content area literacy for science, ss & technical subjects
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Content Area Literacy for Science, SS & Technical Subjects. Presented by English Language Arts Content Area Specialist Amy Robinson, Ed.D . [email protected]. Statistics. Student readiness for college-level reading is at its lowest point in more than a decade - PowerPoint PPT PresentationTRANSCRIPT
Content Area Literacy for Science, SS & Technical
SubjectsPresented by
English Language Arts Content Area Specialist
Amy Robinson, [email protected]
Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference
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
Reading Between the Lines by ACT
More students are on track to beingready for college-level reading in eighth andtenth grade than are actually ready by thetime 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
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
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
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
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
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
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
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
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
Semantic Feature Analysis
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.
Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference
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)Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer
Regional Conference
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
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
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
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
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