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Teaching Literacy in the Content Areas: CCSSOs Adolescent Literacy Toolkit

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Title: Teaching Literacy in the Content Areas: CCSSOs Adolescent Literacy Toolkit


1
Teaching Literacy in the Content Areas CCSSOs
Adolescent Literacy Toolkit
Produced by Public Consulting Groups Center for
Resource Management, in partnership with the
Council for Chief State School Officers (CCSSO).
Content informed by feedback from CCSSO partners
and state education officials who participate in
CCSSOs Secondary School Redesign Project.
2
Goals and Objectives
  • Participants will
  • Preview the resources of the CCSSO adolescent
    literacy toolkit
  • Self-assess literacy instructional practices
  • Develop an awareness of strategic teaching and
    the connection with best literacy practices
  • Develop an understanding of how to develop a
    content area lesson plan with embedded literacy
    instructional strategies and best practices

3
CCSSO Toolkit Overview
  • For Teachers
  • Content Expert Literacy Q A
  • Literacy Self-Assessment Rubric
  • Content Area Literacy Guide
  • Lesson Plans and Narratives

4
CCSSO Toolkit Overview
  • For States
  • Professional Development Module
  • Access to Adolescent Literacy Resources in the
    CCSSO Secondary School Redesign Web Portal
  • (http//secondaryschoolredesign.ccsso.org)

5
Who are the content experts?
  • Janice Dole English Language Arts
  • Russell Gersten Math
  • Elizabeth Moje Science
  • Cynthia Shanahan Social Studies

6
Who are the content experts?
  • Think about literacy strategies in these terms
    what support should I give students to help them
    read and understand this, and when should I
    provide that support?
  • - Janice Dole

7
Who are the content experts?
  • It is generally agreed that text is the
    primary source of new information soon after we
    learn to read, even in math.
  • -Russell Gersten

8
Who are the content experts?
  • Elaborate articulation of reasoning is a
    central practice in scientific communication, and
    it is a skill that students do not use routinely
    in everyday life…
  • - Elizabeth Moje

9
Who are the content experts?
  • If students know how to read a text and apply
    strategies independently (the ultimate goal of
    strategy instruction), then they can
    independently read about content that a teacher
    would have to present in some other way more
    arduously and with the likelihood that it will
    not really be learned, just covered.
  • - Cynthia Shanahan

10
Content experts provide…
  • Explanations for why literacy instruction within
    the content areas is so important
  • Descriptions of how literacy best practices
    connect with core content instruction
  • Suggestions for embedding literacy instructional
    practices into content lessons

11
Literacy Self-Assessment Rubric
  • Self-assessment of use of instructional practices
    to support literacy
  • Individual
  • Faculty
  • Use results to begin the conversation among staff
    to highlight professional development needs

12
Content Area Literacy Guide offers…
  • Importance of content literacy instruction
  • English language arts
  • Math
  • Science
  • Social studies
  • Strategic lesson planning
  • Best practices in literacy
  • Instructional literacy strategies that can be
    used across content areas

13
What are academic literacy demands?
  • Across all content areas students should be able
    to…
  • Read
  • Write
  • Listen/view
  • Discuss/present
  • Think critically and creatively
  • Use language and vocabulary to read and
    comprehend text to support the learning of content

14
Reflection What are the academic literacy
demands of my content area?
  • What type of activities or tasks are required of
    experts in my content area?
  • What type of texts do students read in my content
    area?
  • What reading and writing skills will students
    need to use those texts proficiently?
  • What discussion and presentation skills will
    students need to verbalize understanding?

15
Reflection What are the academic literacy
demands of my content area?
  • (continued)
  • What listening and viewing skills will students
    need to connect with the standards and objectives
    of my specific content area?
  • What higher-order thinking skills will students
    need to use to move beyond basic understanding of
    content text?

16
If someone came to my room looking for a
literacy-rich classroom, what would they see/not
see?
  • Reading comprehension strategy instruction
  • Writing instruction
  • Opportunities for listening and viewing
  • Opportunities for deep discussion and presenting
  • Instruction in use of higher-order thinking
    skills

17
What is strategic teaching?
  • Strategic teaching is the process of skillfully
    incorporating purposeful planning, connected
    multiple strategies, and explicit instruction to
    maximize the understanding and retention of
    content material.
  • Strategic teaching integrates literacy
    instructional strategies and best practices
    throughout content lessons.
  • Strategic teaching recognizes that student
    engagement is essential to learning.

18
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19
The Strategic Teacher…
  • Plans lessons with the learning outcome in mind.
    The outcomes of strategic lessons move students
    toward mastery of content standards.
  • Supports students with instructional strategies
    that are used within a best practices framework.
    Examples of best practice frameworks are the
    before, during, and after framework and the
    gradual release framework.

20
The Strategic Teacher…
  • Facilitates engaging lessons during which
    students have the opportunity to read, write,
    listen and view, discuss and present, think
    critically and creatively, and use rich language
    and vocabulary.
  • Builds assessment into every lesson so that the
    teacher knows which students have and have not
    met the stated outcomes.

21
Lesson Plans and Narratives
  • Four core subject areas (English language arts,
    math, science, and social studies)
  • Demonstrate how content area teachers can
    incorporate the use of literacy instructional
    strategies to support high school students
    learning of core content and concepts.
  • Demonstrate use of the before, during, and after
    and gradual release literacy best practices
  • Accompanying narratives that describe the lesson
    in action

22
Planning Template for Connecting Before- During-,
and After-Reading Strategies
23
Consider the purpose of before reading
Adapted from Fuentes 1998, 83
24
Consider the purpose of during reading
Adapted from Fuentes 1998, 83
25
Consider the purpose of after reading
Adapted from Fuentes 1998, 83
26
Do I use a gradual release framework?
  • New skills should always be taught or modeled
    explicitly.
  • The four steps I plan to use
  • 1. Introduce the skill
  • 2. Model the skill
  • 3. Guided practice with feedback
  • 4. Independent practice and application

27
Vocabulary activities in the lesson should…
  • Encourage rich discussions about the meanings of
    unfamiliar words.
  • Help students to make connections between new
    words and familiar concepts.
  • Encourage students to use words in context.
  • Help students to analyze word parts.
  • Support active student engagement with gaining
    word knowledge and understanding.

28
The strategic lesson provides opportunities to
make the reading/writing connection when…
  • Students write
  • Position statements
  • Summaries
  • Journal entries
  • Comparison/contrast papers
  • Cause and effect statements
  • Research papers
  • I-search papers
  • Pamphlets
  • Explanations

29
Quick Review Planning Strategic Lessons
  • What should students be able to do as a result of
    the lesson? Did they meet those outcomes?
  • Was there a clear purpose for each strategy
    chosenpre, during, and post?
  • Did I follow (or begin) a gradual release process
    for each strategy?

30
Quick Review Planning Strategic Lessons
  • Did I provide opportunities for students to
  • Read?
  • Write?
  • Listen/view?
  • Discuss/present?
  • Think critically and creatively?
  • Use language and vocabulary to read and
    comprehend text to support learning every day
    while actively involved in the learning process?

31
Personal Action Planning
  • How may I use the results of the self-assessment
    rubric to guide my growth as a content literacy
    professional?
  • What additional professional development or
    coaching do I need to learn strategic teaching
    and literacy best practices?
  • What are two specific action steps I can walk
    away with today that will foster my professional
    growth as a content literacy teacher?
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