1. READING STRATEGIES FOR THE CONTENT AREAS Strategic Teaching Office of Instruction March 2010 Word storm the title of this session at you table. There is a paper with letters at the top. Predict words that might appear in this session that begin with your letters. Then write a question this session might answer.

2. Content Literacy Reading is focused by the domain of knowledge in which it is employed. To read well in any discipline is to think well in that discipline. Each discipline has a conceptual vocabulary. Each has a manner of statement. Each has structures through which it develops, applies and appraises its ideas.

3. Strategic Teaching Provides opportunities for small group learning Provides explicit instruction Time for feedback Think alouds Scaffolds instruction Models literacy strategies Makes critical connections of literacy strategies Pre, during and post strategies Instructional Practices

4. New Voices in Content Get students to read and think like content specialists Interacting with text Visualizing Making connections (with background knowledge) Inferring and predicting Generating and Answering Questioning Determining importance Interpreting vocabulary Connecting reading, discussing and writing

5. Active Engagement TWIRL (Harvey & Goudvis, 2005) Talk Write Investigate Read Listen

6. Common Core: Standards for Reading, Writing, and Research Grades 6 – College-and Career- Ready (CCR) History/Social Studies and Science 10 CCR Standards define a foundational core of reading skills and understanding Grade 6-CCR standards that form a progression of skills that build on the core 10 CCR Standards define a foundational core of writing skills and understandings Grade 6-CCR standards that form a progression of skills that build on the core

7. Example: CCR for Writing in Social Studies and Science CCR Writing Standard 6 Perform short, focused research projects as well as more sustained research, demonstrating understanding of the material under investigation. Grade 6-8 students are able to: Perform short, focused research projects that demonstrate understanding of the material under investigation and generate additional related questions for research. Grade 9-10 students are able to: Demonstrate proficiency at performing short, focused research projects and more sustained research that demonstrate an increasing command of the subject under investigation. Grade 11-CCR students are able to: Demonstrate proficiency at performing short, focused research projects and more sustained research that synthesize multiple authoritative sources on a subject.

8. Example: CCR for Reading in Social Studies CCR Reading Standard 9 Compare and contrast two or more texts to integrate information, build knowledge, or understand different approaches to similar themes or topics. Grade 6-8 students are able to: Analyze the relationships between primary and secondary source documents. Grade 9-10 students are able to: Compare and contrast presentations of the same topic in different media, and describe the differences in focus, organization, and depth. Grade 11-CCR students are able to: Integrate information from diverse historical/social science sources into a coherent account of events, noting key discrepancies.

9. How do teachers become proficient in TWIRL in their classrooms? The best model for becoming proficient with planning and implementing strategic lessons is when teachers work collaboratively within or across content areas to support one another to implement strategic teaching. TAKE 5 Is this possible? How can it happen in your schools? What are the questions remaining?

10. Strategic Teaching Provides opportunities for small group learning Provides explicit instruction Time for feedback Think alouds Scaffolds instruction Models literacy strategies Makes critical connections of literacy strategies Pre, during and post strategies Organizing your school for good Instructional Practices

11. Before Reading Strategies Teachers PurposeLiteracy StrategiesExamples for Content Areas Before Reading Prepare the students for learning by activating prior knowledge, building background, making predictions, introducing needed vocabulary, setting purposes for reading, encouraging students to generate questions, connecting reading and writing, and if needed, conducting an explicit lesson on a particular literacy strategy Activating prior knowledge Making predictions Previewing text Establishing a purpose for reading/learning Generating questions Five Ws and H KWL Chart Quick Writes Anticipation Guides Think Aloud Affinity Cloze Semantic Map Concept/ Definition Map DR/TA Venn Diagram RAFT Frayer Model Word Sort Open House

12. During Reading Strategies Teachers PurposeLiteracy StrategiesExamples for Content Areas During Reading Engaging students with text, self-monitoring comprehension, using mental imagery, constructing graphic organizers, integrating new information with prior knowledge, summarizing text, verifying predictions and organizing concepts Engage with text Verify and formulate predictions Summarize text Self-monitor text Visualize Integrate new information with background Construct graphic organizers Infer Frayer Model Semantic Feature Analysis Semantic mapping Pairs Read Learning Logs Writing to learn Structured Note- Taking KWL Chart One Question One Comment Trouble Slips I Dont Understand Statements

13. After Reading Strategies Teachers PurposeLiteracy StrategiesExamples for Content Areas After Reading Encouraging students to reflect on what they read, prompt students to evaluate predictions, examine questions that guided reading, require students to respond to text through discussion, require students to respond to text through writing, encourage retelling or summarizing, connect writing to reading Reflect on text Evaluate predictions Discuss questions Respond to text in writing Respond to text through discussion Summarize Retell Connect writing and reading KWL Chart Journaling Three Index Card Discussion Fortunately- Unfortunately If-Then Somebody Wanted But So Exit Slips Share One Get One

14. Literacy Starts with Teachers Offer teachers a manageable number of new strategies. Move from workshop to classroom. Establish forums for teacher empowerment. Vary the formats used in staff development. Start with those who are most eager, and then spread the learning. Educational Leadership, March 2010

15. How are the literacy strategies taught through explicit instruction? Teacher Responsibility Student Responsibility Focus Lesson Guided Instruction Collaboratively Independently I do it. We do it. We do it together. We do it alone.

16. Flexible Grouping Purposeful reordering of students into working groups to ensure that all students work with a wide variety of classmates and in a wide range of contexts during a relatively short span of class time Allows teacher to audition each student in a variety of arrangements This is a regular feature of a strategic teachers instructional planning

17. Small group learning-Lexiles Reading SelectionLength Ease of ReadingLexile Fleming, T. 2006. The Not-So-Hidden History. Boys Life 96 (9): 44-47. 4 pgs.Easy800 Fleming, T. 2006. The Treaty That Rescued a Revolution. Boys Life 96 (8): 40-45. 6 pgs.Easy840 Calkins, V. 1993. Radical Revolutionary Samuel Adams. Cobblestone 14 (9): 20-22. 3 pgs.Average1030 Rosenfeld, R., and N.M. Mattila. 2007. Learning the Soldiers Life. Cobblestone 28 (8): 7-10. 4 pgs.Average1070 Ferling, J. (2007). 100 Days That Shook the World. Smithsonian 38 (4): 44-45. 9 pgs.Difficult1190 Schwarz, F.D. (1999). 1774. American Heritage 50 (3): 110-111. 2 pgs.Difficult1390 From MAS Ultra – School Edition –designed specifically for high school libraries

18. One Question – One Comment Please write one question and one comment about reading strategies in the content areas on a note card.