1. The Coach’s Role in Extending Reading and Writing in the Content Areas
Building Habit, Independence and Confidence through Content Literacy
Presented by: Joseph Ginotti
Penn GSE/PLN Director

2. Exactly What is Content Literacy?
Content area literacy is a cognitive and social practice involving the ability and desire to read, comprehend, critique and write about multiple forms of print. [These] multiple forms of print include textbooks, novels, magazines, and electronic resources conveying information, emotional content, and ideas to be considered from a critical stance.
Important factors of Content Literacy:
Content literacy is germane to all subject areas, not just those relying heavily on printed materials.
Content literacy is not discipline specific – it is “learning” specific.
In Content Literacy, reading and writing are complementary tasks.
Content literacy does not require content area teachers to instruct students in the mechanics of writing…writing to learn is the major focus.
Content literacy is not the same as content knowledge…BUT…
Content literacy has the potential to maximize content acquisition and understanding.
Fisher and Frey, Literacy Research and Instruction, 2011

3. Exactly What is Content Literacy?
The entire point of content literacy is simply that the more a student reads about, writes about, and talks about the content presented, the better they learn it. It’s about developing and exploring an interest; about self-direction and ownership; about a student uncovering important information rather than a teacher covering [it]. It’s about providing time to process, question, connect, and reflect and applies the very best of the science of learning as we now know it. No, it may not be how you or I learned in school, but is that really the issue. Is what they know today more important than what they can learn for themselves tomorrow? Do we really want students who can think for themselves or is that just lip-service? If we truly mean what we say, then, yes, content literacy is not just important, but essential.
    Richard Vacca, Reading and Writing in the Content Areas

4. Is Content Literacy Required by the Standards?
  Reading and Writing in Science and Technical Subjects
Reading and Writing in History and Social Studies
Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
PDE SAS

5. Is Reading Really That Important?
The Research on Academic Benefits:
Reading is the number three predictor of academic success (Anderson, Wilson and Fielding, among many others).
Reading is the number one predictor of success in higher education (Higher Education Research Institute, Report on Academic Readiness).
Reading is directly related to vocabulary development and is the most important factor after 5th grade (Harvard Reading Report).
Reading is directly related to discipline-specific motivation, sustained inquiry, and academic success in high school (High Schools That Work, Reading Next Report).
Learning to Learn: Dr. Morton Botel, founder of PLN ?

6. Is Reading Really That Important?
The Research on Developmental Benefits:
Reading builds schema (Anderson and Pearson).
Reading creates and builds culture
Reading is critical in developing a sense of shared values and community
Reading raises discourse and civic literacy
Reading builds “cognitive capital” and a more informed and politically active citizenry
Alliance for Excellence in Education
The Human Lens: Dr. Morton Botel, founder of PLN ?

7. Teachers Read!
Teachers self-identify as readers more than any professional group.
Teachers buy more books than any professional group.
Teachers subscribe to more magazines than any professional group.
Teachers report reading newspapers at one of the highest rates of any professional group.
Reports from ILA, Barnes and Noble, NCTE and Forbes Magazine

8. Do Students Read? The Research
Reading scores are unchanged in 35 years (NAEP).
MS and HS students self-report reading less than half what they reported reading 20 years ago (Adolescent Literacy Lab, Brown U).
Students currently read more from a screen than a page and read each differently: Z-pattern vs F-pattern (Harvard Reading Report).
Boys report reading between 35-50% less than girls beginning as early as 3rd grade (Alliance for Excellence in Education). ?

9. What can coaches do? A suggested approach to consider:
Build a common understanding of terms: i.e. content literacy.
Share the “why” of change and the rewards of change.
Share the research and build connections to your school and your kids.
Address the “elephant” in the room: TIME!!!
Address the pink donkey next to the elephant: COVERAGE!!!
Start small within a “Big Picture.”
Cantrell, S. Burns, L., & Callaway, P. Literacy Research and Instruction, 2011 ?

10. What can coaches do? Frame the Big Picture: What WE need to do!
Build the habit: grades 4-7 are key!
Be a reader: model, share, motivate!
Provide choice (managed) and reward!
Provide time, structures, resources, programs!
Provide time to reflect, share, and connect!
Teach reading comprehension extensively!
Build and reward independent reading and start early!
Pearson and Fielding, Taylor, Frye and Maruyama, (among others)
Transact with Text: Dr. Morton Botel, founder of PLN ?

11. What can coaches do? Help teachers to Start Small:
Build resources around topic, interest, length, gender and readability.
Collaborate and share resources and celebrate successes within departments and grades.
Be sure every reading has a purpose.
Plan opportunities for reading in a BDA format.
Plan writing and sharing connections around reading.
Build on student questions and invite student feedback.
Cantrell, S. Burns, L., & Callaway, P. Literacy Research and Instruction, 2011 ?

12. What can coaches do? Light a Fire!
Help teachers help students to fall in love with..
their subject!
their interests!
their passions!
books!
authors!
Build the Habit, Independence and Confidence of a Reader and Lifetime Learner! ?