Literacy Across the Curriculum with Kate Ellis North Tonawanda City School District [email protected].

Literacy Across the Literacy Across the CurriculumCurriculum

with Kate Elliswith Kate EllisNorth Tonawanda City School North Tonawanda City School

DistrictDistrict [email protected]@ntschools.org

Welcome!Welcome!Today’s Agenda:Today’s Agenda:

What is literacy?What is literacy? Identifying the need for secondary literacy Identifying the need for secondary literacy

instructioninstruction The changing demands of literacy instructionThe changing demands of literacy instruction What does literacy look like in your classroom?What does literacy look like in your classroom? Parting words of inspiration from Taylor MaliParting words of inspiration from Taylor Mali

What is LITERACY?What is LITERACY?

Write a definition of literacy on your Write a definition of literacy on your ppt handout.ppt handout.

Share with a neighbor.Share with a neighbor.Revise your definition if necessary.Revise your definition if necessary.Share aloud.Share aloud.

Literacy Is…Literacy Is…

Literacy DefinedLiteracy DefinedLITERACY IS…LITERACY IS…the ability to identify,the ability to identify,understand, interpret, create, communicate,understand, interpret, create, communicate,compute, and use printed and writtencompute, and use printed and writtenmaterials associated with varying contexts.materials associated with varying contexts.Literacy involves a continuum of learning toLiteracy involves a continuum of learning toenable an individual to achieve his or herenable an individual to achieve his or hergoals, to develop his or her knowledge andgoals, to develop his or her knowledge andpotential, and to participate fully in society potential, and to participate fully in society

asasa whole.a whole.

But Literacy is But Literacy is also…also…

The ability to interpret graphics and The ability to interpret graphics and visualsvisuals

The ability to speak properly in The ability to speak properly in multiple situations and communicate multiple situations and communicate ideas effectivelyideas effectively

The ability to comprehend what is The ability to comprehend what is heardheard

The ability to navigate through a The ability to navigate through a technological worldtechnological world

The ability to write effectively in The ability to write effectively in multiple genresmultiple genres

Literacy in the 21Literacy in the 21stst CenturyCentury

“ “Literacy in the 21Literacy in the 21stst Century will mean Century will mean the ability to find information, decode the ability to find information, decode it, critically evaluate it, organize it into it, critically evaluate it, organize it into personal digital libraries, and find personal digital libraries, and find meaningful ways to share it with meaningful ways to share it with others. Information is raw material — others. Information is raw material — students will need to learn to build students will need to learn to build with it.”with it.”

From: From: The World is FlatThe World is Flat by Thomas Friedman by Thomas Friedman

Literacy for the 21Literacy for the 21stst CenturyCentury

““Adolescents entering the adult world Adolescents entering the adult world in the 21in the 21stst century will read and write century will read and write more than at any other time in human more than at any other time in human history. They will need advanced history. They will need advanced levels of literacy to perform their levels of literacy to perform their jobs, run their households, act as jobs, run their households, act as citizens, and conduct their personal citizens, and conduct their personal lives. They will need literacy to cope lives. They will need literacy to cope with the flood of information they will with the flood of information they will find everywhere they turn. In a find everywhere they turn. In a complex and sometimes even complex and sometimes even dangerous world, their ability to read dangerous world, their ability to read will be crucial.”will be crucial.” (IRA, 1999)(IRA, 1999)

TODAY, literacy TODAY, literacy looks like this:looks like this:

Changing Literacy Changing Literacy DemandsDemands

Between 1996 and 2006, the average Between 1996 and 2006, the average literacy required for all American literacy required for all American occupations increased by 14%.occupations increased by 14%.

The 25 fastest growing professions The 25 fastest growing professions have far greater than average have far greater than average literacy demands, while the 25 literacy demands, while the 25 fastest declining professions have fastest declining professions have lower than average literacy demands.lower than average literacy demands.

(Barton, 2000; (Barton, 2000; Reading Next, Reading Next, 2004)2004)

Today’s Reality: High Today’s Reality: High SchoolSchool

Only 30% of high school students graduate Only 30% of high school students graduate as proficient readers who are college-ready as proficient readers who are college-ready (Greene & Forster, 2003).(Greene & Forster, 2003).

Less than 50% of youth who take the ACT Less than 50% of youth who take the ACT are prepared for the demands of college are prepared for the demands of college readingreading (ACT, 2006).(ACT, 2006).

35 - 40% of high school graduates do not 35 - 40% of high school graduates do not have the sophisticated reading and writing have the sophisticated reading and writing skills that employers seek skills that employers seek (Achieve, Inc., 2005; (Achieve, Inc., 2005; Kaestle et al., 2001; National Commission on Writing, 2004).Kaestle et al., 2001; National Commission on Writing, 2004).

Today’s Reality: Today’s Reality: College ReadinessCollege Readiness

Only 51% of ACT-tested high school Only 51% of ACT-tested high school graduates were able to successfully graduates were able to successfully perfom college-level reading tasks.perfom college-level reading tasks.

Students’ readiness for college-level Students’ readiness for college-level reading is at its lowest point in more reading is at its lowest point in more than a decade.than a decade.

((Reading Between the Lines, ACT, 2006)Reading Between the Lines, ACT, 2006)

Who Has Reading Who Has Reading Difficulties?Difficulties?

Percentage of students reading below Percentage of students reading below a a Basic Level Basic Level of competence:of competence:

--Grade 4--Grade 4 38%38%

--Grade 8--Grade 8 29%29%--Grade 12--Grade 12 26% 26% (2002)(2002)

Percentage of students reading below Percentage of students reading below a a Proficient Level Proficient Level of competence:of competence:

--Grade 4--Grade 4 71%71%

--Grade 8--Grade 8 71%71%--Grade 12--Grade 12 64% 64% (2002)(2002)

Opportunity for Content Opportunity for Content Area Literacy Learning:Area Literacy Learning: A Matter of EquityA Matter of Equity

If students do not have the opportunity If students do not have the opportunity to learn subject area knowledge, to learn subject area knowledge, concepts, and vocabulary, then their concepts, and vocabulary, then their capacity to read a broader range of capacity to read a broader range of texts will be further diminished.texts will be further diminished.

Findings from Studies of Findings from Studies of Middle and High School Middle and High School

LiteracyLiteracy• Secondary students have abundant Secondary students have abundant

experience with low level literacy experience with low level literacy tasks that do not engage them in tasks that do not engage them in disciplinary reading and reasoning.disciplinary reading and reasoning.• ““I know the teacher will go over it and tell us I know the teacher will go over it and tell us

what it means, so I don’t have to read it.”what it means, so I don’t have to read it.”• ““I don’t know if they care, but no one reads the I don’t know if they care, but no one reads the

textbook. You just look for the answer to the textbook. You just look for the answer to the questions at the end of the section. You can questions at the end of the section. You can slide by without them knowing.”slide by without them knowing.”

Findings ContinuedFindings Continued

• Underperforming students hold powerful Underperforming students hold powerful misconceptions of reading and learning that misconceptions of reading and learning that do not serve them welldo not serve them well• ““Good readers read fast and know what all the Good readers read fast and know what all the

words mean.”words mean.”• ““Some people can just read the paragraph and Some people can just read the paragraph and

know what it means. I can’t do that. I’m just not a know what it means. I can’t do that. I’m just not a reader.”reader.”

• Many high school students are profoundly Many high school students are profoundly inexperienced with advanced academic inexperienced with advanced academic reading and literacy tasksreading and literacy tasks

What are Academic What are Academic Literacy Demands?Literacy Demands?

Across all content areas students Across all content areas students should be able to…should be able to… ReadRead WriteWrite Listen/viewListen/view Discuss/presentDiscuss/present Think critically and creativelyThink critically and creatively Use language and vocabulary to read and Use language and vocabulary to read and

comprehend text to support the learning of comprehend text to support the learning of contentcontent

Reflection: What are the Reflection: What are the Academic Literacy Academic Literacy

Demands of Demands of mymy content content area?area?

What type of activities or What type of activities or taskstasks are required are required of students in my content area? of students in my content area?

What type of What type of textstexts do students read in my do students read in my content area?content area?

What What readingreading and and writingwriting skills will students skills will students need to use those texts proficiently?need to use those texts proficiently?

What What discussiondiscussion and and presentationpresentation skills will skills will students need to verbalize understanding?students need to verbalize understanding?

Reflection: What are the Reflection: What are the academic literacy demands academic literacy demands

of my content area?of my content area?

((continuedcontinued))

What What listeninglistening and and viewingviewing skills will skills will students need to connect with the students need to connect with the standards and objectives of my specific standards and objectives of my specific content area?content area?

What What higher-order thinkinghigher-order thinking skills will skills will students need to use to move beyond students need to use to move beyond basic understanding of content text?basic understanding of content text?

Reading comprehension strategy Reading comprehension strategy instructioninstruction

Writing instructionWriting instructionOpportunities for listening and Opportunities for listening and

viewingviewingOpportunities for deep discussion Opportunities for deep discussion

and presentingand presenting Instruction in use of higher-order Instruction in use of higher-order

thinking skillsthinking skills

If someone came to my room If someone came to my room looking for a literacy-rich looking for a literacy-rich classroom, what would they classroom, what would they see/not see?see/not see?

Challenges of Literacy in Challenges of Literacy in the Academic Disciplinesthe Academic Disciplines

Presentation of ideas through varied Presentation of ideas through varied symbolic meanssymbolic means

Broad range of characteristic text typesBroad range of characteristic text typesSpecialized uses of languageSpecialized uses of languageDensely packed ideasDensely packed ideasDifferent ways of thinking, reading, Different ways of thinking, reading,

writing, speaking in different disciplineswriting, speaking in different disciplines

Academic Disciplines Have Academic Disciplines Have Distinct Literacy Distinct Literacy

“Practices”“Practices”Specialized ways of reading, writing, Specialized ways of reading, writing,

speaking and reasoning that are specific speaking and reasoning that are specific to an intellectual disciplineto an intellectual disciplineParticular reasons to read and writeParticular reasons to read and writeConventional forms of text & means of Conventional forms of text & means of

representationrepresentationValued reasoning processesValued reasoning processes

Traditions of argumentation: What counts as Traditions of argumentation: What counts as a good question, evidence, problem, or a good question, evidence, problem, or solutionsolution

Content Area Teachers have Content Area Teachers have “Expert Blind Spots”“Expert Blind Spots”

Secondary teachers tend to Secondary teachers tend to underestimate the literacy demands of underestimate the literacy demands of their subject areas.their subject areas.

Content area teachers are largely Content area teachers are largely unaware of their own specialized literacy unaware of their own specialized literacy expertise.expertise.

To support the content literacy learning To support the content literacy learning of their students, teachers need to learn of their students, teachers need to learn to see past their “expert blind spots.”to see past their “expert blind spots.”

Roles and Responsibilities of Roles and Responsibilities of content area teachers for Literacy content area teachers for Literacy InstructionInstruction• You will You will notnot be held responsible for be held responsible for

teaching basic reading skills to teaching basic reading skills to middle and high school students.middle and high school students.

• Yet you should clearly understand Yet you should clearly understand that you that you dodo have the responsibility to have the responsibility to provide instruction in the kinds of provide instruction in the kinds of reading and writing that are specific reading and writing that are specific to your academic discipline.to your academic discipline.

Core BeliefsCore Beliefs

• Content area teachers should know what is Content area teachers should know what is distinct about the reading, writing, and distinct about the reading, writing, and reasoning processes of their discipline and reasoning processes of their discipline and how to give students frequent and how to give students frequent and supported opportunities to read, write, and supported opportunities to read, write, and think in these ways.think in these ways.

• The best teachers of discipline-based The best teachers of discipline-based literacy practices are themselves able to literacy practices are themselves able to read, write, and think like specialists in read, write, and think like specialists in their fields.their fields.

How rigorous are How rigorous are thethe

literacy demands literacy demands of secondary of secondary

students?students?

Let’s take a Let’s take a

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

Act 1 - Scene 1 Act 1 - Scene 1 Venice. A street.Venice. A street.Enter RODERIGO and IAGOEnter RODERIGO and IAGO

RODERIGORODERIGOTush! never tell me; I take it much unkindlyTush! never tell me; I take it much unkindlyThat thou, Iago, who hast had my purseThat thou, Iago, who hast had my purseAs if the strings were thine, shouldst know of this. As if the strings were thine, shouldst know of this.

IAGOIAGO'Sblood, but you will not hear me:'Sblood, but you will not hear me:If ever I did dream of such a matter, Abhor me.If ever I did dream of such a matter, Abhor me.

RODERIGORODERIGOThou told'st me thou didst hold him in thy hate. Thou told'st me thou didst hold him in thy hate.

IAGOIAGODespise me, if I do not. Three great ones of the city,Despise me, if I do not. Three great ones of the city,In personal suit to make me his lieutenant,In personal suit to make me his lieutenant,Off-capp'd to him: and, by the faith of man,Off-capp'd to him: and, by the faith of man,I know my price, I am worth no worse a place:I know my price, I am worth no worse a place:But he; as loving his own pride and purposes,But he; as loving his own pride and purposes,Evades them, with a bombast circumstanceEvades them, with a bombast circumstance

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

““Only Thing We Have to Fear Is Fear Itself”: Only Thing We Have to Fear Is Fear Itself”: FDR’s First Inaugural AddressFDR’s First Inaugural Address

I am certain that my fellow Americans expect that on my induction into I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that essential to victory. I am convinced that you will again give that support to leadership in these critical days.support to leadership in these critical days.

In such a spirit on my part and on yours we face our common In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands no markets for their produce; the savings of many years in thousands of families are gone.of families are gone.

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

Vincent Van Gogh Self PortraitsVincent Van Gogh Self Portraits

In the most limited definition of the term, Impressionism as the objective study of In the most limited definition of the term, Impressionism as the objective study of light did not encourage so essentially a subjective study as the self-portrait but in the light did not encourage so essentially a subjective study as the self-portrait but in the later expansion of the movement this self-representation was given renewed force by later expansion of the movement this self-representation was given renewed force by Cézanne and van Gogh. The latter has often been compared with Rembrandt in the Cézanne and van Gogh. The latter has often been compared with Rembrandt in the number and expressiveness of his self-portraits but while Rembrandt's were number and expressiveness of his self-portraits but while Rembrandt's were distributed through a lifetime, van Gogh produced some thirty in all in the short distributed through a lifetime, van Gogh produced some thirty in all in the short space of five years --- from the end of the Brabant period (1885) to the last year of space of five years --- from the end of the Brabant period (1885) to the last year of his life at St Rémy and Auvers. In each there is the same extraordinary intensity of his life at St Rémy and Auvers. In each there is the same extraordinary intensity of expression concentrated in the eyes but otherwise there is a considerable variety. expression concentrated in the eyes but otherwise there is a considerable variety. From the Paris period onwards he used different adaptations of Impressionist and From the Paris period onwards he used different adaptations of Impressionist and Neo-Impressionist brushwork, separate patches of colour being applied with varying Neo-Impressionist brushwork, separate patches of colour being applied with varying thickness and direction in a way that makes each painting a fresh experience.thickness and direction in a way that makes each painting a fresh experience.

Self-Portrait Dedicated to Paul GauguinSelf-Portrait Dedicated to Paul Gauguin 1888 (130 Kb); Oil on canvas, 60.5 x 49.4 cm 1888 (130 Kb); Oil on canvas, 60.5 x 49.4 cm (23 3/4 x 19 1/2 in); Fogg Art Museum, Harvard University, Cambridge, MA. (23 3/4 x 19 1/2 in); Fogg Art Museum, Harvard University, Cambridge, MA.

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

Oven Baked Macaroni and CheeseOven Baked Macaroni and Cheese

Ingredients:Ingredients:1 8oz. box of elbow macaroni, cooked and drained1 8oz. box of elbow macaroni, cooked and drained2 Tablespoons butter2 Tablespoons butter2 Tablespoons flour2 Tablespoons flour2 cups milk2 cups milksalt and pepper to tastesalt and pepper to taste2 cups shredded sharp Cheddar2 cups shredded sharp Cheddar

Directions:Directions:Preheat oven to 360 degrees.Preheat oven to 360 degrees.Prepare macaroni using directions on box and drain well.Prepare macaroni using directions on box and drain well.In a saucepan, melt butter over medium heat. Add flour and stir to removeIn a saucepan, melt butter over medium heat. Add flour and stir to removelumps. Pour in milk and cook until thickened. Season with salt and pepper.lumps. Pour in milk and cook until thickened. Season with salt and pepper.Add cheese and stir until melted. Add macaroni and stir until all macaroni Add cheese and stir until melted. Add macaroni and stir until all macaroni

isisincorporated. Pour mixture into 2 qt. casserole dish and bake for 20 incorporated. Pour mixture into 2 qt. casserole dish and bake for 20

minutes.minutes.

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

Calculate Your Training Heart Rate RangeCalculate Your Training Heart Rate Range

Step1Step1Subtract your age from 220. (Example for an 18-year-old: 220 - 18 = 202.) Subtract your age from 220. (Example for an 18-year-old: 220 - 18 = 202.)

Step2Step2Multiply the result by 0.55 to determine 55 percent of your estimatedMultiply the result by 0.55 to determine 55 percent of your estimatedmaximum heart rate. (For an 18-year-old: 202 x 0.55 = 111.1, or maximum heart rate. (For an 18-year-old: 202 x 0.55 = 111.1, or

approximatelyapproximately111 beats per minute). This is the low end of your training range, or the111 beats per minute). This is the low end of your training range, or theslowest your heart should beat when you exercise. slowest your heart should beat when you exercise.

Step3Step3Multiply the result from step 1 by 0.90 to calculate 90 percent of yourMultiply the result from step 1 by 0.90 to calculate 90 percent of yourestimated maximum heart rate. (For an 18-year-old: 202 x 0.90 = 181.8, orestimated maximum heart rate. (For an 18-year-old: 202 x 0.90 = 181.8, orapproximately 182 beats per minute). This is the high end of your trainingapproximately 182 beats per minute). This is the high end of your trainingrange, or the fastest that your heart should beat when you exercise. range, or the fastest that your heart should beat when you exercise.

Step4Step4Use your answers from steps 2 and 3 to determine your training heart rateUse your answers from steps 2 and 3 to determine your training heart raterange. (An 18-year-old's training range is 111 to 182 beats per minute). range. (An 18-year-old's training range is 111 to 182 beats per minute).

A Day in the Life of A Day in the Life of an Adolescent Readeran Adolescent Reader

That’s not to That’s not to mention…mention…

So…So…What can I do What can I do

in my own in my own classroom?classroom?

Try These Ideas:Try These Ideas: Read multiple varieties Read multiple varieties

of textof text Use Graphic Organizers Use Graphic Organizers

to help kids capture to help kids capture thoughts and meaningthoughts and meaning

Use Before, During, and Use Before, During, and After Reading strategiesAfter Reading strategies

Allow kids to annotate Allow kids to annotate texttext

Differentiate Differentiate assignments by choiceassignments by choice

Allow kids to talk Allow kids to talk

Use Admit and Exit SlipsUse Admit and Exit Slips Allow kids to “play” with Allow kids to “play” with

vocabulary wordsvocabulary words Provide time for and Provide time for and

require written reflectionrequire written reflection Plan structured debatesPlan structured debates Require kids to make Require kids to make

presentationspresentations Require kids to Require kids to

collaborate on projectscollaborate on projects Require kids to create Require kids to create

original productsoriginal products

Listen to Listen to your your

colleaguescolleagues

Consider these Consider these resources:resources:http://score.rims.k12.ca.us/score_lessons/content_area_literacy/http://score.rims.k12.ca.us/score_lessons/content_area_literacy/

http://www.sdcoe.k12.ca.us/score/rona/strategies.htmlhttp://www.sdcoe.k12.ca.us/score/rona/strategies.html

http://www.lpb.org/education/classroom/itv/litlearn/http://www.lpb.org/education/classroom/itv/litlearn/

http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Literacy+Strategies+Glossary.htmLiteracy+Strategies+Glossary.htm

http://www.learningpt.org/literacy/adolescent/strategies.phphttp://www.learningpt.org/literacy/adolescent/strategies.php

http://www.literacy.uconn.edu/78home.htmhttp://www.literacy.uconn.edu/78home.htm

http://www.ebecri.org/custom/literacystrategies.htmlhttp://www.ebecri.org/custom/literacystrategies.html

http://www.ascd.org/video_guides/reading02/readings.pdfhttp://www.ascd.org/video_guides/reading02/readings.pdf

http://findarticles.com/p/articles/mi_m0HUL/is_2_30/ai_67046812/http://findarticles.com/p/articles/mi_m0HUL/is_2_30/ai_67046812/pg_1?tag=artBody;col1pg_1?tag=artBody;col1

http://curriculumcorner.wikispaces.comhttp://curriculumcorner.wikispaces.com

For Your For Your Inspiration:Inspiration:

GO MAKE A GO MAKE A DIFFERENCEDIFFERENCE

!!

Thank you for Thank you for your time and your time and

attention!attention!

Your feedback is welcome!Your feedback is [email protected]@ntschools.org