Content Area Literacy for Science, SS & Technical Subjects Presented by English Language Arts Content Area Specialist Amy Robinson, Ed.D. arobinson@dupage.k12.il.us This power point will present information about connecting the standards to instructional methods for the content area subjects. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 These statistics and the one on the next slide illustrate the need to improve student achievement at the secondary level. Since the need is so great, every teacher in all subject areas needs to be involved in raising student achievement. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Reading Between the Lines by ACT More students are on track to being ready for college-level reading in eighth and tenth grade than are actually ready by the time they reach twelfth grade. Source: http://www.act.org/research/policymakers/pdf/reading_report.pdf Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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? Participants should reflect upon the answers to these questions and engage in a discussion about them. The textbook should not be the only source of information for students. Teachers should use the textbook as one of many sources from which students can draw information in order to promote the idea of reading multiple texts in a given lesson. It is important to ask the science or history teachers who are in the audience to describe how they make meaning from texts in their content areas. Answers may vary depending upon the background and experiences of the various teachers. Every discipline should incorporate reading, writing, speaking and listening throughout the lessons which they present in their classrooms. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 These 3 shifts represent the major changes which are promoted by the ELA Common Core Standards. There should be an increased number of nonfiction sources which are provided for students in all content area in order to build their knowledge in the various subject areas. Teachers should model for students as well as encourage them to draw upon the evidence in texts when presenting arguments whether they are in the form of speaking or writing. Teachers should incorporate academic language into their lessons as well as expose students to complex texts in order to achieve the maximum learning potential in their subject areas. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

What do proficient readers do? Make connections to prior knowledge Generate questions Create mental images Make inferences Determine Importance Synthesize, evaluate, summarize Monitor reading These represent the reading habits of proficient readers and achieving the tasks in the standards enables students to develop these good reading habits. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. The following slides (slide# 7-17) portray strategies which are connected to various standards and which can be implemented in Content Area Subjects. Describe each of the methods. Two Column Notes can be used as a method which can enable students to remain focused on their reading as they take notes. The notes they take can then serve as a study guide when they are preparing for a test over the material or as a resource if they are composing a paper based on the text they have read. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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). Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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). Provide the participants with a short article from which inferences can be drawn. Facilitate a discussion about the article based on these questions. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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). Demonstrate this method with a challenging text which you will read aloud in front of the audience. Such texts can be found in Appendix B in the following link: http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdf Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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). . This strategy can be applied across the curriculum. For example, science teachers can implement it when teaching a lesson on diseases and their various symptoms. In history it can be used to organize information about various aspects of different civilizations. In English it can be applied to units covering the various types of characters described in the novels which are read. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Semantic Feature Analysis Here is a sample of the grid for the Semantic Feature Analysis. Participants can provide suggestions for applications of this template in their various subject areas. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. The template for the Discussion Web can be found at http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdf on p. 61. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. The next couple of slides explain the term “close reading” which is synonymous with critical reading. For this slide, Patrick Henry’s speech can be found at http://www.isbe.net/common_core/pdf/ela-teach-strat-6-12.pdf on p. 77-78. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

David Coleman’s Demonstration Lesson on A Letter from Birmingham Jail http://www.youtube.com/watch?v=Ho_ntaYbL7o This is a an excellent demonstration of what is meant by close reading at the secondary level. Play the video and allow time for discussion following the video presentation. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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. These are good resources for strategies which can be used in the Content Areas Subjects. All of the references for the strategies presented in this power point are listed individually. The strategies can also be found in this book by Doug Buehl. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License