content area literacy for science, ss & technical subjects

Content Area Literacy for Science, SS & Technical

SubjectsPresented by

English Language Arts Content Area Specialist

Amy Robinson, [email protected]

Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

Statistics• Student readiness for college-level reading

is at its lowest point in more than a decade• Only 51 percent of 2005 ACT-tested high

school graduates are ready for college-level reading

Source:http://www.act.org/research/policymakers/pdf/reading_report.pdf


http://www.act.org/research/policymakers/pdf/reading_report.pdf

Reading Between the Lines by ACT

More students are on track to beingready for college-level reading in eighth andtenth grade than are actually ready by thetime they reach twelfth grade.

Source:http://www.act.org/research/policymakers/pdf/reading_report.pdf


http://www.act.org/research/policymakers/pdf/reading_report.pdf

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?


ELA/Literacy Common Core Shifts

• Building knowledge through content-rich nonfiction

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language


What do proficient readers do?

• Make connections to prior knowledge• Generate questions• Create mental images• Make inferences• Determine Importance • Synthesize, evaluate, summarize• Monitor reading


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.


Two-Column Notes con.-

• In the left column, students can make inferences, ask questions, or draw pictures to clarify their evidence.

• See freeology and reading lady graphic organizers (Santa, Havens, & Maycumber, 1988).


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

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).


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)..


Semantic Feature Analysis


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.


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

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

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.


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.


David Coleman’s Demonstration Lesson on A Letter from Birmingham Jail

• http://www.youtube.com/watch?v=Ho_ntaYbL7o


http://www.youtube.com/watch?v=Ho_ntaYbL7o




Resources Alvermann, D.E. (1991). The Discussion Web: A graphic aid for learning across the curriculum. The Reading Teacher, 45 (2), 92–99

Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association

Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.

Lenski, S. D., Wham, M. A. & Johns, J. L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt.


Resources con.-Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01. Santa, C. M., Havens, L. T., & Maycumber, E. M. (1988). Project CRISS—Creating independence through student-owned strategies. Kalispell, MT: Kendall/Hunt.

http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdf





content area literacy for science, ss & technical subjects

Documents

content areas

content area subjects

collegelevel reading

role of reading

source of information

unported license2reading

unported license3questions

secondary level