We have opportunities to practice literacy skills in big and small ways daily.

1. We have opportunities to practice literacy skills in big and small waysdaily.

2. We have opportunities to practice literacy skills in big and small waysdaily. We give students

3. “Asking a teacher to become a reading teacher is distinctly different from asking a teacher to help students master texts within the teacher’s own field... In fact, subject-area teachers are best qualified to help their students master texts in each course. Subject-area teachers should not be expected to teach basic reading skills, but they can help students develop critical strategies & skills for reading texts in each subject.” Southern Regional Education Board, 2009 Policy Statement, page 5

4. Part One Types of Reading

5. Types of Reading Required Doug Buehl (2011) taken from Shanahan & Shanahan (2008)

6. Types of Reading Required Move from “all participate & get a trophy” to “try out & earn one of the spots on the team” Reading should become a fluent, streamlined process with the brain multi-tasking in the background, not thinking about reading. This frees the frontal lobe for critical thinking. Doug Buehl (2011) taken from Shanahan & Shanahan (2008)

7. Types of Reading Required • Predominates middle and high school where students must… • navigate texts from unrelated & distinct disciplines • read and write within a specific discipline • think like a scientist, mathematician, historian, etc. • This requires • understanding domain-specific words & phrases • appreciation of norms & conventions of each discipline • attention to details • capacity to evaluate arguments, synthesize complex information & follow detailed instructions and descriptions Doug Buehl (2011) taken from Shanahan & Shanahan (2008)

8. Types of Reading Required Doug Buehl (2011) taken from Shanahan & Shanahan (2008)

9. Part Two Levels of Competence

10. Four Stages of Competence 4. Unconscious Competence (Piece of cake.) I have had so much practice with a skill that I don’t really need to think about what to do. It has become "second nature" and can be performed with few errors. Because it is not occupying my conscious thoughts, I can do this while I’m doing another task and I am able to teach it to others. • 3. Conscious Competence (I know what it is but have to think about it to do it.) • I understand or know how to do something. I can show you, but it requires concentration and effort. It may need to be broken down into steps. • 2. Conscious Incompetence (I know what I don’t know.) • I become aware that I don’t know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn. 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill.

11. Four Stages of Competence 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill.

12. Four Stages of Competence • 2. Conscious Incompetence (I know what I don’t know.) • I become aware that I don’t know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn. 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill.

13. Four Stages of Competence • 3. Conscious Competence (I know what it is but have to think about it to do it.) • I understand or know how to do something. I can show you, but it requires concentration and effort. It may need to be broken down into steps. • 2. Conscious Incompetence (I know what I don’t know.) • I become aware that I don’t know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn. 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill.

14. Four Stages of Competence 4. Unconscious Competence (Piece of cake.) I have had so much practice with a skill that I don’t really need to think about what to do. It has become "second nature" and can be performed with few errors. Because it is not occupying my conscious thoughts, I can do this while I’m doing another task and I am able to teach it to others. • 3. Conscious Competence (I know what it is but have to think about it to do it.) • I understand or know how to do something. I can show you, but it requires concentration and effort. It may need to be broken down into steps. • 2. Conscious Incompetence (I know what I don’t know.) • I become aware that I don’t know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn. 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill.

15. 4. Unconscious Competence (Piece of cake.) I have had so much practice with a skill that I don’t really need to think about what to do. It has become "second nature" and can be performed with few errors. Because it is not occupying my conscious thoughts, I can do this while I’m doing another task and I am able to teach it to others. • 3. Conscious Competence (I know what it is but have to think about it to do it.) • I understand or know how to do something. I can show you, but it requires concentration and effort. It may need to be broken down into steps. • 2. Conscious Incompetence (I know what I don’t know.) • I become aware that I don’t know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn. 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill. Doug Buehl (2011) taken from Shanahan & Shanahan (2008)

16. Part Three Literacy = Communication

17. Going in cold… A Video Clip The only “foundational information” you get is… #1 It is from Modern Family #2 Think about the term “disciplinary/content literacy” as you watch this.

18. http://www.eiu.edu/~eiutps/Modern.mp4

20. What do you speak?

21. Literacy = Communication What do you speak? 4. Unconscious Competence (Piece of cake.) I have had so much practice with a skill that I don’t really need to think about what to do. It has become "second nature" and can be performed with few errors. Because it is not occupying my conscious thoughts, I can do this while I’m doing another task and I am able to teach it to others. • 3. Conscious Competence (I know what it is but have to think about it to do it.) • I understand or know how to do something. I can show you, but it requires concentration and effort. It may need to be broken down into steps. • 2. Conscious Incompetence (I know what I don’t know.) • I become aware that I don’t know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn. Levels of Competency 1. Unconscious Incompetence (I don’t know what I don’t know.) I am unaware that I don’t understand or know how to do something, because I have never needed this skill or been aware of it. I may deny the usefulness of the skill. Types of Reading

22. Part One Types of Reading Part Two Levels of Competence Part Three Literacy = Communicate What do these have to do with content literacy? What does this have to do with YOU?

23. Part Four Transferring Skills Informational Text Multiple Text

24. Consider This • Let’s go to a movie… • You scan the newspaper or computer for titles and times. • I’ll check out theater show times, distances for travel and ticket prices. • Let’s discuss our choices (text or talk)– comparing and contrasting our options and sharing opinions and thoughts about movies and casts • Agree on one movie • Get dressed and gather items needed to go – consider weather, time of day, location and travel • Make travel plans – get money, decide transportation method, buy gas/pay taxi Why Integrate Literacy and Social Studies? Schell, E. (2007)

25. Consider This Reading! Informational Text • Let’s go to a movie… • You scan the newspaper or computer for titles and times. • I’ll check out theater show times, distances for travel and ticket prices. • Let’s discuss our choices – comparing and contrasting our options and sharing opinions and thoughts about movies and casts • Agree on one movie • Get dressed and items needed to go – consider weather, time of day, location and travel • Make travel plans – get money, decide transportation method, buy gas/pay taxi Science! Speaking! Listening! Math! Social Studies! Multiple Text Why Integrate Literacy and Social Studies? Schell, E. (2007)

26. “… we do not divide our time to focus on various subject matter … in fact, we find that subject matters overlap easily and skills often transfer” • Skills I taught in language arts that I use in social studies (work in progress) • Sequencing • Setting • Character Analysis & Development • Genre Why Integrate Literacy and Social Studies? Schell, E. (2007)

27. Chapter One Types of Reading Chapter Two Levels of Competence Chapter Three What do you speak? Chapter Four Transfer Skills