1

DISCIPLINARY LITERACY:READING STRATEGIES

IN CTE AND OTHER SUBJECTS

2 DID YOU KNOW…

You Tube Video: DID YOU KNOW READING CRISIS

http://www.youtube.com/watch?v=96zT2l8QKb8

HO - Jigsaw and discuss reading “CTE’s role in Adolescent Literacy”

3 READICIDE – “THE SYSTEMATIC KILLING OF THE LOVE OF READING…”

• Requiring students to read difficult texts without proper instructional support;

• Insisting that students focus solely on academic texts;

• Ignoring the importance of developing recreational reading;

• Losing sight of authentic instruction

4REVIEW:

COMMON VOCABULARY

Text: Anything students are asked to read, including articles, internet sites, books, magazines, journals, etc.

Authentic reading and writing: the reading and writing connected to a particular discipline and the real world

Disciplinary Literacy: the focus on the types of reading, writing, thinking, speaking and listening in various disciplines.

Common Core State Standards (CCSS): national standards adopted by WI on June 2, 2010.

5THE ELA CCSS

STANDARDS ELA 6-12 grade CCSS are specifically

written for literacy in history/social studies, science and TECHNICAL SUBJECTS (p. 62 & 64)

They indicate key READING, WRITING, Speaking/Listening & Language skills

Read through the CCSS reading standards. Discussion: What’s the emphasis?

See Resource:

Literacy in All Subjects

Page 62

6CCSS PUBLISHER

CRITERIA/ PRIORITY AREAS

I. Text Selection and Complexity

II. Questions and Tasks

III. Academic (and Domain-Specific) Vocabulary

IV. Writing to Sources and Research

See handout, “ELA Publisher’s Criteria”

Divide into 4 groups: Summarize the highlights & describe how you use them in your classroom.

7BEGIN WITH THE

TEXT Teach “THE REAL THING” Select AUTHENTIC TEXTS used in

your field Authentic Texts increase students'

motivation for learning, and expose them to 'real' language and problems in the field of study.

Make a list of

authentic texts used

in your discipline.

8 TEXT RESOURCES

BadgerLink (www.badgerlink.net/) (Create Login)

“Article of the Week” (www.kellygallagher.org)

Time Magazine (http://www.time.com/time/)

The Week Magazine (http://theweek.com/)

The New Yorker (http://www.newyorker.com/)

The New York Times (http://www.nytimes.com/)

In “LIKE GROUPS”,

SELECT 1 OF THE

FOLLOWING SITES (OR YOUR

OWN) & FIND AN

AUTHENTIC TEXT

RESOURCE.

PREPARE TO REPORT BACK

TO GROUP.

9IT’S MORE THAN

READING—IT’S THINKING!

You can find a list of Kelly

Gallagher’s “Articles of the Week” at http://kellygallagher.org/resources/articles.html. There are many articles relevant to multiple disciplines. We will use several today to practice classroom strategies.

10GET STUDENTS

THINKING Students must INTERACT with the text, not

just passively read and answer questions

Are QUESTIONS you ask fact based/simple recall, or do they advance up “Revised” Bloom’s Taxonomy to get students thinking at higher levels? (See Revised Blooms HO & Question Stems)

Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis?

11REVISED BLOOM’S

TAXONOMY

12SUPPORT STRUGGLING

READERS BY… Teach one text with support (Model) Most textbooks are written at least 2 grade levels

above where they are taught.

Offer choices of text that relate to the same topic

Text Selection is extremely important. Differing the levels of the text honors ALL learners. Select high, medium, and low-leveled reading material.

The Lexile framework is a common leveling formula to guide teachers with text selection. (Flesch-Kincaid grade level formula may also be used for an informal tool.)

Tell your neighbor something you are good at doing…

How did you

improve your

skills?

13 WHAT IS A LEXILE? Measurement of text difficulty Primarily based on word syllables &

sentence length, Lexiles are assigned numbers to text than can be compared to grade level expectations

Students are expected to be at 1200L when they graduate

www.lexile.com

GRADE LEVEL EQUIVALENTS

Use the higher Lexile ranges for alignment with the CCSS.

15HARVARD’S “SELF HELP

GUIDE” “Interrogating Texts: 6 Reading Habits to

Develop in Your First Year at Harvard”:

Previewing

Annotating

Outline, Analyze, Summarize

Look for repetitions and patterns

Contextualize

Compare & Contrast

Skim through the Harvard document to learn about these six reading habits. Now compare these habits with those of YOUR students.

16 COMPREHENSION PROCESSES FOR PROFICIENT READERS

1. Making Connections to Prior Knowledge

2. Generating Questions

3. Creating Mental Images

4. Making Inferences

5. Determining Importance

6. Synthesizing

7. Monitoring Reading /Fix Up Strategies

Doug Buehl, 2009

Classroom Strategies

for Interactive Learning

SEE PAGES 4-6

17

1. MAKING CONNECTIONS TO

PRIOR KNOWLEDGE Prompting students to activate what

they already know about a topic, subject and text structures are called “frontloading” activities

“Frontloading” activities are especially important for struggling readers to help them in understanding an author’s message. (Ch.2, p.15)

Anticipation Guide p.45, K-W-L p. 107, Quick Writes p.141

18FRONTLOADING… “CLEANING UP

THE TRASH IN SPACE” (Anticipation Guide p.45: “Frontloads”/Forecasts

major ideas & activates thoughts)

Answer the following statements.

Check each you agree with.

Talk to a partner & discuss responses.

Read article

Determine how thinking has changed

Page 45

19

MAKING CONNECTIONS… “PAYING KIDS TO COME TO

CLASS” (K-W-L/K-W-H-L helps activate prior knowledge, generate

questions & organize what they learn)

Use K-W-L chart – What do you know about the trash in space? (If there’s no knowledge, preview text subtitles, headings, etc. )

What do you want to know? (Text Frames p.23-24)

Read the article. (Using a highlighter, note the words, phrases, or portions of the article that you connect to or are confusing to you)

Return back to K-W-L chart – Note true/false in K, Add to W

Complete the last column – What did I learn

http:// www.teach-nology.com/web_tools/graphic_org/kwl

Page 107

202. GENERATING

QUESTIONS Self questioning is an attribute of

independent learners. Students need to be taught to pose good questions themselves rather than finding answers to questions others pose.

Readers use questions to focus their attention on ideas and events, and then generate new questions.

B/D/A Questioning Chart p.52, Text Frames p.22, Questions related to revised Bloom’s taxonomy

21GENERATE QUESTIONS… “NEW

OBESITY CAMPAIGNS” (B/D/A Questioning Charts prompt students to develop their

own questions before, during and after reading.)

Use B/D/A Questioning Chart – Hand out the article – but do not read it yet…skim the content to generate some questions…BEFORE you read…What are you wondering about the topic of “Obesity Campaigns”?

Read the article. Generate some questions DURING reading and put them on the chart.

Meet with a partner and share questions generated while reading.

Place questions the reader still has AFTER reading in the last column of the chart. (These questions may be used for future assignments.)

Page 52

223. CREATING MENTAL

IMAGES Proficient readers use visual, auditory and

other sensory connections to bring the text to life.

Teaching students to create mental images helps them visualize what is being suggested, connects the reading to background knowledge, assists in processing information, and enhances vocabulary. Mental Imaging is a form of inference.

Mind Mapping p.118

23 MIND MAPPING– 5 MYTHS ABOUT AMERICA’S DECLINE

Select the key ideas, concepts or important vocabulary from a reading that you want students to focus on. (Good for introducing new material)

Select a mind map (graphic organizer) to help students show relationships and connect ideas.

Model with the class the completion of a mind map together. (GREAT strategy for visual learners)

Use the mind map while completing an assigned reading as a guide to comprehension

Share with a partner

Page 118

244. MAKING

INFERENCES Inference is the heart of the comprehension

process. When readers apply the skills of inference and prediction, they are able to reach a deeper meaning of a reading and have a greater appreciation of the writing.

Students read the text, put together the information presented, consider their own experiences, and make an assumption or “educated” guess based on the data presented.

Discussion Web- Page 76

25THE CUSTODIAN –

DISCUSSION WEB The discussion web helps students see that there are 2

sides to every question.

“Front load” a reading and then have students read the assignment.

Introduce a focus question for discussion

Have students work in pairs to develop opposing sides of the question. Join students into groups of 4 to collaborate on web.

Group presents their conclusions

Students the determine their stand on the question

PAGE 76

265. DETERMINING

IMPORTANCE

Determining importance is especially critical when reading informational or nonfiction materials.

Proficient readier striver to differentiate key ideas, themes and information from details so that they are not overwhelmed by facts.

Identify…what does the author want me to understand?

Annotated Text and Text Coding p. 180

27 ANNOTATING TEXT The goal of annotating text is to

facilitate reading comprehension. Read Article: “A Legacy of

Illnesses from 9/11” Show evidence of your thinking

by marking the article—write questions, comments, A-ha’s in the margins and on text.

28 ANNOTATIONS

29LEGACY OF ILLNESSES –

TEXT CODING

Page 180

•Text Coding is an annotated system that helps track thinking while reading.•Teachers model “talking to themselves” /”think aloud” as they code the reading.•Text coding involves highlighting or marking a spot in a paragraph of interest and then placing a symbol by it to indicate thinking.

•Students can design their own codes:? = Question X – Not Expected! = New Idea = Need to explore** = Important

306. SYNTHESIZING UNDERSTANDING

Synthesizing allows a student to make a generalization, create an interpretation, draw a conclusion & develop an explanation.

A necessary step to summarizing is asking students to personalize the information - retell, restate and paraphrase “in their own words”.

3-Minute Pause Page 121

31FOR PROFIT COLLEGES-

3 MINUTE PAUSE

3-minute Pause is like creating a “time out” for the reader…think of it like “huddle in a game”, “a time out”, or “Saving a computer document”…

Read a text

Teacher or students can identify the focus of the “time out”…i.e.: Partner A – Summarize text, identify important points, generate questions, state something interesting, tell what you learned (3 min)

Partner B – comments for 1 min

Roles Reverse

Page 121

327. MONITORING READING /

FIX UP STRATEGIES

Readers need to monitor themselves and determine when they need to apply strategies that will help them have an understanding of the text.

If readers cannot remember what they read, can’t answer clarifying questions, and cannot summarize the reading…they need assistance and fix-up strategies.

33STRATEGIES FROM THE

CCSS AUTHORS Split grade-level reading passages into smaller,

meaningful chunks Reduce the total number of passages read and/or the

length of the passages. Locate “hint boxes” near items that remind students

of definitions or appropriate/useful strategies (e.g., “go back and re-read this section before you answer”).

Reduce language load/simplify language in the question stems.

Substitute more familiar words in question stems and distracters if that is not the vocabulary /construct being assessed.

34STRATEGIES FROM THE

CCSS AUTHORS Provide consistent icons and phrasing of question

stems throughout the test. Use bulleted lists and increased white space in

place of longer dense texts. Color coding to help students to organize

information. Provide sub-questions to break up multi-step tasks. Place inferential and analysis questions after literal

questions have been asked. Provide graphic organizers to help students

organize information before answering morecomplex questions

35ACTE RESOURCES &

OTHERS ACTE Videos, power points and handouts on

CTE and Literacy with Linda Moyer: http://www.acteonline.org/lit.aspx?id=17260&terms=cte%20and%20literacy

How Do You Expect Me to Teach Reading & Writing? http://www.ncpublicschools.org/docs/cte/publications/profdev/literacy/handbook.pdf.

CTE’s Role in Adolescent Literacy http://www.acteonline.org/uploadedFiles/Publications_and_Online_Media/files/Literacy_Issue_Brief.pdf

36 NEXT STEPS… Reflecting back on one unit/ lesson you

teach… 1. Select 2 reading strategies modeled

today (or others) 2. Identify how you would use the

strategy in your classroom 3. Explain how it would increase reading

comprehension for your students.

http://tiny.cc/2tcchw