Enhancing Content Area Enhancing Content Area Literacy and Learning in Literacy and Learning in

Secondary SchoolsSecondary SchoolsPerspectives from Research and Perspectives from Research and

Strategies for PracticeStrategies for Practice

Elizabeth Birr MojeElizabeth Birr MojeUniversity of MichiganUniversity of MichiganState of Michigan GovernorState of Michigan Governor’’s Summits Summit

March 27, 2006March 27, 2006

www.umich.edu/~mojewww.umich.edu/~moje

Good Content Literacy Instruction: Good Content Literacy Instruction: What Does it Look Like?What Does it Look Like?

Builds on current research knowledge about Builds on current research knowledge about literacy processes literacy processes Literacy Literacy model.pptmodel.ppt

Draws from studentsDraws from students’’ current knowledge and current knowledge and literacy practicesliteracy practicesApprentices students into disciplinary/content Apprentices students into disciplinary/content area knowledge and literacy practicearea knowledge and literacy practiceAttends to the differences and challenges Attends to the differences and challenges presented by texts within and across presented by texts within and across disciplines/content areasdisciplines/content areas

Student knowledge and literacy Student knowledge and literacy practicespractices

Adolescents do read and write outside of school

AdolescentsAdolescents’’ nominations of favorite nominations of favorite booksbooks

251 participants in the SDS study responded to a free 251 participants in the SDS study responded to a free response task to describe a favorite book and indicate why it response task to describe a favorite book and indicate why it was a favorite.was a favorite.

77% of survey respondents nominated a favorite book by name (n =77% of survey respondents nominated a favorite book by name (n =195)195)Fiction books (e.g., mysteries, fantasy, urban) accounted for 68Fiction books (e.g., mysteries, fantasy, urban) accounted for 68% of all % of all nominated books, nonfiction (e.g., biographies, information booknominated books, nonfiction (e.g., biographies, information books) s) accounted for 8%, 14% of respondents did not report a favorite baccounted for 8%, 14% of respondents did not report a favorite bookook

AdolescentsAdolescents’’ nominations of nominations of favorite bookfavorite book

Analyses of adolescentsAnalyses of adolescents’’ explanations for nomination explanations for nomination yielded the following themesyielded the following themes****::

Reflection of the Reflection of the ““realreal”” in relation to space, socioeconomic in relation to space, socioeconomic status, gender, race, and agestatus, gender, race, and ageTextsTexts’’ ability to impart life lessons (e.g., resilience/survival, ability to impart life lessons (e.g., resilience/survival, inspiration)inspiration)Utility/practical knowledgeUtility/practical knowledgeExploration of relationships with friends, family, and romantic Exploration of relationships with friends, family, and romantic partnerspartnersWriting style/subject matterWriting style/subject matterInterest inspired by movie/television showInterest inspired by movie/television show

**Independently replicates previous ethnographic findings**Independently replicates previous ethnographic findings

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Cluster 1 Multiply Engaged (N=132)

Cluster 2 Interactively Engaged (N=98)

Cluster 3 Disengaged (N=40)

Enrichment-Type Activities Interactive-Type Activities Other Activities

Figure 2. Cluster profiles for frequency of engagement in outside school activities. Note: Boxes indicate paired comparisons that are not statistically significant (p>.05).

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Figure 3. Reading activities outside school for activity clusters.

Student knowledge and literacy practicesStudent knowledge and literacy practices

WhatWhat students read and write is very different students read and write is very different from what we ask them to read and write in from what we ask them to read and write in school and, in particular, in content area school and, in particular, in content area classroomsclassrooms

ContentContent is differentis differentStructure Structure is differentis differentRhetorical devices Rhetorical devices are differentare different

Consider the difference between a poem or journal entry about one’s feelings and a data-based argument for or against a required program

Apprenticing students into content area Apprenticing students into content area knowledge and literacy practiceknowledge and literacy practice

Mentioning Mentioning ≠≠ LearningLearningRepeated opportunities to read and write ideas in oral Repeated opportunities to read and write ideas in oral and written languageand written languageIdeas generated in the practices of the content areaIdeas generated in the practices of the content area

Scientific explanation writingScientific explanation writing——an iterative classroom practicean iterative classroom practiceExamination of explanations written by others Examination of explanations written by others ClassroomClassroom--based, wholebased, whole--group generation of rubric using models group generation of rubric using models (i.e., comes from the students; see next slide)(i.e., comes from the students; see next slide)Engagement in scientific investigationsEngagement in scientific investigationsWriting to explain oneWriting to explain one’’s own investigationss own investigationsPeer review (e.g., poster displays, museum walks)Peer review (e.g., poster displays, museum walks)Revision of explanationsRevision of explanationsNew investigations, new explanations, more peer reviewNew investigations, new explanations, more peer reviewAnd the cycle continues . . . . And the cycle continues . . . .

How to write a good scientific explanation:1.Make a claim about the problem.2.Provide evidence for the claim.3.Provide reasoning that links the evidence to the claim.4.Use precise and accurate scientific language.5.Write clearly so that anyone interested in science can understand the explanation.

Level 1Level 1 Level 2Level 2 Level 3Level 3

Makes a claim about the Makes a claim about the problem.problem.

Does not make a claimDoes not make a claimOR makes an inaccurate OR makes an inaccurate

claim.claim.

Makes a claim that reveals Makes a claim that reveals partialpartialunderstanding. The claim may understanding. The claim may include include bothboth accurate and accurate and inaccurate details, or it may omit inaccurate details, or it may omit important details.important details.

Makes an accurate claim.Makes an accurate claim.

Provides evidence for the Provides evidence for the claim.claim.

Does not provide Does not provide evidence OR evidence OR provides provides inaccurate inaccurate evidence for the evidence for the claim.claim.

Provides some accurate evidence for the Provides some accurate evidence for the claim, but it is not sufficient claim, but it is not sufficient evidenceevidence

OR may include OR may include bothboth accurate and accurate and inaccurate evidence for the claim.inaccurate evidence for the claim.

Provides accurate evidence and Provides accurate evidence and sufficient evidence for the sufficient evidence for the claim.claim.

Provides reasoning about Provides reasoning about scientific principles or scientific principles or ““what we know in what we know in sciencescience”” that links the that links the evidence to the claim.evidence to the claim.

Does not provide Does not provide reasoning OR reasoning OR provides provides inaccurate inaccurate reasoning.reasoning.

Provides Provides partialpartial reasoning that links the reasoning that links the evidence to the claim, but the evidence to the claim, but the reasoning is not sufficient OR reasoning is not sufficient OR may include may include bothboth appropriate appropriate reasoning and reasoning that does reasoning and reasoning that does not link the evidence to the claim.not link the evidence to the claim.

Provides explicit reasoning that Provides explicit reasoning that links the evidence to the links the evidence to the claim. The scientific claim. The scientific principle or principle or ““what we know what we know in sciencein science”” is described and is described and used appropriately.used appropriately.

Student Writing for Social StudiesStudent Writing for Social Studies(MEAP practice writing)(MEAP practice writing)

State a claim.State a claim.Use at least one piece of data from the data Use at least one piece of data from the data provided.provided.Use a core democratic value to support your Use a core democratic value to support your argument.argument.Use at least one idea or principle from one of Use at least one idea or principle from one of the social studies (economics, history, civics, the social studies (economics, history, civics, etc.) to support your argument.etc.) to support your argument.

Student Writing Student Writing forfor school: school: An exemplarAn exemplar

I think middle school students should be required to participateI think middle school students should be required to participate in a community in a community service program because it make them more responsible and teacheservice program because it make them more responsible and teaches them what s them what work work realyrealy is.is.

Another reason I think this is because it will help them to be sAnother reason I think this is because it will help them to be successful and not to uccessful and not to die as a teen gang member. Some people have thrown away their ldie as a teen gang member. Some people have thrown away their lives in gangs this ives in gangs this community service program will help prevent that by keeping studcommunity service program will help prevent that by keeping students away from ents away from gangs and away from drugs.gangs and away from drugs.

The Core Democratic Value that I choose is Common good, I chose The Core Democratic Value that I choose is Common good, I chose this value this value because it states that we should protect and provide because it states that we should protect and provide saftysafty for our community as for our community as well as for anyone who lives here. Also because the community swell as for anyone who lives here. Also because the community service program ervice program reduces the gang killings and increases the reduces the gang killings and increases the saftysafty around us. Community around us. Community servicsservics are are when students help around their community and to help older neigwhen students help around their community and to help older neighbors cut the hbors cut the lawn, rake the leafs, or shovel the snow.lawn, rake the leafs, or shovel the snow.

I have learned that gangs are no good they bring nothing but troI have learned that gangs are no good they bring nothing but trouble. All gangs are uble. All gangs are just about which gang is better the only things they do are fighjust about which gang is better the only things they do are fight, steal and cause t, steal and cause trouble. Here in Detroit there have been trouble. Here in Detroit there have been alotalot of teens being killed because they of teens being killed because they were involved in gangs.were involved in gangs.

Student writing Student writing forfor schoolschoolAn exemplarAn exemplar

I believe that middle school students should perform of communitI believe that middle school students should perform of community service.y service.

I believe that students are more likely to support mandatory comI believe that students are more likely to support mandatory community service munity service programs after doing community service themselves. According toprograms after doing community service themselves. According to public opinion public opinion survey #2 part B, after doing the community service 44% more stusurvey #2 part B, after doing the community service 44% more studentdent’’s favored it s favored it then opposed it. The data supportthen opposed it. The data support’’s my position by I think that we should favor it, s my position by I think that we should favor it, 64% which is more then half of the student64% which is more then half of the student’’s thought so as well after doing community s thought so as well after doing community service.service.

According to the core democratic value, Common good states that According to the core democratic value, Common good states that individual citizens individual citizens have the commitment and motivation that they accept their obligahave the commitment and motivation that they accept their obligation to promote the tion to promote the welfare of the community. The public or common good, provide fowelfare of the community. The public or common good, provide for common r common defense, provide for safety and defense, provide for safety and secuiritysecuirity of others, provide the general welfare, and of others, provide the general welfare, and insure domestic tranquility. It supports my opinion by doing coinsure domestic tranquility. It supports my opinion by doing community service is a mmunity service is a common good.common good.

ThereThere--for I believe that studentfor I believe that student’’s should participate in doing community service, Not s should participate in doing community service, Not only those it make you feel good, but it also helps others. We only those it make you feel good, but it also helps others. We provide them the help provide them the help that they need when we do community service.that they need when we do community service.

Differences in TextsDifferences in Texts

Expository and narrative; everyday and disciplinaryExpository and narrative; everyday and disciplinaryText structuresText structures

Cause/EffectCause/EffectProblem/SolutionProblem/SolutionProposition/SupportProposition/SupportSequence/Process/ChronologySequence/Process/ChronologyComparisonComparisonDescription/DefinitionDescription/DefinitionEnumerationEnumerationExemplificationExemplification

Different ways of writing in different domains and Different ways of writing in different domains and for different audiencesfor different audiences

Ways of using dataWays of using dataWord usageWord usageSentence structuresSentence structures

Challenges in TextsChallenges in Texts

PurposePurposeOrganizationOrganizationCoherenceCoherenceTechnical vocabularyTechnical vocabulary

Teaching the Technical Terms of Texts: Teaching the Technical Terms of Texts: Vocabulary Concept CardsVocabulary Concept Cards

Newspaper Textbook Dictionary Activity

Definitions

Characteristics

Examples

Uses

Technical Concepts: Concept of Technical Concepts: Concept of Definition Map for LiteracyDefinition Map for Literacy (Schwartz, 1988)

Technical Terms: Semantic Feature Technical Terms: Semantic Feature AnalysisAnalysis

Bacterium/Bacterium/BacteriaBacteriaVirusVirus

Target Conceptshas nucleus

has DNA

is micro-scopic

responds to antibiotics

makes people sick

is spread by physical contact

Synthesizing Across TextsSynthesizing Across Texts: : TextText--Search ProtocolSearch Protocol

Pick Sub QuestionPick Sub QuestionSEARCH

using key words

VIEW ABSTRACT

helpful? NOT?

pull up article NOT?helpful?

record/save informationrepeat until information needed is gathered!

Choose new abstract/article

Synthesizing from Texts: Synthesizing from Texts: Questions Into ParagraphsQuestions Into Paragraphs

Sub-Questions Source 1 Source 2 Source 3 SUMMARY

Adapted from:McLaughlin, E. M. (1986). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher.

1. What are the sources of this material?

2. What are the effects of this material in the air?

3. How much of this material is typically found in air?

SUMMARY:

Driving Question: What affects the quality of air in my community?Learning Set Question: Is material X a pollutant?

Translating Across Textual FormsTranslating Across Textual Forms

Graph translation activityGraph translation activityDrawing oneDrawing one’’s understanding of a concepts understanding of a conceptUsing images to convey emotions, beliefs, values, eventsUsing images to convey emotions, beliefs, values, eventsTeach target skills using texts drawn from lives of youth Teach target skills using texts drawn from lives of youth (e.g., engage youth in analysis and representation of data (e.g., engage youth in analysis and representation of data related to record sales of music artists with which they related to record sales of music artists with which they are familiar)are familiar)Explicitly teach youth how to transfer the skills they Explicitly teach youth how to transfer the skills they demonstrate in such activities to the analysis of contentdemonstrate in such activities to the analysis of content--area data (e.g., analyze and represent rates of bacteria area data (e.g., analyze and represent rates of bacteria growth in a science investigation)growth in a science investigation)

Good Content Literacy Instruction: Good Content Literacy Instruction: What Does It Require of Teachers?What Does It Require of Teachers?

Recognition that disciplinary cultures and disciplinary Recognition that disciplinary cultures and disciplinary learning are complex, thus teachers needlearning are complex, thus teachers need

Knowledge of content Knowledge of content Knowledge of Knowledge of practices practices and and textstexts associated with producing associated with producing that content knowledgethat content knowledgeTime Time

Apprenticeship ProcessApprenticeship ProcessMentioning Mentioning ≠≠ LearningLearning

Ability to assess what students have learned about both Ability to assess what students have learned about both content and literacy content and literacy

Achievement Achievement ≠≠ LearningLearningHighHigh--stakes tests stakes tests ≠≠ Instructional assessmentInstructional assessment

Good Content Literacy Instruction: Good Content Literacy Instruction: What Does It Require?What Does It Require?

Recognition that youth cultures and youth Recognition that youth cultures and youth development are complex, thus teachers need:development are complex, thus teachers need:

Understanding of adolescent developmentUnderstanding of adolescent developmentUnderstanding of the roles of culture and social Understanding of the roles of culture and social interaction in learninginteraction in learningOpportunities to learn about particular studentsOpportunities to learn about particular students’’experiences, backgrounds, and uses of textsexperiences, backgrounds, and uses of textsSkill in scaffolding studentsSkill in scaffolding students’’ navigation across navigation across everyday and contenteveryday and content--area discourse and learning area discourse and learning communitiescommunities

For more information . . . For more information . . .

www.umich.edu/~mojewww.umich.edu/~moje

Making Makin’ It PossibleWilliam T. Grant Foundation

Social and Cultural Influences on Adolescent Literacy Development

NICHD/OVAE/OSERSHD046115-01

Textual Tools Study GroupIQWST

National Science Foundation

Advancing Literacy in the DisciplinesCarnegie Corporation of New York