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

Content Lit

We have opportunities to practice literacy skills in big and small waysdaily.1We have opportunities to practice literacy skills in big and small waysdaily.We give students2Southern Regional Education Board, 2009 Policy Statement, page 5Asking a teacher to become a reading teacher is distinctly different from asking a teacher to help students master texts within the teachers 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.3Types of ReadingPartOne4Types of Reading Required

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

Doug Buehl (2011) taken from Shanahan & Shanahan (2008)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.6Types of Reading Required

Doug Buehl (2011) taken from Shanahan & Shanahan (2008)Predominates middle and high school where students mustnavigate texts from unrelated & distinct disciplinesread and write within a specific disciplinethink like a scientist, mathematician, historian, etc.This requiresunderstanding domain-specific words & phrasesappreciation of norms & conventions of each disciplineattention to detailscapacity to evaluate arguments, synthesize complex information & follow detailed instructions and descriptions

7Types of Reading Required

Doug Buehl (2011) taken from Shanahan & Shanahan (2008)8Levels of CompetencePartTwo9Four Stages of Competence 1. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 2. Conscious Incompetence (I know what I dont know.)I become aware that I dont know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn.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. 4. Unconscious Competence (Piece of cake.)I have had so much practice with a skill that I dont 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 Im doing another task and I am able to teach it to others.1. Unconscious Incompetence -- I am unaware that I do not understand or know how to do something, because no situations have arisen to demand the skill and alert me to the deficit. I may know there is a skill lacking but deny the usefulness of the skill. The individual must recognize his/her own incompetence and the value of the new skill, before moving on to the next stage. The length of time an individual spends in this stage depends on the strength of the stimulus to learn. The individual must experience an increase in motivation to add new skills to her/his repertoire. 2. Conscious incompetence -- I become aware he/she does not understand or know how to do something. She or he also begins to recognize the deficit is significant and it would be valuable to learn new skills in order to address the deficit and gain competence. The making of mistakes can be frequent and may be central to the learning process at this stage, as the learner refines the skills through practice.3. Conscious competence -- The individual understands or knows how to do something. He/she can demonstrate the skill or knowledge but it requires concentration and effort. It may need to be broken down into steps or detailed processes. There is often heavy conscious involvement involved executing the new skill. The frequency of mistakes begins to decline.4. Unconscious competence -- The individual has had so much refining practice with a skill that he or she does not really need to think about what to do. It has become "second nature" and can be performed with very low frequency of errors. Because the skill is not occupying much of the individuals conscious thoughts, it can often be performed while executing another task. The individual has become so comfortable with the skill she/he will often be able to teach it to others.10Four Stages of Competence 1. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 1. Unconscious competence -- The individual has had so much refining practice with a skill that he or she does not really need to think about what to do. It has become "second nature" and can be performed with very low frequency of errors. Because the skill is not occupying much of the individuals conscious thoughts, it can often be performed while executing another task. The individual has become so comfortable with the skill she/he will often be able to teach it to others.11Four Stages of Competence 1. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 2. Conscious Incompetence (I know what I dont know.)I become aware that I dont know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn.2. Conscious competence -- The individual understands or knows how to do something. He/she can demonstrate the skill or knowledge but it requires concentration and effort. It may need to be broken down into steps or detailed processes. There is often heavy conscious involvement involved executing the new skill. The frequency of mistakes begins to decline.12Four Stages of Competence 1. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 2. Conscious Incompetence (I know what I dont know.)I become aware that I dont know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn.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. 3. Conscious incompetence -- I become aware he/she does not understand or know how to do something. She or he also begins to recognize the deficit is significant and it would be valuable to learn new skills in order to address the deficit and gain competence. The making of mistakes can be frequent and may be central to the learning process at this stage, as the learner refines the skills through practice.13Four Stages of Competence 1. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 2. Conscious Incompetence (I know what I dont know.)I become aware that I dont know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn.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. 4. Unconscious Competence (Piece of cake.)I have had so much practice with a skill that I dont 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 Im doing another task and I am able to teach it to others.4. Unconscious Incompetence -- I am unaware that I do not understand or know how to do something, because no situations have arisen to demand the skill and alert me to the deficit. I may know there is a skill lacking but deny the usefulness of the skill. The individual must recognize his/her own incompetence and the value of the new skill, before moving on to the next stage. The length of time an individual spends in this stage depends on the strength of the stimulus to learn. The individual must experience an increase in motivation to add new skills to her/his repertoire.14Doug Buehl (2011) taken from Shanahan & Shanahan (2008)1. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 2. Conscious Incompetence (I know what I dont know.)I become aware that I dont know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn.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. 4. Unconscious Competence (Piece of cake.)I have had so much practice with a skill that I dont 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 Im doing another task and I am able to teach it to others.15Literacy = CommunicationPartThree16Going in coldA Video ClipThe only foundational information you get is

#1 It is from Modern Family

#2 Think about the term disciplinary/content literacy as you watch this.17

http://www.eiu.edu/~eiutps/Modern.mp418

19What do you speak?201. Unconscious Incompetence (I dont know what I dont know.)I am unaware that I dont 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. 2. Conscious Incompetence (I know what I dont know.)I become aware that I dont know or understand or know. I also begin to realize that I want or need this skill and it would be valuable to learn.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. 4. Unconscious Competence (Piece of cake.)I have had so much practice with a skill that I dont 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 Im doing another task and I am able to teach it to others.What do you speak?Types of ReadingLevels of CompetencyLiteracy = Communication21Literacy = CommunicatePartThreeTypes of ReadingLevels of CompetencePartTwoPartOneWhat do these have to do with content literacy?

What does this have to do with YOU? 22Transferring SkillsPartFourInformational Text Multiple Text 23Consider ThisWhy Integrate Literacy and Social Studies? Schell, E. (2007)Lets go to a movieYou scan the newspaper or computer for titles and times.Ill check out theater show times, distances for travel and ticket prices.Lets discuss our choices (text or talk) comparing and contrasting our options and sharing opinions and thoughts about movies and casts Agree on one movieGet dressed and gather items needed to go consider weather, time of day, location and travelMake travel plans get money, decide transportation method, buy gas/pay taxi

24Consider ThisWhy Integrate Literacy and Social Studies? Schell, E. (2007)Lets go to a movieYou scan the newspaper or computer for titles and times.Ill check out theater show times, distances for travel and ticket prices.Lets discuss our choices comparing and contrasting our options and sharing opinions and thoughts about movies and casts Agree on one movieGet dressed and items needed to go consider weather, time of day, location and travelMake travel plans get money, decide transportation method, buy gas/pay taxi

Listening!Reading!Speaking!Math!Science!Social Studies!Informational Text Multiple Text 25Why Integrate Literacy and Social Studies? Schell, E. (2007) 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 SettingCharacter Analysis & DevelopmentGenre 26What do you speak?ChapterThreeTypes of ReadingLevels of CompetenceChapterTwoChapterOneTransfer SkillsChapterFour27