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Reading the World and the Word:

Literacy Strategies for Science Content

Dr. William G. BrozoPearson Author,

Literacy Consultant, & Contributing Author,

ProfessorGeorge Mason University

September 24, 2009

Jacksonville, FL

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Why All Students Need To Be Good Readers

Better readers are better students in all subject areas (C.F., NAEP, 2003; 2007)

Better readers are more successful in their personal lives (C.F., Hofstetter, Sticht, & Hoffstetter, 1999)

Better readers are more successful in their professional lives (Sum, et. al., 2007)

Standardized achievement tests and college entrance exams require high levels of traditional print literacy (C.F., Johnston & Costello, 2005)

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NAEP Results

36%

68%

69% 77%

Less than 6%

2%

of 4th graders scored at the lowest level (basic)

of 8th graders and 64% of 12th graders are reading below the proficient level

of 8th graders and of 12th graders are writing below the proficient level

of students in the 8th and 12th grades performed at the advanced level in reading

of 8th and 12th graders performed at the advanced level in writing

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Why All Teachers Need To Develop Youths’ Literacy Abilities

The English and reading teachers can’t do it alone (Langer, 2001)

The overall school culture needs to be supportive of literacy (Brozo & Hargis, 2005; Brozo & Simpson, 2007)

Students need opportunities for sustained print encounters as well as practice and application of literacy strategies throughout the school day (Montero, Alvermann, & Swafford, 2004)

To retard and/or reverse the “4th grade slump” (Brozo, 2006)

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Content Knowledge and Content Literacy

Learning the content of the disciplines, such as science and math, is as much about learning to read, write, and talk about the content as it is learning the concepts and facts

Learning to read and reading

to learn is a false dichotomy

Therefore, teaching reading, writing, and thinking skills in the disciplines is teaching the disciplines

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Content Literacy Strategies

What are they?

Instructional practices that braid reading, writing, and thinking with content material from the disciplines

Premised on the belief that students not only need to learn the content of the curriculum but also ways of reading, writing, and thinking about the content

Instructional practices that teach students independent strategic reading and writing processes for content area learning

Teacher modeled and prompted

Student initiated

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Content Literacy Strategies

Why are they advocated and employed?

To help students see that content knowledge and the ability to communicate that knowledge are one in the same

To provide students opportunities to learn and use literacy processes throughout the school day

To elevate reading and writing achievement

To build independent, strategic reading skills

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5 Content Literacy Principlesto Guide Practice

1. Motivate and sustain effort in reading, writing, and thinking

2. Build comprehension by connecting prior knowledge and experience with academic literacy and learning

3. Develop study reading skills to increase understanding, promote long-term recall of information and ideas, and encourage independent learning

4. Foster critical interpretations and metacognition through written expression

5. Use assessment as a tool for learning and future growth

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AN INSTRUCTIONAL FRAMEWORK FOR CONTENT LITERACY STRATEGIES

Readiness Phase

Interactive Comprehension Phase

Extending New Learning Phase

Typical Content Literacy Strategies within an Instructional FrameworkReadiness Interactive

ComprehensionExtending New Learning

SQPL Word Grid Professor Know-It-All

Anticipation Guide/Opinionnaire

Process Guide RAFT

Lesson Impressions Reciprocal Teaching Toss Terms/ Vocabulary Cards

Vocabulary Self-Awareness

Split-Page Notetaking SPAWN

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Goals of Readiness Phase of a Lesson

Activate and build relevant prior knowledge for text topics about to be read and studied

Set meaningful purposes for reading and learning

Engender interest and motivation for reading and learning

Begin with an engaging learning experience that can be sustained throughout the lesson

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ACTIVITYWITH A PARTNER, READ THE FOLLOWING PASSAGE AND DETERMINE WHAT IT MEANS.

It is highly unsettling for some to come into close contact with them. Far worse to gain control over them and to deliberately inflict pain on them. The revulsion caused by this punishment is so strong that many will not take part in it at all. Thus there exists a group of people who seem to revel in the contact and the punishment as well as the rewards associated with both. Then there is another group of people who shun the whole enterprise: contact, punishment, and rewards alike.

Members of the first group share modes of talk, dress, and deportment. Members of the second group, however, are as varied as all humanity.

Then there is a group of others, not previously mentioned, for the sake of whose attention all this activity is undertaken. They too harm the victims, though they do it without intention of cruelty. They simply follow their own necessities. And though they may inflict the cruelest punishment of all, sometimes—but not always—they themselves suffer as a result (Gillett & Temple, 1986, p.4).

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Reading Performance and Socio-Economic Background by Level of Reading Engagement for Students on PISA

400

420

440

460

480

500

520

540

560

580

600

Low Medium High

Low SES Med. SES High SES13Brozo09

ANTICIPATION GUIDES & OPINIONNAIRES

1. Generate Statements Related to the Content to be Presented, focusing on aspects of the content you want students to learn and remember

2. Give the Statements to Students in a Format That Allows Them to Consider Whether the Statements are True/False, Whether they agree or disagree, or That Stimulate Students to Take a Position

3. Discuss Student Anticipations and Opinions

4. Provide Lesson Material

5. Pause Regularly so Students Can Reconsider Initial Anticipations and Opinions

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Before Reading After Reading Agree Disagree Agree

Disagree 1. A great deal of petroleum is used to make

Styrofoam. ___ ___ ___ ___

2. The main ingredient of Styrofoam is plastic ___ ___ ___ ___

3. Chlorofluorocarbons, once used in making Styrofoam, were found to enrich the ozonelayer. ___ ___ ___ ___

4. Styrofoam cups cost much more than paper cups. ___ ___ ___ ___ 5. Recycling of Styrofoam now equals that of paper. ___ ___ ___ ___

DIRECTIONS: Read each statement carefully and decide whether you Agree or disagree with it, placing a check mark in the appropriate Before Reading column. When finished reading, decide whether your Anticipations need to be changed by placing a check mark in the appropriate After Reading column.

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Anticipation GuideGrade 2 – Matter and EnergyDirections: Before you begin the chapter, read each sentence below.

If you think it is true, circle the word “True” in the Before Reading column. If you think it is false, circle the word “False” in the Before Reading column. After reading each section of the chapter, stop and then reread the statements below. Decide whether you still think the statement is either true or false or whether you changed your mind based on information from the chapter. After reading, write a sentence explaining the reasons for whether you think a statement is true or

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Anticipation GuideGrade 2 – Matter and Energy

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BeforeReading

AfterReading

1. Everything is made of matter.

Explain:_____________________________

2. Happy and sad are properties of matter.

Explain:_____________________________

3. A thermometer measures the size of an object.

Explain:_____________________________

True False

True False

True False

True False

True False

True False

Anticipation GuideGrade 2 – Matter and Energy

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BeforeReading

AfterReading

1. Something that is solid has size and shape.

Explain:_____________________________

2. Something that is liquid is shaped by what it is in.

Explain:_____________________________

3. A gas can be a solid or liquid.

Explain:_____________________________

True False

True False

True False

True False

True False

True False

Anticipation GuideGrade 2 – Matter and Energy

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BeforeReading

AfterReading

1. When water becomes steam, matter makes a physical change.

Explain:_____________________________

2. Volume is how much space something takes up.

Explain:_____________________________

True False

True False

True False

True False

Vocabulary Self-Assessment Provide a list of key words to students at the beginning of the unit and have them

complete a self-assessment of their knowledge of the words using a chart.

Do not give students definitions or examples at this stage. Ask students to rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“ (don’t know).

Over the course of the readings and exposure to other information sources

throughout the unit, students should be told to return often to the chart and add new information to it.

The goal is to replace all the check marks and minus signs with a plus sign. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities to practice and extend their growing understanding of key terms related to the topic.

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Vocabulary Self AssessmentGrade 5 – Forces and Motion Directions: Examine the words written in the first column.

Put a “+” next to each work you know well and for which you can write an accurate example and definition. Your definition and example should relate to the science topic being studied. Put a “√” next to any words for which you can either a definition or an example, but not both. Put a “—“ next to words that are new to you.

This chart will be used throughout the chapter. By the end, you should have the entire chart completed. Because you will be revising this chart as you read and study the chapter, write in pencil.

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Vocabulary Self AssessmentGrade 5 – Forces and MotionWord + -- √ Definition Example

force

friction

gravity

inertia

acceleration

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Goals of Interactive Comprehension Phase of a Lesson

Work reciprocally to construct meaning

Model and elicit meaning making processes

Teach independent, strategic reading

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Modeling & Eliciting Content Literacy Processes for Gradual Release of Responsibility

Understanding and retaining information from content texts requires a master-apprentice relationship between teacher and student.

Teachers need to be more than content experts, they also need to be excellent models of quality thinking and learning.

Teachers need to allow students to eaves-drop on their thinking while negotiating text.

I do; We do; You do; Voodoo!

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Modeling & Eliciting Content Literacy Processes for Gradual Release of Responsibility

Understanding and retaining information from content texts requires a master-apprentice relationship between teacher and student.

Teachers need to be more than content experts, they also need to be excellent models of quality thinking and learning.

Teachers need to allow students to eaves-drop on their thinking while negotiating text.

I do; We do; You do; Voodoo!

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GENERATIVE LEARNING

Too Often Students are in Passive Roles Responding Only to the Teacher's or the Text's Prompts

Students Learn Best When They Are Taught How toCreate or Generate Their Own Learning Prompts andDemonstrations.

Active Learners Generate Their Own Prompts and Aids For Learning

Any Text or Teacher Provided Prompt Can be Generated By Students

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GENERATIVE LEARNINGIf the Text/Teacher Provides… Then Students Should Learn To:

Headings and subheadings……….Compose Headings and subheadings

 Titles………………………………………….Compose Titles Highlighted words or phrases…..Highlight important words and

phrases 

Questions…………………………………..Develop Questions 

Objectives………………………………….Write Objectives 

Summaries………………………………..Produce Oral/Written Summaries 

Marginal Gloss………………….........Create Marginal Gloss

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GENERATIVE LEARNING

If the Text/Teacher Provides… Then Students Should Learn To:

Analogies……………………………………..Give Analogies

Examples………………………………………Provide Examples 

Graphs and Tables……………………….Prepare Graphs and Tables

 Maps……………………………….............Draw Maps

 Problems to be Solved…………………Create Problems to be Solved

 Graphic Overviews……………………….Make Graphic Overviews

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THE SPLIT-PAGE NOTE TAKING METHODSTEPS1. USE 8 1/2" BY 11" LINED PAPER  2. WITH A RULER OR SOME OTHER STRAIGHT EDGE,

DRAW A LINE FROM TOP TO BOTTOM ON EACH PAGE APPROXIMATELY 2 1/2" FROM THE LEFT MARGIN. TRY TO SPLIT THE PAGE INTO ONE-THIRD/TWO-THIRDS.

 3. WRITE BIG IDEAS, KEY DATES, NAMES, ETC. IN THE

LEFT COLUMN AND SUPPORTING INFORMATION IN THE RIGHT COLUMN. PARAPHRASE AND ABBREVIATE AS MUCH AS POSSIBLE.

 4. PROMPT RECALL BY BENDING THE SHEET SO THAT

INFORMATION IN THE RIGHT OR LEFT COLUMNS IS COVERED.

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Self Questioning (turning subheads into questions) with Split-Page Notetaking

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Grade 3September 21, 2009

Plants

What do plants need?

How do leaves help plants?

What is reproduction?

-- Plants need air, sun, water

-- help plants make food -- photosynthesis -- energy from the sun transforms carbon dioxide and water into sugar

-- control the amount of water in the plant-- protect the plant from being eaten

-- a plant makes more of itself

Self Questioning (turning subheads into questions) with Split-Page Notetaking

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Grade 3September 21, 2009

Plants

What are the parts of a flower?

How do seeds grow?

How do cones help plants? conifers

--pollen, petals, seeds

--need the right temperature and the right amount of water to germinate

--evergreen plants that have cones--have pollen and seed cones--wind blows pollen from pollen cone to seed cone

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Goals of Extending New Learning Phase of a Lesson

Apply New Knowledge

Cement New Knowledge to Memory

Explore New Connections

RAFT Writing Grade 1 – Needs of Living Things Role -- a pet Audience -- pet owner Form -- autobiography Topic -- my needs

Hello. My name is Little One. I am a cat. I will be a very good pet, if my owner gives me what I need. I need food that is just right for me. I should not be fed food or snacks that people eat. I need water in my bowl every day. I also need a safe place to sleep and live. The bed is a perfect spot where I can sleep. The kitchen is perfect for my food and water. Finally, I need fresh air to breathe and time to run and play.

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Vocabulary Card – Front of Card

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inertia

Vocabulary Card – Back of Card

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Illustration

ACTIVITY With a partner, select one readiness, one

interactive comprehension, and one extending new learning strategy from this presentation and create a new application for science text provided or content you teach.

Be prepared to share your strategies with the other participants

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EFFECTIVE CONTENT LITERACY INSTRUCTION…

Is Based on the Premise that Better Readers are Better Students

Brings All Students Into the Flow of Instruction

Engages Disaffected and Struggling Learners

Maximizes Opportunities for Meaningful Print EncountersWithin Every Content Lesson

Is More Likely to Occur within the Context of a Schoolwide Literacy Effort

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Remember…

Children are our hope for the future,

But you are their hope today.

Thank you!

Bill Brozo

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Dr. William G. Brozowbrozo@gmu.edu 

William G. Brozo is a Professor of Literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia. He earned his bachelor's degree from the University of North Carolina and his master's and doctorate from the University of South Carolina. He has taught reading and language arts in the Carolinas. He is the author of numerous articles on literacy development for children and young adults. His books include To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy (International Reading Association); Beginnings for Boys: Engaging Young Boys in Active Literacy (IRA); Readers, Teachers, Learners: Expanding Literacy Across the Content Areas (Merrill/Prentice Hall); Content Literacy for Today’s Adolescents: Honoring Diversity and Building Competence(Merrill/Prentice Hall); Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy (Erlbaum); 50 Content Area Strategies for Adolescent Literacy (Merrill/Prentice Hall); Supporting Content Area Literacy with Technology (Allyn & Bacon); and Setting the Pace: A Speed, Comprehension and Study Skills Program (Merrill). His soon to be published books are The Adolescent Literacy Inventory (Allyn and Bacon) and Response to Interventions for Secondary Literacy: Meeting the Needs of Striving Adolescent Readers (Teachers College Press). Dr. Brozo is also a contributing author to Prentice-Hall Literature, a program for adolescent readers. He serves on the editorial review board of the Journal of Adolescent & Adult Literacy. He was past columnist of "Strategic Moves" for the journal Thinking Classroom and currently co-authors the “Content Literacy” column for The Reading Teacher. He is also a past member of IRA's Commission on Adolescent Literacy, current member of the Adolescent Literacy Committee, and member of the PISA/PIRLS Task Force. He was a co-investigator on a Carnegie Grant team that compiled an important report on best practice in adolescent literacy. As an IRA-USAID consultant, Dr. Brozo has travelled frequently to the Balkans, where he provided technical support to secondary teachers. He regularly speaks at professional meetings around the country and consults with states and districts on ways of building capacity among teacher leaders, enriching the literate culture of schools, enhancing the literate lives of boys, and making teaching more responsive to the needs all students.

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Dr. Bill Brozo’s Resources Content Literacy for Today’s Adolescents: Honoring Diversity and

Building Competence, Merrill/Prentice Hall

50 Content Area Strategies for Adolescent Literacy, Merrill/Prentice Hall

Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy, Erlbaum

To be a Boy, To be a Reader: Engaging Teen and Preteen Boys in Active Literacy, International Reading Association

Bright Beginnings for Boys: Engaging Young Boys in Active Literacy, International Reading Association.

Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners. Allyn & Bacon.

Adolescent Literacy Inventory (in press). Allyn & Bacon.