disciplinary literacy: reading strategies in cte and other subjects

1

DISCIPLINARY LITERACY:READING STRATEGIES

IN CTE AND OTHER SUBJECTS

2 DID YOU KNOW…

You Tube Video: DID YOU KNOW READING CRISIS

http://www.youtube.com/watch?v=96zT2l8QKb8

Jigsaw and discuss “CTE’s role in Adolescent Literacy”

3 READICIDE – “THE SYSTEMATIC KILLING OF THE LOVE OF READING…”

• Requiring students to read difficult texts without proper instructional support;

• Insisting that students focus solely on academic texts;

• Ignoring the importance of developing recreational reading;

• Losing sight of authentic instruction

4 COMMON VOCABULARY

Text: Anything students are asked to read, including articles, internet sites, books, magazines, journals, etc.

Authentic reading and writing: the reading and writing connected to a particular discipline and the real world

Disciplinary Literacy: the focus on the types of reading, writing, thinking, speaking and listening in various disciplines.

Common Core State Standards (CCSS): national standards adopted by WI on June 2, 2010.

5THE ELA CCSS

STANDARDS ELA 6-12 grade CCSS are specifically

written for literacy in history/social studies, science and TECHNICAL SUBJECTS (p. 62 & 64)

They indicate key READING, WRITING, Speaking/Listening & Language skills

Read through the CCSS reading standards. Discussion: What’s the emphasis?

6CCSS PUBLISHER

CRITERIA/ PRIORITY AREAS

I. Text Selection and Complexity

II. Questions and Tasks

III. Academic (and Domain-Specific) Vocabulary

IV. Writing to Sources and Research

See handout, “ELA Publisher’s Criteria”

Highlight the elements in the reading that are part of your current practice.

7BEGIN WITH THE

TEXT Teach “THE REAL THING” Select AUTHENTIC TEXTS used in

your field Authentic Texts increase students'

motivation for learning, and expose them to 'real' language and problems in the field of study.

Make a list of authentic texts used in your discipline.

8 TEXT RESOURCES

BadgerLink (www.badgerlink.net/) (Create Login)

“Article of the Week” (www.kellygallagher.org)

Time Magazine (http://www.time.com/time/)

The Week Magazine (http://theweek.com/)

The New Yorker (http://www.newyorker.com/)

The New York Times (http://www.nytimes.com/)

NEED MORE TEXT SOURCES?

TRY ONE OF THE FOLLOWING SITES…PICK 2 TO INVESTIGATE AND REPORT BACK TO GROUP.

9IT’S MORE THAN

READING—IT’S THINKING!

You can find a list of Kelly

Gallagher’s “Articles of the Week” at http://kellygallagher.org/resources/articles.html. There are many articles relevant to multiple disciplines. We will use several today to practice classroom strategies.

10GET STUDENTS

THINKING Students must INTERACT with the text, not

just passively read and answer questions

Are QUESTIONS you ask fact based/simple recall, or do they advance up “Revised” Bloom’s Taxonomy to get students thinking at higher levels? (See Revised Blooms HO)

Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis?

11REVISED BLOOM’S

TAXONOMY

12SUPPORTING

STRUGGLING READERS Teach one text with support (Model) Most textbooks are written at least 2 grade levels

above where they are taught.

Offer choices of text that relate to the same topic

Text Selection is extremely important. Differing the levels of the text honors ALL learners. Select high, medium, and low-leveled reading material.

The Lexile framework is a common leveling formula to guide teachers with text selection. (Flesch-Kincaid grade level formula may also be used for an informal tool.)

Tell your neighbor something you are good at doing…

How did you improve your skills?

13 WHAT IS A LEXILE? Measurement of text difficulty Primarily based on word syllables &

sentence length, Lexiles are assigned numbers to text than can be compared to grade level expectations

Students are expected to be at 1200L when they graduate

www.lexile.com

GRADE LEVEL EQUIVALENTS

Use the higher Lexile ranges for alignment with the CCSS.

15HARVARD’S “SELF HELP

GUIDE” “Interrogating Texts: 6 Reading Habits to

Develop in Your First Year at Harvard”:

Previewing

Annotating

Outline, Analyze, Summarize

Look for repetitions and patterns

Contextualize

Compare & Contrast

Skim through the Harvard document to learn about these six reading habits. Now compare these habits with those of YOUR students.

16COMPREHENSION

PROCESSES FOR PROFICIENT READERS

1. Making Connections to Prior Knowledge

2. Generating Questions

3. Creating Mental Images

4. Making Inferences

5. Determining Importance

6. Synthesizing

7. Monitoring Reading /Fix Up Strategies

Doug Buehl, 2009

Classroom Strategies for Interactive Learning

SEE PAGES 4-6

17

1. MAKING CONNECTIONS TO

PRIOR KNOWLEDGE Prompting students to activate what they

already know about a topic, subject and text structures are called “frontloading” activities

“Frontloading” activities are especially important for struggling readers to help them in understanding an author’s message. (Chapter 2, page 15)

“Anticipation Guide” p.45

18FRONTLOADING… “CLEANING UP

THE TRASH IN SPACE” (Anticipation Guide: “Frontloads”/Forecasts major

ideas & activates thoughts)

Read the following statements.

Check each you agree with.

Talk to a partner & discuss responses.

Read article

Determine how thinking has changed

Page 45

192. GENERATING

QUESTIONS Self questioning is an attribute of

independent learners. Students need to be taught to pose good questions themselves rather than finding answers to questions others pose.

Readers use questions to focus their attention on ideas and events, and then generate new questions.

K-W-L (or K-W-H-L) p.107

20GENERATING QUESTIONS…

“NEW OBESITY CAMPAIGNS” (K-W-L helps activate prior knowledge, generate questions &

organize what they learn)

Use K-W-L chart – What do you know about the obesity campaigns? (If there’s no knowledge, preview text)

What do you want to know? (Use Text Frames p.23-24 to generate new types of questions)

Read the article. (Using a highlighter, note the words, phrases, or portions of the article that you connect to or are confusing to you)

Return back to K-W-L chart – Note true/false in K, Add to W

Complete the last column – What did I learn

Page 107

213. CREATING MENTAL

IMAGES Proficient readers use visual, auditory and

other sensory connections to bring the text to life.

Teaching students to create mental images helps them visualize what is being suggested, connects the reading to background knowledge, assists in processing information, and enhances vocabulary. Mental Imaging is a form of inference.

Mind Mapping p.118

22MIND MAPPING – NEW

OBESITY CAMPAIGNS Continue using the article “New Obesity

Campaigns Have It All Wrong” for mind mapping.

A visual representation helps students connect “bits” of information to the larger picture.

Label the center of the map. Identify the key facts/points of the author and place on the “Spider Map”.

This is a helpful strategy with text that have several points of view or a variety of information.

Page118

234. MAKING

INFERENCES Inference is the heart of the comprehension process.

When readers apply the skills of inference and prediction, they are able to reach a deeper meaning from their reading and have a greater appreciation of writing.

Inference is just a big word that means a conclusion or judgment. You “Infer” that something will happen by making an educated guess.

Text Coding p.180

24MAKING INFERENCES –

TRASH IN SPACE- Use “Cleaning up the Trash in Space”

and annotate the article. Annotating is show evidence of your thinking by marking up the article—write questions, comments, A-ha’s on it.

Model annotation and think out-loud Add text coding to indicate thinking: ?

=question, !=New, X=Not expected *=Important, =Expected

Page 180

25 ANNOTATIONS

265. DETERMINING

IMPORTANCE

Determining importance is especially critical when reading informational or nonfiction materials.

Proficient readers striver to differentiate key ideas, themes and information from details so that they are not overwhelmed by facts.

Use a “Time Out” to think/save new ideas

Paired Reviews - 3 Minute Pause p. 121

27DETERMINE IMPORTANCE – NEW OBESITY CAMPAIGNS

3-Minute Pause: Create analogy related to “storing new knowledge” (Sport event, Time out, Computer back up,…)

Partner A – Summarize text, identify important points, generate questions, state something interesting, tell what you learned,… Teacher or students can identify discussion topics.

Partner B comments

Roles reverse

Page 121

286. SYNTHESIZING UNDERSTANDING

Synthesizing allows a student to make a generalization, create an interpretation, draw a conclusion & develop an explanation.

A necessary step to summarizing is asking students to PERSONALIZE THE INFO - retell, restate and /or paraphrase “in their own words” using both speaking and writing.

Quick Writes p.141

29SYNTHESIZING –

NEW OBESITY CAMPAIGN

Quick writes allow students an allocated period of time to quickly gather their thoughts and do informal writing (that is not polished or edited).

Writing is timed and usually lasts about one minute.

Prompts are provided by the teacher and are essential to the process, as they jumpstart thinking and provide focus. Prompts can be open ended or specific.

Requests to respond to quotes, verses and vocabulary can be introduced in the quick write.

Page 141

30STRATEGIES FROM THE

CCSS AUTHORS Split grade-level reading passages into smaller,

meaningful chunks Reduce the total number of passages read and/or the

length of the passages. Locate “hint boxes” near items that remind students

of definitions or appropriate/useful strategies (e.g., “go back and re-read this section before you answer”).

Reduce language load/simplify language in the question stems.

Substitute more familiar words in question stems and distracters if that is not the vocabulary /construct being assessed.

31STRATEGIES FROM THE

CCSS AUTHORS Provide consistent icons and phrasing of question

stems throughout the test. Use bulleted lists and increased white space in

place of longer dense texts. Color coding to help students to organize

information. Provide sub-questions to break up multi-step tasks. Place inferential and analysis questions after literal

questions have been asked. Provide graphic organizers to help students

organize information before answering morecomplex questions

32ACTE RESOURCES &

OTHERS ACTE Videos, power points and handouts on

CTE and Literacy with Linda Moyer: http://www.acteonline.org/lit.aspx?id=17260&terms=cte%20and%20literacy

How Do You Expect Me to Teach Reading & Writing? http://www.ncpublicschools.org/docs/cte/publications/profdev/literacy/handbook.pdf.

CTE’s Role in Adolescent Literacy http://www.acteonline.org/uploadedFiles/Publications_and_Online_Media/files/Literacy_Issue_Brief.pdf