1. NETA Power Point Slides to accompany: Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd.

2. Chapter Nine Literacy Across the Curriculum 2 Copyright © 2013 Nelson Education Ltd.

3. OVERVIEW Language and Thinking -Tenets of Literacy Across the Curriculum Reading in the Content Areas Teaching Text Structures -informational and narrative Writing and Learning -Writing Across the Curriculum 3 Copyright © 2013 Nelson Education Ltd.

4. LANGUAGE AND THINKING 4 Copyright © 2013 Nelson Education Ltd.

5. The Life-Cycle Project Let’s think about Janet McConaghy’s statement: ”Every teacher is a teacher of literacy across the curriculum and across modes.” After reading the description of the caterpillar project on page 328, how does she use oral language, reading, writing, representing to further their understanding and demonstrate their knowledge? Copyright © 2013 Nelson Education Ltd. 5

6. Tenets of Literacy Across the Curriculum Language plays a central role in learning. Learners are actively engaged in meaning- making processes. Educators work as facilitators and guides. All six language arts strands are involved in active learning. Learners are encouraged to express and explore their understanding of concepts and the curriculum using their own language. 6 Copyright © 2013 Nelson Education Ltd.

7. Integration should make sense and not be a “forced fit”. Integration is about connecting various curriculum areas, strands, skills, knowledge, and content. Integration is aligning curriculum in ways that allow different parts of the curriculum to function together. Integration can be done through a theme (e.g., fall), a topic (e.g., medieval times), a piece of literature (e.g., The Giving Tree), or a concept (e.g., energy). Integration is not about using bear shaped manipulatives in a Math lesson during a unit on Growth and Changes in Animals. 7 Copyright © 2013 Nelson Education Ltd. Tenets of Literacy Across the Curriculum

8. Integrating Curriculum After looking at some picture books, think about the opportunities for curriculum integration Using the picture book as a focus, record your ideas on a concept map Copyright © 2013 Nelson Education Ltd. 8

9. READING IN THE CONTENT AREAS 9 Copyright © 2013 Nelson Education Ltd.

10. As students move through the grades, they are expected to read to learn. Content area texts can account for 75-90% of learning in subject- matter courses. Content area texts contain a density of ideas and technical vocabulary and concepts for which students may have limited background. Students need to read methodically when reading material that they will need to understand and remember later. Content-area texts provide support for reading by providing previews, overviews, helpful graphics, review questions and activities. The use of these text structures need to be explicitly taught to readers. 10 Copyright © 2013 Nelson Education Ltd. Content Area Reading

11. Teaching Children to Conduct Research Reflect on some experiences you may have had with research projects as a student Jot down ideas for what made them successful or not successful Review pages 342-354, note what makes these projects successful As a table group, record an effective sequence for having students complete a research project Copyright © 2013 Nelson Education Ltd. 11

12. Teaching Literacy Through Content http://www.learner.org/workshops/teachreadin g35/classrooms/cv5.html Copyright © 2013 Nelson Education Ltd. 12

13. TEACHING TEXT STRUCTURES 13 Copyright © 2013 Nelson Education Ltd.

14. Writing Across the Curriculum When students are asked to use different writing forms across the curriculum, it is often assumed that they have had experience with them. Content area writing is often assigned rather than explicitly taught. Copyright © 2013 Nelson Education Ltd. 14

15. Writing Across the Curriculum Students need to have various forms of content area writing modeled and made explicit in order to be able to use them when they write in various curriculum areas. Structural features and specific vocabulary are particular to different forms of content area writing. Copyright © 2013 Nelson Education Ltd. 15

16. Writing Across the Curriculum Differences between forms in terms of structure and vocabulary need to be taught to students in order for them to understand how these forms work, as well as when and why they are used. (Iannaci & Graham, 2006) Copyright © 2013 Nelson Education Ltd. 16

17. Instructional Tools for Expository Writing Use the provided chart to describe the different forms of expository patterns Then use the headings to guide a discussion about the writing exemplars, note the childrens’ strengths, needs and next steps Copyright © 2013 Nelson Education Ltd. 17

18. Informational 18 Copyright © 2013 Nelson Education Ltd.

19. Narrative beginning middle end main events supporting events main characters supporting characters plot setting point of view theme tension or conflict who, where, what, why, and how 19 Copyright © 2013 Nelson Education Ltd.

20. WRITING AND LEARNING 20 Copyright © 2013 Nelson Education Ltd.

21. When students are asked to use different writing forms across the curriculum, it is often assumed that they have had experience with them. Content area writing is often assigned rather than explicitly taught. Students need to have various forms of content area writing modeled and made explicit in order to be able to use them when they write in various curriculum areas. Structural features and specific vocabulary are particular to different forms of content area writing. Differences between forms in terms of structure and vocabulary need to be taught to students in order for them to understand how these forms work, as well as when and why they are used. 21 Copyright © 2013 Nelson Education Ltd. Writing Across the Curriculum

22. Forms think books journals reports radio drama projects reviews field notes letters applications resume menus job description 22 Copyright © 2013 Nelson Education Ltd.

23. SUMMARY Opportunities for learners to use literacy across the curriculum are necessary, meaningful and purposeful. Learners need to be exposed to various text structures, genres and forms of texts. Learns need to be taught how to use their knowledge of text structures, genres and forms in order to successfully read across the curriculum. Learners need to be provided with instruction and opportunities that allow them to write a variety of texts across the curriculum. 23 Copyright © 2013 Nelson Education Ltd.