gaining meaning from graphics or ignores graphics altogether. Disciplinary literacy identifies what is special about the role of graphicsin different disciplines and aims to help students understand the kinds ofinformation that can be obtained from different types of graphics. In some content areas, such as chemistry, graphics and text are of equal importance in understanding and learning material.

Content area reading often promotes reading plays, poems, novels, or short stories in content classes such as math, science and history. Disciplinary literacy focuses only on disciplinary text, where the use of language and grammar may differ dramatically from discipline to discipline. Disciplinary literacy strategies help students understand the language of chemistry when reading chemistry texts or the language of math in math textbooks.

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Common strategies used across content areas:Building specialized vocabularyBuilding prior knowledgeLearning to deconstruct complex sentencesUsing knowledge of text structures and genresMapping graphic and mathematical representations

against explanations in textPosing discipline relevant questionsComparing claims and propositions across text and

evaluating them 7 Theroux 2012


For example…

ELA – Teach students how to use literary devices to interpret complex fictional texts

Foreign Language – Model for students how to approach text in a different language using a step-by-step process

Math – Show students how to read text with precision by teaching the importance of reading slowly and looking for specific meanings

Science – Demonstrate how to transform information from one form to another

History and Social Sciences – Illustrate how to evaluate sources and analyze evidence

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2. Increased Opportunities to Read Content Area Text

Teachers of content are expected to:1. Provide students with excessive opportunities

to read content area text Librarians can assist with finding a variety of

texts that are reading level appropriate and interesting.

2. Demonstrate how to apply literacy strategies for the various types

3. Afford students multiple opportunities to independently struggle with text and apply disciplinary literacy strategies

A literacy specialist can help with devising ways of demonstrating

and supporting students in their independent practice

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3. Differentiate Reading Materials

The Common Core standards have the goal of students reading at or near grade level (Common Core Standards, 2010).

If students are not meeting the standard, reading materials need to be differentiated as often as possible.Librarians are an amazing resource for finding appropriate leveled materials across all disciplines.

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3. Differentiate Reading Materials

Teachers of content are recommended to assign the following

types of text:

Challenging texts with associated explanations Texts at the zone of proximal development A balanced diet of texts at varying difficulty Texts tailored to develop particular reading components

When students are not reading at or near grade level, materials

can be differentiated by assigning paired texts that use the

same topic and different levels. A librarian or literacy specialist can help.

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4. Assess Literacy Progress

Although content area teachers do not typically assess literacy progress, they can inform the literacy specialist of students having difficulty reading grade-appropriate text, who will then take the next appropriate steps in determining the student’s literacy needs

Cloze or Maze test

In the meantime, a librarian can help find grade-level appropriate text and books of interest.

12 Theroux 2012

Why is Literacy Instruction Necessary in Content Area

Classrooms?Middle and high school students typically do not

have reading instruction after 6th grade (Alexander & Fox, 2011). Provide the literacy specialist with the names of students who are

struggling so that s/he may get the necessary assistance and instruction

Text changes through the grades, becoming more demanding in their length and complexity. Librarians can assist with finding varied and appropriate leveled texts

Adolescents usually find texts challenging due to lack of:

Vocabulary knowledgeGeneral knowledge about topicFamiliarity of text structureComprehension and monitoring strategies

Meet the needs of students challenged in these areas by collaborating with the literacy specialist13

Theroux 2012

Who Is Available to Support

1. Discipline-Specific Strategy InstructionLiteracy Specialist

2. Increased Opportunities to Read Content Area TextLibrarianLiteracy Specialist

3. Differentiate Reading Materials Librarian

4. Assess Literacy ProgressLiteracy Specialist

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New Role as Literacy Specialist & Coach

The literacy specialist and coach for both high schools who supports teachers with:

Instruction, content planning, assessment and classroom management

ANY activity or lesson involving reading or writing Transition to the Common Core’s emphasis on literacy

across all content areas

Support could involve: Co-constructing lessons or Content Enhancement devices Co-teaching or modeling Providing professional development in Content

Enhancement, Common Core, or other evidenced-based practices

What is different about my position?

Confidential, on-site resource who is licensed in Reading (All Levels), Special Needs (PreK-12), Administrator (9-12), and Elementary (1-6)

12 years of classroom experience with adolescents challenged in the areas of literacy and behavior, prior to being hired as the literacy coach in 2006

How I support is ultimately your choice and based on your level of comfort, ranging from assistance behind-the-scenes, all the way to teaching full segments of a class period.

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Ideas for Reading With Literacy Specialist/CoachFind appropriate leveled text and/or ways to help

students access information when text level is higher than their ability

Address Common Core Literacy Standards without losing more time away from curriculum

Incorporate a formal reading strategy into a lessonDevise ways of apprenticing students to read like a

scientist, mathematician, literary critic, historian, health practitioner, artist, musician, mechanic, welder, chef, educator, etc.

Determine in what areas your students need the most support

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Ideas for Writing With Literacy Specialist/Coach

1. Develop a lesson for a 1-3 paragraph Open Response or a 5-paragraph Essay:

Using an MCAS Prompt In response to an article or video After participating in an experiment or demonstration

2. Create a rubric for use with students that: Promotes writing instruction that helps students meet the

Common Core standards Assesses what it is supposed to Is easy and more efficient to correct

3. Modify past research assignments Based on research gathered from the library databases,

write a persuasive essay supporting your point of view. Creationism vs. Darwinism.

4. Assist with providing student support during the writing or revision process

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How the Librarian Supports Literacy

The school library media program promotes reading as a foundational skill for learning, personal growth and enjoyment.

A librarian addresses multiple literacies by: Providing instruction that addresses information

literacy, media literacy, visual literacy, and technology literacy

Promoting critical thinking by connecting learners with the world of information in multiple formats

Stimulating critical thinking through the use of learning activities that involve application, analysis, evaluation and creativity

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Role of the Librarian

Supporting your students and classroom: Models reading strategies in formal and informal instruction Collaborates with the teacher and literacy specialist to

integrate reading strategies into lessons and units of instruction

Acquires and promotes current, high quality, high-interest collections of books and other reading resources in multiple formats

Supporting the school community: Develops initiatives to encourage and engage learners in reading,

writing and listening for understanding and enjoyment Fosters reading for various pursuits, including personal pleasure,

knowledge and ideas Creates an environment where independent reading is valued,

promoted and encouraged Motivates learners to read through read aloud, book-talking,

displays, exposure to authors and other means Creates opportunities to involve parents and other family members

in reading19 Theroux 2012

What Is Used in Your Content Area?WRITING How do you help students organization information?

Outline or Frame

READING How do we build vocabulary knowledge?

How do we build general knowledge about topic?

How do we help students use knowledge of text structure and genres?

What comprehension and monitoring strategies do we use to understand reading?

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Discipline-Specific Strategy Instruction for ELA

WRITING Organization of information

Outline or Frame

READING Vocabulary knowledge

LINC Context Strategy

General knowledge about topic Teach students how to use literary devices to interpret complex fictional

texts Activate and/or provide background knowledge of author/time period

Familiarity of text structure Read with them to help them use text structure as clues and graphic

organizers as means of tracking and understanding the causes, examples and/or consequences, etc.

Understand the different types, such as memoir, expository, poetry, etc. Comprehension and monitoring strategies

Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with quotes/significance Frame with themes, or a literary device, to identify during reading

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Discipline-Specific Strategy Instruction for History and Social

StudiesWRITING Organization of information

Outline or Frame


LINC General knowledge about topic

Activate and/or provide background knowledge Familiarity of text structure

Read with them to help them use text structure as clues and graphic organizers as means of tracking and understanding the causes, effects, examples and/or consequences, etc.

Comprehension and monitoring strategies Show how to evaluate sources and analyze evidence Demonstrate how to transform information from one form (primary and

secondary sources) to another (visual and oral presentations) Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with concepts or definitions to identify during reading

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Discipline-Specific Strategy Instruction for History and Social Studies

READINGHistory Memory Bubbles Strategy

1. Have students analyze key vocabulary or facts in terms of their connection to a problem/solution text frame by eliciting with questions, such as: What is this fact? What does it have to do with problems discussed in

the chapter? What does it have to do with changes highlighted in this chapter?

2. Students identify key terms or facts from a section they have read, but then asked to concentrate on information that focuses attention on key themes and ideas, NOT background details.

3. Place a transparency of a blank History Memory Bubble on the overhead projector and model using a key term. Besides identifying and providing a definition, ask students to consider the problems connected to this term and list them.

4. Partner students and have them work together to create History Memory Bubbles for the remainder of the terms, then share out with the entire class.

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Discipline-Specific Strategy Instruction for History and Social Studies

READINGReading Like a Historian Strategy - SC3 Alert students to what they should be doing before reading and model during

whenever possible Sourcing

Consider the document’s author and purpose for the creation Look for the author/creator, date, publisher, type of document, purpose of document,

etc. Determine what the information tells us about the document, its context and possible

bias Contextualizing

Situate the primary source in place and time Ask what is happening at the time of the creation of the document and how might the

events influence this document? Look at both micro and macro context

Close Reading Read carefully and consider what the source says and the language used to say it Look for powerful words, repetition, patterns in word use, and key phrases

Corroborating Compare to other sources to support conclusions or identify disparities

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Discipline-Specific Strategy Instruction for Foreign Language


Outline or Frame




Read with them to help them use text structure as clues and graphic organizers as means of tracking and understanding the processes, examples and/or concepts, etc.

Comprehension and monitoring strategies Model for students how to approach text in a different language using a step-

by-step process Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with questions to answer, or concepts/definitions to identify during reading

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Discipline-Specific Strategy Instruction for Math


Outline or Frame




Read with them to help them use text structure as clues and graphic organizers as means of tracking and understanding the processes, examples and/or concepts, etc.

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Discipline-Specific Strategy Instruction for Math

READING Comprehension and monitoring strategies

Show students how to read text with precision by teaching the importance of reading slowly and looking for specific meanings. Often students glide over math text in an attempt to jump right into solving problems and relying on the teacher to clear up misunderstandings.

Use the Math Reading Keys strategy1. Questioning the Author (QtQ): What does the author assume that I already

know? What previous math concepts does this author expect me to remember?

2. Model how to read challenging text by reproducing pages on an overhead and have students follow in their textbooks as the teacher thinks aloud and highlights hidden knowledge

3. Hand out copies of the Math Reading Keys Bookmark4. Partnered Reading5. Encourage students to compile explanations and translations of key terms.

Urge students to treat difficult math language the same way as they would a foreign language. Keep a classroom dictionary of key math terms.

Scan the Text, Read Slowly, Pause, Read Example Problems, Learn New Words, Re-Read Mapping graphic and mathematical representations against explanations in text Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Use a Frame with any of these strategies to make it interactive

27Theroux 2012

Discipline-Specific Strategy Instruction for Science


Outline or Frame




Read with them to help them use text structure as clues and graphic organizers as means of tracking and understanding the causes, effects, examples, processes, and/or concepts, etc.

Comprehension and monitoring strategies Demonstrate how to transform information from one form to another Mapping graphic and mathematical representations against explanations in

text Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with concepts or definitions to identify during reading

28 Theroux 2012

Discipline-Specific Strategy Instruction for P.E. & Health, Child

Development and CulinaryWRITING Organization of information

Outline or Frame




Read with them to help them use text structure as clues and graphic organizers as means of tracking and understanding the causes, effects, examples and/or consequences, etc.

Comprehension and monitoring strategies Show how to evaluate sources and analyze evidence Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with concepts or definitions to identify during reading

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Discipline-Specific Strategy Instruction for CTE


Outline or Frame



Activate and/or provide background knowledge Demonstrate how to transform information from one form to another

Familiarity of text structure Read with them to help them use text structure as clues and graphic

organizers as means of tracking and understanding the causes, effects, examples, processes, concepts and/or consequences, etc.

Comprehension and monitoring strategies Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with concepts or definitions to identify during reading

30 Theroux 2012

Discipline-Specific Strategy Instruction for Fine Arts


Outline or Frame



Activate and/or provide background knowledge Demonstrate how to transform information from one form to another

Familiarity of text structure When reading articles about art or music, what should students be aware of

and look for? Read with them to help them use text structure as clues and graphic

organizers as means of tracking and understanding the causes, effects, examples, processes, and/or concepts, etc.

Comprehension and monitoring strategies Pose discipline relevant questions before reading Compare claims and propositions across text and evaluate them Frame with concepts or definitions to identify during reading

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