Beyond the Blueprint: Literacy in Grades 4-12 and Across the Content Areas

1. Beyond the Blueprint:Literacy in Grades 4-12 and Across the Content Areas Section 7: Instructional Strategies that Facilitate Learning Across Content Areas November/December 2007

2. Presenters CT State Department of Education Consultants Jennifer E. Borck, Literacy Mary Anne Butler, Science Marlene M. Lovanio, Mathematics

3. Agenda 8:00 AM – 12:00 PM

4. Session Objectives Learn about and engage in the use of the literacy-based instructional strategies outlined in Section 7 of Beyond the Blueprint: Literacy in Grades 4-12 and Across the Content Areas

5. Session Objectives Discuss and develop ways in which a school-wide literacy across the content areas approach can be achieved

6. Session Objectives Depart workshop with ready-to-use instructional strategies that can be implemented in your classroom tomorrowto support your students with understanding your subject area

7. Materials Blue twin-pocket folders w/ materials Workshop handout w/ notes, activities Compact disc containing lesson plans, resources Blue binders w/ texts across disciplines Please do not take these materials

8. Survey Independently read and respond in writing to any 2 literacy survey questions / statements HandoutPage 5

9. Survey When you finish responding, taking turns at your table: Introduce yourself Explain why you chose to participate in today’s workshop Share a response to onesurvey question / statement HandoutPage 5

10. Survey If you could change anything about yourself as a reader, writer, speaker, and/or presenter, what would it be? HandoutPage 5

11. Six Literacy Components Standard across all 4-12 content areas

12. 4-12 Literacy Integration Standard across all 4-12 content areas

13. Rigor & Relevance “Teachers should assume that all students are capable of doing rigorous work – even if [students] struggle with fluency, vocabulary,reading comprehension, or decoding – and [teachers] should provide every student with meaningful and interesting opportunities to learn high-level skills – by reading, writing, and talking about rich intellectual content.” - Literacy Instruction in the Content Areas, 2007, Alliance for Excellent Education

14. Section 7 Features 26 Instructional Strategies Fluency Vocabulary Comprehension Writing Before, During, & After Individual Pairs Small Groups Whole Class Diverse Texts Pre & Post

15. Layers of Implementation T provides direct, explicit instruction Tprovides scaffolded instruction T engages student in independent practice Tmodels Sapplies appropriate strategiesin authentic situations;self sufficient,self monitors

16. 4-12 Literacy Integration Standard across all 4-12 content areas

17. Fluency • Reading fluency: • is the ability to read text accurately with appropriate pacing, expression, & word choice • allows readers to rapidly decode text while maintaining high comprehension

18. Fluency Oral reading fluency: improves comprehension must take place in all disciplines due to different textual demands; students need to hear their teachers read content area texts aloud in all disciplines

19. Fluency Readers Theater Modeling Text taken from a 7th-grade social studies textbook Contains letter written by two prospective soldiers (primary source) HandoutPage 6 p74

20. Fluency Readers Theater Practice Work in pairs Select a text from table copy binder Independently silently read Together assign lines Independently silently read lines Independently orally read lines Together dramatically read lines Be prepared to share HandoutPage 7 p74

21. Fluency Readers Theater Whole Group Share What did you think about the process? What types of text would work best with this strategy? What reasoning came into discussion when assigning lines? HandoutPage 7 p74

22. Fluency Repeated Readings Work independently “The Amazing Drinking Bird” Silently read while timed Mark text at 1 minute mark Repeat Count words for both reads Be prepared to share HandoutPages 8-9 p73

23. Fluency Repeated Readings Whole Group Share Did your comprehension improve with the second read? Did your reading rate improve with the second read? HandoutPages 8-9 p.73

24. Fluency Expectations Students should read with fluency unpracticed grade-level text at the following words per minute: Grade WPM 4 140 - 170 5 170 - 195 6 195 - 220 7 215 - 245 8 235 - 270 9-12+ 270 – 300 (What Really Matter for Struggling Readers, 2000, Richard Allington) • Apply rates with caution • Oral reading is slower than silent reading • www.lexile.com

25. Fluency Alternatives Student pairs &small groups Discussions betweenreads

26. Fluency Diverse Texts

27. Fluency How will you apply these fluency strategies within your classroom or school?

28. 4-12 Literacy Integration Standard across all 4-12 content areas

29. Vocabulary Vocabulary refers to the words we must know to communicate effectively in listening, speaking, reading, & writing Vocabulary instruction raises fluency & comprehension Words must be experienced multiple times through listening, speaking, reading, & writing before “learned”

30. Vocabulary Definition MapModeling p66 Example Synonyms /“It is” Vocabulary Word Antonyms /“It is not” Icon / Illustration

31. Vocabulary Definition MapPractice Work as a group Select word from chart Create definition map on chart paper Hang chart paper on wall Be prepared to share HandoutPage 11 p66

32. Vocabulary Develop “specialized” vocabulary word lists within all content area classes Active Literacy Across the Curriculum, 2007, by Heidi Hayes Jacobs

33. Vocabulary Word Walls work effectively with “specialized” vocabulary words work effectively with prefixes and suffixes w/ examples from content vocabulary should be interactive for students p71

34. Vocabulary Develop “high frequency” word lists Active Literacy Across the Curriculum, 2007, by Heidi Hayes Jacobs

35. Vocabulary “High Frequency Vocabulary” Practice Work as a whole-table group Brainstorm “high frequency” words found in texts across content areas – think student directions Write at least 5 words on chart paper Hang chart paper on wall Be prepared to share HandoutPage 12

36. Vocabulary Develop a school-wide “high frequency” across content core vocabulary word list

37. Vocabulary p72 Knowledge Rating Scale

38. Vocabulary Context Clues for Determining Word Meanings p67 List-Group-Label p68 Possible Sentences p69 Semantic Feature Analysis p70

39. Vocabulary How will you apply these vocabulary strategies within your classroom or school?

40. Break While on your break, peruse the vocabulary examples posted on the walls

41. 4-12 Literacy Integration Standard across all 4-12 content areas

42. Comprehension Before During After

43. Comprehension HandoutPages 13 & 14 P60 p60 Think Aloud

44. Comprehension HandoutPage 15 P56 Anticipation Guide

45. Comprehension gasinformation HandoutPages16-18 P62 Graphic Thinking Organizers as as food car body knowledge

46. Comprehension Instructional Strategies in Action Topic: Weathering Lab What instructional strategies does the teacher use? Jane Callery Science Teacher Grade 6

47. Comprehension Question-Answer Relationship Visualizing p51 p59 KWL Obstacle Course p52 p64 Response Notebooks Walk this Way –Talk this Way – Look this Way p54 p65

48. Comprehension How will you implement these comprehension strategieswithin your classroom or school?

49. 4-12 Literacy Integration Standard across all 4-12 content areas

50. Writing Quick Write HandoutPage 19 Vocabulary Arch Beam Cable-Stayed Compression Girder Gravity Load Net Force Parabola Parallel Pier Span Suspension Tension Transversal Truss Tsing Ma Bridge, Hong Kong