Using Informational Text to Advance Health Literacy Skill Development and Support English Language Arts Standards

1. Using Informational Text to Advance Health Literacy Skill Development and Support English Language Arts Standards Kathleen Allison, PhD, MPH, MCHES Lock Haven University Presented October 15, 2011 at the American School Health Association conference Louisville, Kentucky

2. What’s on the plate for today? • We will be exploring the use of informational text in the health content area to support the ELA common core standards. • Why is this important? • The Common Core Standards represent the knowledge and skills of college and career ready high school graduates. The standards have been widely adopted. Health educators must be aware of their potential role in preparing this generation of learners within this framework.

3. Upon completion of this session… • Participants will be able to • Articulate language literacy and health literacy into health lessons • Relate informational text recommendations by grade level

4. Informational text & Common Core • The Health Education Project (HEAP) has examined the Common Core for the past year. The standards will play a critical role in the form and function of K-12 education.

5. Shared Responsibility • “Instruction in reading, writing, speaking, listening and language (is) a shared responsibility within the school” • There is a “need for college and career ready students to be proficient in reading informational text independently in a variety of content areas” • “Literacy standards in other areas, such as …health education, modeled on those in this document are strongly encouraged to facilitate a comprehensive, school-wide literacy program.” Common Core Standards Initiative, NGA & CCSSO, 2010

6. What is informational text? • Text written to convey information about the natural or social world • Text written to provide factual information • Typically organized with headings and subheadings • Text that answers real world questions

7. What is Informational Text? • Found in many mediums • Hard copy • Electronic – majority of text on WWW is expository • Graphic • Includes • Literary nonfiction • Journalism • Historical text • Scientific text • Technical text

8. Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework* (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. * Student reading across all subjects

9. Looking at the Common Core – Informational Text • Key ideas and details • Craft and structure • Integration of knowledge and ideas • Range of reading and level of text complexity

10. Looking over the Reading Standards for Informational Text • Examine the standards • What questions can be asked to support the common core and core concepts OR common core and NHES?

11. Discussion Points Example Common Core • Reading Standard 2 for Info Text • In your own words, summarize the text. • Complete a KWL table. • Why are the key ideas found in Melissa Daly’s article? • Reading Standard 6 for Info Text • What is the purpose of Melissa Daly’s article The R word? How does the style of her writing contribute to her purpose?

12. Reminder to self… • Our content is health • Our purpose is health education – health content and health literacy skill development • Health literacy discussions and performance tasks can support ELA standards – but we are not ELA content or skills experts • Librarians, reading specialists and English/language educators are partners and resources

13. Discussion Points ExampleCore Concepts • What is rape? • Why might a person be confused about whether or not he/she was raped? • Describe typical myths about rape. What are the realities? • Describe some strategies to reduce your risk of rape.

14. Discussion Points ExampleCore Concepts • According to the author, the following are recommended steps to take if you have been raped. • Get away • Preserve evidence • Seek medical attention • Get support In your own words, explain why these steps are important for a person who has been raped.

15. Discussion Points ExampleCore Concepts • According to the author, what are some ways to support a friend who has been raped? • Which of these would be the most difficult for you?

16. Thinking of NHES • In the article, The R Word by Melissa Daly, the author relates many sources for help for victims of rape, including the Rape, Abuse & Incest National Network (RAINN), police, domestic violence shelters, counselors, parents and friends. The victim of rape must decide who to inform, if anyone, about the rape.

17. NHES: Decision Making • Identify the steps of a decision making process. • Describe the steps that a person could use in making the decision to tell someone. • Apply a decision making process to identify a person’s options and possible positive and negative consequences for each option related to telling someone.

18. NHES: Decision-Making • Using a decision making process, differentiate the positive and negative consequences for three options relating to telling someone a person who has been raped has. • Use a decision making process to evaluate three options a person has related to telling someone. Choose the best option for a person who has been raped and justify your choice.

19. Looking at examples • Why do students and adults seek out health content information? • What types of sources do they access? • Look at ELA Reading Standard 7

20. Informational text Examples Examples Examples

21. Informational text is meaningful to the reader • Informational text is necessary for literacy development • Informational text helps to prepare lifelong learners • Health Education can support additional ELA standards – not only in reading, but also writing, speaking and listening

22. Closing thoughts… • Informational text on health topics is ___________________________ . • Other thoughts, reflections…. Thank you & travel friendly.