Welcome to Math & Science Literacy Sessions!

1. Welcome to Math & Science Literacy Sessions! • Access documents for this session. #CMIM  Week 2 Handouts  Literacy.Sessions  SEC.WhyAreSecTextsDifficult.Handouts • Grab a notecard from your table. • On the front of your notecard, write your name, region, and regional subject placement. • On the back of your notecard, write the title of your favorite book.

2. Meet your LS • Angelica Leveroni, Rio Grande Valley ’07 angelica.leveroni@gmail.com http://tulsasecondarylit.wikispaces.com/

3. LS Session Norms • Be on time. • Be present. • Ask questions. • Take care of your personal needs as necessary.

4. Secondary Literacy 1: Why Are Secondary Texts Difficult?

5. Session Goals • Describe the different components of reading • Identify demands placed by texts in your content area (math or science)

6. Agenda

7. What is Literacy? “The ability to read, write, spell, listen, and speak.” - National Council of Teachers of English

8. The Facts • Forty percent of high school graduates lack the reading and writing skills that employers seek, and almost a third of high school graduates who enroll in college require remediation. Deficits in basic skills cost the nation’s businesses, universities, and underprepared high school graduates as much as $16 billion annually in lost productivity and remedial costs • Reading to Achieve: A Governor’s Guide to Adolescent Literacy (2005)

9. The Facts To compete in the global information economy, young people today need literacy skills far more advanced than have been required of any previous generation. The fastest growing jobs make the highest literacy and education demands. • Reading to Achieve: A Governor’s Guide to Adolescent Literacy (2005)

10. The Facts These cities include Indianapolis, Oklahoma City, Kansas City, Miami, Charlotte, and Minneapolis. More than half of the students entering high school in the 35 largest cities in the United States read at the 6th grade level or below. • Carnegie Corporation of New York (2010)

11. The Facts I was shocked that my students reached high school without mastering the basic skills of reading and writing. My first year, the majority of my students read on a third to fifth grade level, and a class could range from pre-primer to 9th grade. • Bernard Weber, Mississippi Delta ’03, 9th Grade Biology

12. Why are we here? • The opportunity gap is a literacy gap. • Every teacher must be a literacy teacher.

13. The impact of the literacy gap…. …cannot be overstated. In 2009, the state of California began planning how many jail cells they would build in the future based on the number of children who were not reading on grade level by fourth grade. In Indiana, second grade.

14. The Good News… Research suggests that teachers influence student academic growth more than any other single factor, including families, neighborhoods, and the schools students attend.

15. Agenda

16. Artifact: Michael’s Science Test Read Handout 1B: Michael’s Science Test (HS Version)

18. Michael’s Science Test • With a partner, discuss: • To what extent does this assessment reveal Michael’s knowledge of science? • What skills does Michael need in order to understand the questions? • What skills does Michael need in order to write his answers?

19. Components of Reading Comprehension • Each component of reading is at play with Michael: • Decoding • Fluency • Vocabulary • Comprehension • Background Knowledge • Engagement • Takeaway: All these components need to be in place for students to be able to demonstrate what they know in all content areas.

20. A Quick Word on Decoding, Fluency, & Comprehension Decoding Comprehension Fluency Decoding: the ability to match letters to sounds Fluency: the ability to read words, phrases, and sentences quickly, automatically, and with expression

21. Take 20 seconds to read. In this study, the distribution patterns of neural crest (NC) cells (NCCs) in the developing vascular system of the chick were thoroughly studied and examined for a correlation with smooth muscle cell differentiation and vascular morphogenesis. For this purpose, we performed long-term lineage tracing using quail-chick chimera techniques and premigratory NCC infection with a replication-incompetent retrovirus containing the LacZ reporter gene in combination with immunohistochemistry.

22. Questions What was the study seeking to establish a correlation between? What did the quail-chick chimera technique allow the researchers to trace?

23. Debrief • Were you focused on word analysis or comprehension? • Was comprehension achieved? Why or why not?

24. Analogy Challenge • With your partner, try to explain the following literacy analogy. • “Skilled reading is like a rope.” YOU HAVE 30 SECONDS.

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26. The Breakdown: Where Secondary Students Struggle • A minority of students will struggle with decoding words. • Bottom strands • Some will struggle with fluency. • Tying the bottom strands together • Most will struggle to comprehend. • Tying the top strands together

27. Reading Comprehension is an Interactive Process

28. Stop & Jot 4 minutes Brainstorm some ways that readers, texts, and activities/purposes for reading can be different.

29. Today’s Session Today’s Session

30. Agenda

31. Text Demands Vocabulary Usage Background Knowledge Organization and Format Level of Engagement

32. Vocabulary Usage: Science Example

33. Vocabulary Usage • Growing technical vocabulary • Word complexity increases • Multi-syllabic and multi-morphemic • Increasing demands on all-purpose academic vocabulary • Words like: produce, resemble, better suited

34. Background Knowledge 7th grade math problem: There are thirteen coins in a pile. Some of them are dimes and some are quarters. The total value of this pile of coins is $2.80. How many dimes and how many quarters are there?

35. Organization and Format • Organization: narrative v. expository text v. word problems • Chronological order, compare & contrast, problem-solution • Format: headings, diagrams, tables, bolded words

36. Level of Engagement

37. Agenda

38. Example: Identifying Text Demands

39. CM Practice: Handout 2 • Pull up your ISAT Assessment. • With 1-2 people teaching the same grade/content as you, identify the literacy demands placed on your students by this text.

40. Overview of Secondary Literacy Sessions • Core Session 1: Why are Secondary Texts Difficult? • Core Session 2: Teaching Vocabulary • Core Session 3: Reading Purposefully and Strategically • Core Session 4: Building Comprehension Before, During, and • After Reading • Core Session 5: Integrating Informal Writing • Core Session 6: Decoding and Fluency • Differentiated Sessions (based on need): • Math Word Problems • How to Read Non-Fiction Texts • Literacy Diagnostics

41. “Literacy is the new civil right.” - Salome Thomas-El