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DISCIPLINARY LITERACY: READING STRATEGIES IN CTE AND OTHER SUBJECTS. Did you know…. You Tube Video: DID YOU KNOW READING CRISIS http://www.youtube.com/watch?v=96zT2l8QKb8 Jigsaw and discuss “CTE’s role in Adolescent Literacy”. - PowerPoint PPT Presentation
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1
DISCIPLINARY LITERACY:READING STRATEGIES
IN CTE AND OTHER SUBJECTS
2 DID YOU KNOW…
You Tube Video: DID YOU KNOW READING CRISIS
http://www.youtube.com/watch?v=96zT2l8QKb8
Jigsaw and discuss “CTE’s role in Adolescent Literacy”
3 READICIDE – “THE SYSTEMATIC KILLING OF THE LOVE OF READING…”
• Requiring students to read difficult texts without proper instructional support;
• Insisting that students focus solely on academic texts;
• Ignoring the importance of developing recreational reading;
• Losing sight of authentic instruction
4 COMMON VOCABULARY
Text: Anything students are asked to read, including articles, internet sites, books, magazines, journals, etc.
Authentic reading and writing: the reading and writing connected to a particular discipline and the real world
Disciplinary Literacy: the focus on the types of reading, writing, thinking, speaking and listening in various disciplines.
Common Core State Standards (CCSS): national standards adopted by WI on June 2, 2010.
5THE ELA CCSS
STANDARDS ELA 6-12 grade CCSS are specifically
written for literacy in history/social studies, science and TECHNICAL SUBJECTS (p. 62 & 64)
They indicate key READING, WRITING, Speaking/Listening & Language skills
Read through the CCSS reading standards. Discussion: What’s the emphasis?
6CCSS PUBLISHER
CRITERIA/ PRIORITY AREAS
I. Text Selection and Complexity
II. Questions and Tasks
III. Academic (and Domain-Specific) Vocabulary
IV. Writing to Sources and Research
See handout, “ELA Publisher’s Criteria”
Highlight the elements in the reading that are part of your current practice.
7BEGIN WITH THE
TEXT Teach “THE REAL THING” Select AUTHENTIC TEXTS used in
your field Authentic Texts increase students'
motivation for learning, and expose them to 'real' language and problems in the field of study.
Make a list of authentic texts used in your discipline.
8 TEXT RESOURCES
BadgerLink (www.badgerlink.net/) (Create Login)
“Article of the Week” (www.kellygallagher.org)
Time Magazine (http://www.time.com/time/)
The Week Magazine (http://theweek.com/)
The New Yorker (http://www.newyorker.com/)
The New York Times (http://www.nytimes.com/)
NEED MORE TEXT SOURCES?
TRY ONE OF THE FOLLOWING SITES…PICK 2 TO INVESTIGATE AND REPORT BACK TO GROUP.
9IT’S MORE THAN
READING—IT’S THINKING!
You can find a list of Kelly
Gallagher’s “Articles of the Week” at http://kellygallagher.org/resources/articles.html. There are many articles relevant to multiple disciplines. We will use several today to practice classroom strategies.
10GET STUDENTS
THINKING Students must INTERACT with the text, not
just passively read and answer questions
Are QUESTIONS you ask fact based/simple recall, or do they advance up “Revised” Bloom’s Taxonomy to get students thinking at higher levels? (See Revised Blooms HO)
Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis?
11REVISED BLOOM’S
TAXONOMY
12SUPPORTING
STRUGGLING READERS Teach one text with support (Model) Most textbooks are written at least 2 grade levels
above where they are taught.
Offer choices of text that relate to the same topic
Text Selection is extremely important. Differing the levels of the text honors ALL learners. Select high, medium, and low-leveled reading material.
The Lexile framework is a common leveling formula to guide teachers with text selection. (Flesch-Kincaid grade level formula may also be used for an informal tool.)
Tell your neighbor something you are good at doing…
How did you improve your skills?
13 WHAT IS A LEXILE? Measurement of text difficulty Primarily based on word syllables &
sentence length, Lexiles are assigned numbers to text than can be compared to grade level expectations
Students are expected to be at 1200L when they graduate
www.lexile.com
GRADE LEVEL EQUIVALENTS
Use the higher Lexile ranges for alignment with the CCSS.
15HARVARD’S “SELF HELP
GUIDE” “Interrogating Texts: 6 Reading Habits to
Develop in Your First Year at Harvard”:
Previewing
Annotating
Outline, Analyze, Summarize
Look for repetitions and patterns
Contextualize
Compare & Contrast
Skim through the Harvard document to learn about these six reading habits. Now compare these habits with those of YOUR students.
16COMPREHENSION
PROCESSES FOR PROFICIENT READERS
1. Making Connections to Prior Knowledge
2. Generating Questions
3. Creating Mental Images
4. Making Inferences
5. Determining Importance
6. Synthesizing
7. Monitoring Reading /Fix Up Strategies
Doug Buehl, 2009
Classroom Strategies for Interactive Learning
SEE PAGES 4-6
17
1. MAKING CONNECTIONS TO
PRIOR KNOWLEDGE Prompting students to activate what they
already know about a topic, subject and text structures are called “frontloading” activities
“Frontloading” activities are especially important for struggling readers to help them in understanding an author’s message. (Chapter 2, page 15)
“Anticipation Guide” p.45
18FRONTLOADING… “CLEANING UP
THE TRASH IN SPACE” (Anticipation Guide: “Frontloads”/Forecasts major
ideas & activates thoughts)
Read the following statements.
Check each you agree with.
Talk to a partner & discuss responses.
Read article
Determine how thinking has changed
Page 45
192. GENERATING
QUESTIONS Self questioning is an attribute of
independent learners. Students need to be taught to pose good questions themselves rather than finding answers to questions others pose.
Readers use questions to focus their attention on ideas and events, and then generate new questions.
K-W-L (or K-W-H-L) p.107
20GENERATING QUESTIONS…
“NEW OBESITY CAMPAIGNS” (K-W-L helps activate prior knowledge, generate questions &
organize what they learn)
Use K-W-L chart – What do you know about the obesity campaigns? (If there’s no knowledge, preview text)
What do you want to know? (Use Text Frames p.23-24 to generate new types of questions)
Read the article. (Using a highlighter, note the words, phrases, or portions of the article that you connect to or are confusing to you)
Return back to K-W-L chart – Note true/false in K, Add to W
Complete the last column – What did I learn
Page 107
213. CREATING MENTAL
IMAGES Proficient readers use visual, auditory and
other sensory connections to bring the text to life.
Teaching students to create mental images helps them visualize what is being suggested, connects the reading to background knowledge, assists in processing information, and enhances vocabulary. Mental Imaging is a form of inference.
Mind Mapping p.118
22MIND MAPPING – NEW
OBESITY CAMPAIGNS Continue using the article “New Obesity
Campaigns Have It All Wrong” for mind mapping.
A visual representation helps students connect “bits” of information to the larger picture.
Label the center of the map. Identify the key facts/points of the author and place on the “Spider Map”.
This is a helpful strategy with text that have several points of view or a variety of information.
Page118
234. MAKING
INFERENCES Inference is the heart of the comprehension process.
When readers apply the skills of inference and prediction, they are able to reach a deeper meaning from their reading and have a greater appreciation of writing.
Inference is just a big word that means a conclusion or judgment. You “Infer” that something will happen by making an educated guess.
Text Coding p.180
24MAKING INFERENCES –
TRASH IN SPACE- Use “Cleaning up the Trash in Space”
and annotate the article. Annotating is show evidence of your thinking by marking up the article—write questions, comments, A-ha’s on it.
Model annotation and think out-loud Add text coding to indicate thinking: ?
=question, !=New, X=Not expected *=Important, =Expected
Page 180
25 ANNOTATIONS
265. DETERMINING
IMPORTANCE
Determining importance is especially critical when reading informational or nonfiction materials.
Proficient readers striver to differentiate key ideas, themes and information from details so that they are not overwhelmed by facts.
Use a “Time Out” to think/save new ideas
Paired Reviews - 3 Minute Pause p. 121
27DETERMINE IMPORTANCE – NEW OBESITY CAMPAIGNS
3-Minute Pause: Create analogy related to “storing new knowledge” (Sport event, Time out, Computer back up,…)
Partner A – Summarize text, identify important points, generate questions, state something interesting, tell what you learned,… Teacher or students can identify discussion topics.
Partner B comments
Roles reverse
Page 121
286. SYNTHESIZING UNDERSTANDING
Synthesizing allows a student to make a generalization, create an interpretation, draw a conclusion & develop an explanation.
A necessary step to summarizing is asking students to PERSONALIZE THE INFO - retell, restate and /or paraphrase “in their own words” using both speaking and writing.
Quick Writes p.141
29SYNTHESIZING –
NEW OBESITY CAMPAIGN
Quick writes allow students an allocated period of time to quickly gather their thoughts and do informal writing (that is not polished or edited).
Writing is timed and usually lasts about one minute.
Prompts are provided by the teacher and are essential to the process, as they jumpstart thinking and provide focus. Prompts can be open ended or specific.
Requests to respond to quotes, verses and vocabulary can be introduced in the quick write.
Page 141
30STRATEGIES FROM THE
CCSS AUTHORS Split grade-level reading passages into smaller,
meaningful chunks Reduce the total number of passages read and/or the
length of the passages. Locate “hint boxes” near items that remind students
of definitions or appropriate/useful strategies (e.g., “go back and re-read this section before you answer”).
Reduce language load/simplify language in the question stems.
Substitute more familiar words in question stems and distracters if that is not the vocabulary /construct being assessed.
31STRATEGIES FROM THE
CCSS AUTHORS Provide consistent icons and phrasing of question
stems throughout the test. Use bulleted lists and increased white space in
place of longer dense texts. Color coding to help students to organize
information. Provide sub-questions to break up multi-step tasks. Place inferential and analysis questions after literal
questions have been asked. Provide graphic organizers to help students
organize information before answering morecomplex questions
32ACTE RESOURCES &
OTHERS ACTE Videos, power points and handouts on
CTE and Literacy with Linda Moyer: http://www.acteonline.org/lit.aspx?id=17260&terms=cte%20and%20literacy
How Do You Expect Me to Teach Reading & Writing? http://www.ncpublicschools.org/docs/cte/publications/profdev/literacy/handbook.pdf.
CTE’s Role in Adolescent Literacy http://www.acteonline.org/uploadedFiles/Publications_and_Online_Media/files/Literacy_Issue_Brief.pdf