Content Area Literacy for Science, SS & Technical Subjects

1. Content Area Literacy for Science, SS & Technical Subjects Presented by English Language Arts Content Area Specialist Amy Robinson, Ed.D. arobinson@dupage.k12.il.us Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

2. Statistics One third of college freshmen must take and pay for remedial courses in math and/or English at two and four year colleges before they can even begin their chosen course of study. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

3. Reading Between the Lines by ACT • Based on the 2005 ACT Scores, only 51% of our high school students were ready for college level reading. • 8th and 10th grade reading levels showed students were on track for being college ready in reading, but then declined. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

4. 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

5. 6 Shifts • Balance Literary and Informational Text; Rise in Informational Texts • Content Area Literacy – Shared Responsibility • Increase Complexity of Texts Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

6. 6 Shifts (con.-) • Focus on Text-Based Questions – connect to Speaking and Listening • Target Writing Arguments • Academic Vocabulary Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

7. 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

8. 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

9. Two-Column Notes con.- • In the left column, students can make • inferences, ask questions, or draw pictures to clarify their evidence. • See freeologyand reading lady graphic organizers (Sanda, Havens, & Maycumber, 1988). Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. Resources • http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdfe • Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference