Content Area Literacy for Science, Social Studies & Technical Subjects

1. Content Area Literacy for Science, Social Studies & Technical Subjects by Illinois State Board of Education English Language Arts Content Area Specialists Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

2. Statistics One third of college freshmen must take and pay for remedial courses in math and/or English at two and four year colleges before they can even begin their chosen course of study. Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

3. Reading Between the Lines by ACT • Based on the 2005 ACT Scores, only 51% of our high school students were ready for college level reading. • 8th and 10th grade reading levels showed students were on track for being college ready in reading, but then declined. 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. 3 Common Core Shifts for English Language Arts/Literacy 1. Building knowledge through content rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. 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 freeologyand reading lady graphic organizers (Sanda, 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 RI 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. 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

13. 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

14. 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

15. 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

16. 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

17. David Coleman’s Demonstration Lesson on A Letter from Birmingham Jail • http://www.youtube.com/watch?v=Ho_ntaYbL7o Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

18. Resources • http://isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf • Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association Illinois State Board of Education/SSOS English Language Arts Content Specialists Team/Summer Regional Conference

19. Contact Questions or comments? Please contact English Language Arts Specialists at: plscomments@gmail.com Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License