Ira 2013 presentation

Will You Marry Me? The Union of Content and Literacy

Cindi KoudelkaSpecial Education Teacher/Reading Specialist

Fieldcrest High SchoolInternational Reading Conference

April, 2013San Antonio, Texas

•Background

•Common Core Standards

•Strategies

Agenda

Why build literacy into content classes?

Math

PE

ART English

Literacy ResearchClose to 50% of all incoming ninth graders in the U.S. can’t comprehend texts used for class assignments (Strickland & Alvermann, 2004)Their inability to know how to approach texts negatively impacts their overall comprehension (Tovani, 2004)Many content literacy strategies such as modeling and think-alouds come from social learning theories from Bandura and Vygotsky.Vygotsky’s concept of scaffolding helps students gain meaning by making connections to known information. (Tracey & Morrow, 2006)

Literacy ResearchPoor readers have less metacognitive awareness than proficient readers and need explicit instruction (Tracey & Morrow, 2006)The biggest difference between a proficient reader and a struggling reader is that when good readers struggle with text, they know what to do to get out of trouble (Vacca & Vacca, 2008).Even proficient readers can struggle with content literacy because it requires different types of reading taught in previous grades (Allen, J, 2002)Researchers may differ on the best framework to employ, but they do agree that content teachers must be trained in strategy instruction (Shanahan, 2004)

Common Core and Literacy“Reading is critical to building knowledge in history/social studies as well as in science and technical subjects.”

(Common Core State Standards Initiative [CCSI], 2011)

“In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources.

Common Core and Literacy

“When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts.”

(CCSI, 2011)

“Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.”

Common Core and Literacy

(CCSI, 2011)

Key Ideas and Details make logical inferences and connections cite specific textual evidence Follow precisely a complex multistep

procedure Determine central ideas or themes Summarize the key supporting details and

ideas. Analyze how and why individuals, events,

or ideas develop and interact over the course of a text.

Evaluate various explanations

Common Core and Literacy

Craft and Structure Determine the meaning of domain-specific

words and how word choices shape meaning/tone

Analyze the structure of the relationships Analyze the author’s purpose Determine the meaning of words and

phrases Translate quantitative or technical

information Assess how point of view or purpose

shapes the content and style of a text and compare differing points of view

Common Core and Literacy

Integration of Knowledge and Ideas Delineate and evaluate the arguments, specific

claims, and evidence in a text Compare and contrast findings in diverse

formats & media Integrate and evaluate multiple and diverse

sources of information Analyze how two or more texts address similar

themes

Common Core and Literacy

Range of Reading and Level of Text Complexity Read and comprehend a wide range of complex literary and informational texts in literature, science and history/social studies independently and proficiently.

Common Core and Literacy

Common Core can act as the doorway to help content teachers move towards embedding literacy into their instruction

Disciplinary literacy is more specialized and in depth. It is the goal we want to get to…

But, we still have content teachers who don’t have literacy training so this is a good entry point for them.

Content Literacy vs. Disciplinary Literacy

Math

PE

ART EnglishNumber one question from content teachers:

How do I teach reading without giving up time for my content?

Frayer Model

Contextual Redefinition/VOC Strategy

Word Maps

Semantic Feature Analysis

Word Sorts

Vocabulary Strategies

Frayer Model

Concept or Word

Definition:(OR Non-Characteristics)

Examples: Non-Examples:

Characteristics:

http://www.justreadnow.com/strategies/frayer.htm

Let’s do one together…

http://www.justreadnow.com/strategies/frayer.htm

Concept:Quadrilatera

l

Definition:(OR Non-Characteristics)

Examples: Non-Examples:

Characteristics:

Contextual RedefinitionWord 0=Don’t Know

1= Heard2= Know well

Predicted meaning ; beforereading

Meaning after reading

Context Clues

Visualization

Vocabulary Word, Part of Speech, and Definitions:

Vocabulary Word, Part of Speech, and Definitions:

Other Forms of the Word:

Other Forms of the Word:

SynonymsSynonyms

AntonymsAntonyms

Sentence or Phrase from Text:Sentence or Phrase from Text:

My Association, Sketch, and/or Example:

My Association, Sketch, and/or Example:

My Own Sentence:My Own Sentence:

Word/Term:

Vocabulary Word, Part of Speech, and Definitions:

Vocabulary Word, Part of Speech, and Definitions:

Other Forms of the Word:

Other Forms of the Word:

SynonymsSynonyms

AntonymsAntonyms

Sentence or Phrase from Text:Sentence or Phrase from Text:

My Association, Sketch, and/or Example:

My Association, Sketch, and/or Example:

My Own Sentence:My Own Sentence:

Word/Term:

ColanderLet’s do one together…

Semantic Feature Analysis

http://www.justreadnow.com/strategies/analysis.htm

1. Select a topic or concept from a reading selection

2. List key vocabulary words related to the topic down the left hand column of the chart. And features of the topic across the top row of the chart.

3. Read the text selection; while reading, students place check marks in the matrix when a vocabulary word reinforces one of the properties of the topic.

4. After reading and completing the matrix, have students share their observations.

Word SortsProvide a word list and have students place the vocabulary words into categories.

When the categories are provided, the Word Sort is Closed.

When the students make the categories, the Word Sort is Open.

Caribou, Bobcat, Douglas Fir, Koala, Tropical, Icebergs, Boreal Forest Climate,

Bearberry, Eucalyptus

Biomes UnitTundra Taiga Savanna

Caribou Douglas Fir Eucalyptus

Icebergs Bobcat Koala

Bearberry Boreal Forest Climate

Tropical

Word Sort Example

Let’s do one together…

Stiletto, Sneakers, Espadrilles, Cowboy, Pumps, Flip-Flops, Platform,

Chelsea, Wellingtons

Shoe UnitFlats Boots Heels

Let’s do one together…

Stiletto, Sneakers, Espadrilles, Cowboy, Pumps, Flip-Flops, Platform,

Chelsea, Wellingtons

Shoe UnitFlats Boots Heels

Sneakers Cowboy Stiletto

Espadrilles Chelsea Pumps

Flip-Flops Wellington Platform

Textbook Feature Analysis

RAP Strategy

PLAN Strategy

Three Level Guides

Universal Reading Questions

Active Reading Strategies

Textbook Feature AnalysisHave students use template to better

understand the format of textbooks

Is a great way to start each semester to introduce the big units of study

Features include: Types of text, sidebars, typography, color, symbols, icons, images, graphics, organization, note-taking, reading speed, and concerns

RAP StrategyR – read a paragraphA – ask yourself what the paragraph was about

P – put the main idea and two details in your own words

RAP StrategyREAD –

Martin Blaser of New York University’s Langone Medical Center argues that antibiotics’ impact on gut bacteria is permanent — and so serious in its long-term consequences that medicine should consider whether to restrict antibiotic prescribing to pregnant women and young children.Early evidence from my lab and others hints that, sometimes, our friendly flora never fully recover. These long-term changes to the beneficial bacteria within people’s bodies may even increase our susceptibility to infections and disease. Overuse of antibiotics could be fuelling the dramatic increase in conditions such as obesity, type 1 diabetes, inflammatory bowel disease, allergies and asthma, which have more than doubled in many populations.

Let’s do one together…

ASK - What was this paragraph about?

PUT- State the main idea in your own words. List two details from the paragraph.

PLAN StrategyUsing the PLAN organizer students . . . Predict selection content based on prior knowledge and experiences. Locate familiar and unfamiliar words and concepts. Add new information to prior knowledge. Note how new information can be applied to everyday tasks.

PLAN StrategyTopi

c

http://www.justreadnow.com/strategies/plan.htm

Three Level GuidesThis guide allows students to record their reading comprehension at three levels: Literal Level–Understanding the literal meaning of the words and ideas in a reading selection. Interpretive Level–Grasping the "message" of the selection or understanding what the author meant by the passage. Applied Level–Relating the selection's message to other experiences or contexts.

Three Level Guides1. Ask students to read the selected text and immediately (without measured thought or reflection) answer these "interpretive" questions: "What does the author mean in this selection?" and "What is the document's single, overall message?" Have the students record their interpretations in the middle section of the guide, the "Interpretive Level." 2. Next, encourage students to identify the key words and phrases in the selection that led to their interpretations. Write these words and phrases as simple sentences in the first section of the guide, the "Literal Level." 3. Finally, challenge students to relate the central message of the selection to their prior knowledge and experiences. Have them draw specific, definable parallels and record these in the last section of the guide, the "Applied Level."

Three Level Guide with given statements:See: “Bagging a ‘Berg” handout

Let’s do one together…

Universal Reading Questions

1. List two things from the reading you thought wereinteresting and why you think so.Things that strike you as: Interesting, Strange, Odd, Funny, Weird, Or you would like to know more about.2. List two things from the reading that were unclear or thatyou want to know more about.Don’t get it? Let me know. Or Got it? Want to know more about it?3. Can you think of a similar situation (from the past orsomething more current)? (Text-Self, Text-Text, Text-World Connections)-This can be from history, from other classes, Events at school, Something at home-From your experiences, Or even from popular culture such as television and movies.

http://www.fieldcrest.k12.il.us/webpages/ppulley/files/Universal%20Reading%20Questions.pdf

QAR

Discussion Web

Journaling Opportunities

Reciprocal Questioning

Think-Pair-Share

Discussion Strategies

Question – Answer Relationship (QAR)

Raphael, T.E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27, 303-311

Can provide questions for the students to categorize and answer

Or Have them develop their own questions within the framework.

(QAR)

Raphael, T.E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27, 303-311

Let’s do one together…Right There Author and You

Think and Search On My Own (In Your Head)

Discussion Web

Reasons Reasons

Question

Conclusion

No Yes

Journaling OpportunitiesDouble Entry Journals with QuotesFree Write (Personal) JournalsLiterature Response JournalsMath JournalsScience JournalsBuddy Journals

Double Entry Journal

Let’s do one together…

Quote Connection/Question

Reciprocal Questioning1. Divide the class into small groups and provide

each group with a reading selection. 2. Explain the ReQuest process: students read a

selection and develop discussion questions directed toward the teacher.

3. Allow time for students to read their selections independently and to write a list of potential questions.

4. Have the groups combine and revise the team members' questions into a final form.

5. During the class discussion, a spokesperson for each group asks the questions to the teacher. The teacher answers the questions to reinforce learning.

6. In a post-exercise discussion, ask students to identify strategies they used in writing and refining questions.

http://www.justreadnow.com/strategies/request.htm

Think-Pair-ShareThe Think-Pair-Share strategy empowers every reader to become a discussion participant. This versatile strategy can be used as a pre- or post-reading activity, as a problem-solving tool, or as a "cognitive break" during a traditional lecture. Steps to Think-Pair-Share: 1. Begin the discussion by raising a topic or asking a specific

question. 2. Students first "think" about what they know or have learned

about the topic. (Think-Pair-Share rests on constructivist learning theory that knowledge is "constructed" when prior experience confronts new ideas or situations.) Have the students write down their observations.

3. "Pair" each student with another student or a small group. Encourage each student to "share" prior knowledge about the topic with others.

4. Expand the "share" into a whole-class discussion. 5. Finally, with the collective prior knowledge "shared," have

students read and analyze the text selection.

I-Chart

Q-Notes

REST Strategy

Other Note-taking strategies

Organization Strategies

I-CHART (Inquiry Chart)

used to investigate several sources for a series of guiding questions or main concepts about a topic.

http://www.adlit.org/strategies/21826

Q-NotesQ Notes combines two well-known and powerful methods: SQ3R and Cornell Notes.

Students write Questions in the left-hand margin which cues while studying.

When using these notes to study, fold the right-edge of the paper over so that it lines up with the dotted line.

Q-NotesDirections: Turn the titles, subheadings,and topic sentences into questions in thiscolumn.

Directions: In this area, you write the answers to the questions. Use bullets and dashes to help organize your ideas. Also, use symbols andabbreviations to help you take notes more efficiently.

Down here you should review, retell, or reflect on what you read so far.

REST Strategy1. Have each student obtain a spiral notebook for

REST note taking. 2. Set aside time at the end of each class for a

week or two for students to edit and consolidate the notes they have taken during reading, lectures, and class discussions. Students write the synthesized notes in the REST notebook.

3. Have students share their notebooks in small groups. Encourage students to share note-taking and editing strategies they have found helpful.

4. Model the use of the REST notebook as a test preparation tool.

http://www.justreadnow.com/strategies/rest.htm

Other Note-Taking ToolsThank you Jim Burke!

1. Cluster Notes2. Conversational Roundtable3. Hierarchical Notes4. Idea Cards5. Process Notes6. T-Notes7. Target Notes8. Timeline Notes9. Webpage Notes

http://www.englishcompanion.com/classroom/notemaking.htm

References

Allen, J. (2002). I am Thorgood, king of the orgies: The reading challenge of content vocabulary. Voices From the Middle, 9

(4), 22-27.

Burke, J. (2002). Tools For Thought. Graphic Organizers for Your Classroom. Portsmouth, NH: Heinemann.

Burke, J. (2010). What’s the Big Idea? Question-Driven Units. Portsmouth, NH: Heinemann.

Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI:

Wisconsin Center for Education Research.

Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt.

ReferencesShanahan, T. (2004). Improving reading achievement in secondary schools. In D. Strickland, & D. Alvermann (Eds.), Bridging the literacy achievement gap grades 4 – 12 (pp. 43-55). New York: Teachers College Press.

Strickland, D., & Alvermann, D. (2004). Learning and teaching literacy in grades 4 – 12. In D. Strickland, & D. Alvermann (Eds.), Bridging the literacy achievement gap grades 4 – 12 (pp. 43-55). New York: Teachers College Press.

Tama, C., M., & McClain, A., B. (2001). Guiding reading and writing in the content areas: Practical strategies (2nd ed.). Dubuque, IA: Kendall/Hunt.

Tompkins, G. E. (2004). 50 literacy strategies: Step by step (2nd ed.). Upper Saddle River, NJ: Pearson.

ReferencesTracey, D.H., & Morrow, L. (2006). Lenses on reading: an intrduction to theories and models. New York: Guildord Press.

Tovani, C. (2004), Do I Really Have to Teach Reading. Portland, ME: Stenhouse Publishers.

Tovani, C. (2011) So What Do They Really Know: Assessment That Informs Teaching and Learning. Portland, ME: Stenhouse

Publishers

Vacca, R.D., Vacca J. (1995). Content area reading. (5th. Ed.). Glenview, IL: Scott, Foresman.

Vacca, R.D., Vacca, J. (2008). Content area reading: Literacy and learning across the curriculum (Ninth ed.). New York: Pearson Education, Inc.

Wood, K. D., & Taylor, D. B. (2006). Literacy strategies across the subject areas (2nd ed.). Boston: Pearson.

Website References

www.englishcompanion.com

www.readwritethink.org

www.justread.org