Literacy and Learning Across the Curriculum Content Area Reading Literacy and Learning Across the Curriculum Richard T. Vacca, Jo Anne L. Vacca, Maryann Mraz Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Chapter 1 –organizing principle Effective teachers show students how to think, learn, and communicate with all kinds of texts. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Frame of Mind Explain the difference between content and process knowledge. What are the characteristics of effective teaching? How do the Common Core State Standards impact literacy and learning in content areas? Why is differentiated instruction an important aspect of content literacy and learning? What are new literacies and how are they changing the way we think about learning and literacy in the twenty-first century? What is adolescent literacy and why is it important to twenty-first-century society? How are content literacy and disciplinary literacy alike? How are they different? What comprehension strategies are critical to reading? What role does prior knowledge play in comprehension? Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Key Terms Comprehension Content and process Content literacy Decoding Differentiated learning Direct, explicit instruction Disciplinary literacy Fluency Inference Literacy New literacies Prediction Prior knowledge Reading Next Response to intervention Standards Striving Readers Program Teacher quality Teaching quality Text structure Vocabulary Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Process: The “how” to teach the content 1. Explain the difference between content and process knowledge http://blogs.maryville.edu/shausfather/vita/content-process/ Process: The “how” to teach the content Content: The “What” of the subject matter Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved.

2. Summary of Effective Teacher Characteristics Strong general intelligence and verbal ability Strong content knowledge Knowledge of how to teach others Understanding of learners and their learning and development Adaptive expertise, allowing for making judgments about what it is like to work in a given context in response to student needs (Darling-Hammond [2009], p.2) Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Ten Principles of Practice Associated with Quality Teaching 1. Principle of Praxis: 2. Principle of Purpose: Effective teachers operate in the moment guided by a clear understanding of why they are doing what they are doing. There is always a purpose behind their actions in the classroom. 3. Principle of Serendipity: Although effective teachers engage in a variety of instructional practices, they “expect the unexpected” and are open to learning opportunities w 4. Principle of Exploration: 5. Principle of Reflection: 6. Principle of Community: 7. Principle of Service: Effective teachers serve the learners in their classrooms and their parents. 8. Principle of Flexibility: 9. Principle of Caring: 10. Principle of Reward: Effective teachers find satisfaction and reward in what they do Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Balancing Content and Process Know the standards for your content area and grade level. Make instructional decisions based on authentic assessments throughout the school year. Integrate content literacy practices and strategies into instructional plans and units of study. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

3. Common Core State Standards Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy (p.11). Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Common Core State Standards Ultimate Goals Students will develop independent learning habits. Learners will develop a strong knowledge base across the curriculum. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

4. Differentiated Instruction Be willing to move beyond assigning and telling. Plan and organize learning opportunities so that students will be actively engaged. Meet the skill needs, interests, and learning styles of a wide range of students. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

5. Defining Literacy “…the term literacy has morphed to characterize someone’s level of knowledge or competence in a particular area or subject in a multimodal society.” (p. 12) “Literacy has come to represent a synthesis of language, thinking, and contextual practices through which people make and communicate meaning.” (p. 12) Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Defining Text “Texts include not only print forms of communication but also nonprint forms that are digital, aural, or visual in nature.” (p. 13) Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

New Literacies for the 21’st cent Necessary for students to use information and communication technologies (ICT) effectively Five functions Identify Navigate Critically evaluate Synthesize Communicate Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

6. Fifteen Elements of Effective Adolescent Literacy Programs (from Reading Next) Direct, explicit comprehension instruction Effective instructional principals embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing Technology Ongoing formative assessments Extended time Professional development Ongoing summative assessments Teacher teams Leadership Comprehensive and coordinated literacy program Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

RtI for Struggling Adolescent Learners IDEA: Individuals with Disabilities Education Act of 2004 School wide assessments to identify struggling learners All stakeholders contribute to instructional decision making. Tiered interventions Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Factors that Influence Reading to Learn The learner’s prior knowledge of, attitude toward, and interest in the subject The learner’s purpose for engaging in reading, writing, and discussion The language and conceptual difficulty of the text material The assumptions that the text writers make about their audience of readers The text structures that writers use to organize ideas and information The teacher’s beliefs about and attitude toward the use of texts in learning situations Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Schema Activation Mechanism by which people access what they know and match it to information in the text Framework to seek and select information relevant to purpose for reading Organization of information to promote retention Allows the reader to elaborate information Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Successfully Comprehending Text To comprehend text successfully, readers must: decode or pronounce words quickly and accurately. read with fluency. activate vocabulary knowledge. use text comprehension strategies. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Characteristics of Good Readers Active Purposeful Evaluative Thoughtful Strategic Persistent Productive http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/literacy/What_Good_Readers_Do_iPad.mp4 Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.