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

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

3. 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

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

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

6. What do proficient readers do? Make connections to prior knowledge Generate questions Create mental images Make inferences Determine Importance Synthesize, evaluate, summarize Monitor reading Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

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

8. 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

9. 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

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

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

12. Semantic Feature Analysis Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

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

14. 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

15. 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

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

17. 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

18. David Coleman’s Demonstration Lesson on A Letter from Birmingham Jail http://www.youtube.com/watch?v=Ho_nta YbL7ohttp://www.youtube.com/watch?v=Ho_nta YbL7o Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

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

20. 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