content area literacy for science, ss & technical subjects presented by english language arts...

Content Area Literacy for Science, SS & Technical

SubjectsPresented by

English Language Arts Content Area Specialist

Amy Robinson, Ed.D.

[email protected]

Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

Statistics

One third of college freshmen must take and

pay for remedial courses in math and/or

English at two and four year colleges before

they can even begin their chosen course of

study.


Reading Between the Lines by ACT

• Based on the 2005 ACT Scores, only 51% of our high school students were ready for college level reading.

• 8th and 10th grade reading levels showed students were on track for being college ready in reading, but then declined.


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?


6 Shifts

• Balance Literary and Informational Text; Rise in Informational Texts

• Content Area Literacy – Shared Responsibility

• Increase Complexity of Texts


6 Shifts (con.-)

• Focus on Text-Based Questions – connect to Speaking and Listening

• Target Writing Arguments

• Academic Vocabulary


What do proficient readers do?

• Make connections to prior knowledge• Generate questions• Create mental images• Make inferences• Determine Importance • Synthesize, evaluate, summarize• Monitor reading


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.


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 (Sanda, Havens, & Maycumber, 1988).


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).


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).


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

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.


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

Discussion Web RI 8.9 con.-

• Collect the cards and tally the responses. Share the results with the class.

(Alvermann, 1991)


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.


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.


David Coleman’s Demonstration Lesson on A Letter from Birmingham Jail

• http://www.youtube.com/watch?v=Ho_ntaYbL7o


http://www.youtube.com/watch?v=Ho_ntaYbL7o




Resources

• http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdfe

• Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association


http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdfe




content area literacy for science, ss & technical subjects presented by english language arts...

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