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DISCIPLINARY LITERACY: READING STRATEGIES IN CTE AND OTHER SUBJECTS 1.

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Presentation on theme: "DISCIPLINARY LITERACY: READING STRATEGIES IN CTE AND OTHER SUBJECTS 1."— Presentation transcript:

1 DISCIPLINARY LITERACY: READING STRATEGIES IN CTE AND OTHER SUBJECTS 1

2 D ID YOU KNOW …  You Tube Video: DID YOU KNOW READING CRISIS   Jigsaw and discuss “CTE’s role in Adolescent Literacy” 2

3 R EADICIDE – “T HE 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 3

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,

5 THE 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? 5

6 CCSS P UBLISHER C RITERIA / P RIORITY A REAS 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. 6

7 B EGIN WITH THE T EXT  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. 7

8 T EXT R ESOURCES  BadgerLink (www.badgerlink.net/) (Create Login)www.badgerlink.net/  “Article of the Week” (www.kellygallagher.org)www.kellygallagher.org  Time Magazine (http://www.time.com/time/)http://www.time.com/time/  The Week Magazine (http://theweek.com/)http://theweek.com/  The New Yorker (http://www.newyorker.com/)http://www.newyorker.com/  The New York Times (http://www.nytimes.com/)http://www.nytimes.com/ 8 NEED MORE TEXT SOURCES? TRY ONE OF THE FOLLOWING SITES… PICK 2 TO INVESTIGATE AND REPORT BACK TO GROUP.

9 I T ’ S M ORE T HAN R EADING — IT ’ S T HINKING ! You can find a list of Kelly Gallagher’s “Articles of the Week” at /resources/articles.html. /resources/articles.html There are many articles relevant to multiple disciplines. We will use several today to practice classroom strategies. 9

10 G ET S TUDENTS T HINKING  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? 10

11 R EVISED B LOOM ’ S T AXONOMY 11

12 S UPPORTING S TRUGGLING R EADERS  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.) 12 Tell your neighbor something you are good at doing… How did you improve your skills?

13 W HAT IS A L EXILE ?  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  13

14 G RADE L EVEL E QUIVALENTS Use the higher Lexile ranges for alignment with the CCSS. 14

15 H ARVARD ’ S “S ELF H ELP G UIDE ” “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. 15

16 C OMPREHENSION P ROCESSES FOR P ROFICIENT R EAD ERS 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 16 Doug Buehl, 2009 Classroom Strategies for Interactive Learning SEE PAGES 4-6

17 1. M AKING C ONNECTIONS TO P RIOR K NOWLEDGE  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 17

18 F RONTLOADING … “C LEANING U P THE T RASH IN S PACE ” (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 18

19 2. G ENERATING Q UESTIONS  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

20 G ENERATING Q UESTIONS … “N EW O BESITY C AMPAIGNS ” (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 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 20 Page 107

21 3. C REATING M ENTAL I MAGES  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

22 M IND MAPPING – N EW O BESITY C AMPAIGNS  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. 22 Page 118

23 4. M AKING I NFERENCES  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

24 M AKING I NFERENCES – T RASH IN S PACE -  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

25 A NNOTATIONS 25

26 5. D ETERMINING I MPORTANCE  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

27 D ETERMINE I MPORTANCE – NEW OBESITY C AMPAIGNS  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 27 Page 121

28 6. S YNTHESIZING U NDERSTANDING  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

29 S YNTHESIZING – N EW O BESITY C AMPAIGN  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. 29 Page 141

30 S TRATEGIES FROM THE CCSS A UTHORS  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. 30

31 S TRATEGIES FROM THE CCSS A UTHORS  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 more complex questions 31

32 ACTE R ESOURCES & O THERS  ACTE Videos, power points and handouts on CTE and Literacy with Linda Moyer: teracy teracy  How Do You Expect Me to Teach Reading & Writing? /literacy/handbook.pdf. /literacy/handbook.pdf  CTE’s Role in Adolescent Literacy s/Literacy_Issue_Brief.pdf s/Literacy_Issue_Brief.pdf 32


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