Literacy in the Content Areas - Outcomes Reflect on Call for Change follow up tasks. Identify text...
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Transcript of Literacy in the Content Areas - Outcomes Reflect on Call for Change follow up tasks. Identify text...
Literacy in the Content Areas -Outcomes
Reflect on Call for Change follow up tasks.
Identify text features.Identify the readability statistics
for a text.Generate a definition for
disciplinary literacy.Reflect on session at the Wiki site
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
According to NAEP, the reading skills of America’s 4th graders have increased significantly in recent years with the strongest gains made by low-income and minority students.
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
At the secondary level, scores have remained flat since the 1970’s when NAEP was created.
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Performance of the nation’s 12th-graders in reading has declined in comparison to 1992 (NAEP, 2005)
60% of 12th graders read at basic or below basic (NAEP, 2005)
42% of college students take remedial classes (U.S., Dept of Education, 2007)
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Today, more than two-thirds of all eighth and twelfth graders read at less than a proficient level, and half of those students are so far behind that they drop off the scale entirely, scoring below what the U. S. Department of Education defines as its most basic level.
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Even college-bound students often struggle with more advanced literacy skills. A major study of high school juniors and seniors taking the ACT college entrance exam found that only half were ready for college-level reading assignments in core subjects like math, history, science, and English. (ACT, 2005)
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Reading Strategies for All Types of Text
Self-monitoring Visualizing
Rereading Summarizing
Questioning Predicting
Previewing vocabulary Identifying text features
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Though well-meaning, a sole emphasis on generic reading comprehension strategies may lead students to believe that all academic texts are more or less the same.
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
As students move into different content area classes, they must:
read to follow instructions explicitly.read to evaluate an author’s style.read to question an author’s
assumptions.read to respond to an author’s claims.read to access facts and details.
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Becoming competent in a number of academic content areas requires skills, knowledge, and reasoning processes that are specific to particular disciplines.
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
BEYOND Content Area Reading
Common Core ELA Standards
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Content Area Reading
focus on learning from textknow how to study books, not to read
like a chemist (including chemistry books)
emphasize text features and literacy learning toolsExit notes Advanced organizersResponse journals DictionaryInternet Readability analysis
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Disciplinary Literacy
focus on the specialized problems of a subject area
disciplines represent cultural differences in how information is used, the nature of language, the demands for precision
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Disciplinary Literacy
not just a hip new name for “content area reading”
specialized ways of knowing and communicating in the different disciplines
distinct routines to be taught
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Sources of new research in Disciplinary Literacy
Studies that compare expert readers with novices (Bazerman, 1998; Geisler, 1994; Wineburg, 1998, etc.)
Functional linguistics analyses of the unique practices in creating, disseminating, evaluating knowledge (Fang, 2004; Halliday, 1998; Schleppegrell, 2004, etc.)
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
History Text
There Is To Be No WarDecember 4, 1860
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Skills for reading historical text include
Sourcing: considering the author and author perspective
Contextualizing: placing the document within its historical period and place
Corroborating: evaluating information across multiple sources
Wineburg, 1998
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=kWcVag7X8MA
Teaching Students Important Skills
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Science Reading technical, abstract, dense, tightly
knit language (contrasts with interactive, interpersonal style of other texts or ordinary language)
nominalization (turning processes into nouns)
suppresses agency (focus on causation not intention)
Schleppergrell
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Math ReadingGoal: arrive at “truth”Importance of “close reading” with
an intensive consideration of every word in the text
Rereading a major strategyHeavy emphasis on error detectionPrecision of understanding essential
Schleppergrell
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
Chemistry Readingprovides knowledge that allows
prediction of how the world worksunderstanding needed of
experiments or processesconnections among prose,
graphs, charts, formulas (alternative representations of constructs)
major reading strategies include corroboration and transformation
Schleppegrell
LITERACY IN THE LITERACY IN THE CONTENT AREASCONTENT AREAS
History Readinginterpretative, sourcing central in
interpretation (consideration of bias and perspective)
seems narrative without purpose and argument without explicit claims (need to see history as argument based on partial evidence; narratives are more than facts)
Single texts problematic - no corroboration
Schleppegrell