Deborah K. Reed, Ph.D. Florida State University - BRINGING LITERACY STRATEGIES INTO CONTENT INSTRUCTION
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BRINGING LITERACY STRATEGIES INTO
CONTENT INSTRUCTION
Deborah K. Reed, Ph.D.
Florida State University
1
This information is being provided as part of a Research to Practice Bridge Event
administered by the Regional Educational Laboratory Southeast. Information and
materials mentioned or shown during this presentation are provided as resources
and examples for the viewer's convenience. Their inclusion is not intended as an
endorsement by the Regional Educational Laboratory Southeast or its funding
source, the Institute of Education Sciences (Contract ED-IES-12-C-0011).
In addition, the instructional practices and assessments discussed or shown in
these presentations are not intended to mandate, direct, or control a State’s, local
educational agency’s, or school’s specific instructional content, academic
achievement system and assessments, curriculum, or program of instruction. State
and local programs may use any instructional content, achievement system and
assessments, curriculum, or program of instruction they wish.
2
The Center on Instruction is operated by RMC Research Corporation
in partnership with
the Florida Center for Reading Research at Florida State University;
Instructional Research Group;
the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston;
and The Meadows Center for Preventing Educational Risk at the University of Texas at Austin.
The contents of this PowerPoint were developed under cooperative agreement S283B050034 with
the U.S. Department of Education. However, these contents do not necessarily
represent the policy of the Department of Education, and you should not
assume endorsement by the Federal Government.
2009
The Center on Instruction requests that no changes be made to the content or
appearance of this product.
Objectives • Review the research basis for vocabulary and comprehension instruction for adolescents • Learn about the applications of this information in Bringing Literacy Strategies into Content Instruction • Understand the critical elements of professional development necessary to support content area teachers implementing academic literacy strategies in their classrooms
Literacy Demands on
Content Area Teachers
• Expertise about how to read text in the
subject area or discipline
• Effective use and understanding of text in
content area classes
5
Vocabulary Instruction
• Incidental exposure is not enough
• Unique vocabulary demands for various
content areas
6
Effective Content Area
Vocabulary Instruction
• Provide oral and print language experiences
• Instruction in individual words
– Explicit
– Systematic
7
Word Learning Strategies
• Dictionary use
• Morphemic analysis
• Contextual analysis
8
Word Consciousness
• Discussion
• Writing
9
Instruction in individual words
Word learning strategies
Word learning strategies
Instruction in individual words
Word learning strategies
Oral and print language experiences
Oral and print language experiences
Word learning strategies
Comprehension Strategy Instruction • Variation in skills • Text difficulty • Content area expertise
Effective Comprehension
Strategy Instruction
• Activate and build prior knowledge
• Ask and answer questions
• Monitor comprehension
• Summarize text
• Utilize graphic organizers
19Consideration
• Text difficulty
– Multiple indexes
20Graphic Organizer
Summarization
Monitor Comprehension
Clarifying
Questioning
Summarizing
PlanningActivate and build prior knowledge
Ask questions
Graphic Organizer
Graphic Organizer Summarization
Characteristics of Effective
Professional Development
• Alignment
– Goals
– Message
– Resources
• Activities
– Connected to practice
– Engaging and interactive
– Build professional relationshipsPD Support for
Content Area Teachers
• Collaboration opportunities
• Access to expertise
• Resources for implementation
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Support for
Content-area
TeachersSummary: Three Keys to Bringing
Literacy into Content Area Instruction
Vocabulary
Comprehension
Professional
Development
Questions?
dkreed@fcrr.org
32Disciplinary Literacy for
Deeper Learning
Dr. Hiller A. Spires
Professor & Sr. Research Fellow
June 10, 2014Inquire. Collaborate. Create. Newlit.org
Overview • What is disciplinary literacy and why is it important? • How is disciplinary literacy different from content area literacy? • Ongoing research in disciplinary literacy.
What is Disciplinary Literacy & Why is it Important?
“The use of reading, reasoning,
investigating, speaking, and writing
required to learn and form complex
content knowledge appropriate to a
particular discipline.”
(McConanchie & Petrosky, 2010, p.6).Common Core State Standards for
English Language Arts &
Literacy/History/Social Studies,
& Technical SubjectsPedagogical Shifts Demanded
by CCSSKey Research Assertions that
Prompted ELA CCSS Shifts
• Student ability to handle complex text is the
most important differentiator between students
who are ready for college level work and those
who are not (ACT, 2006).
• Different disciplines include norms and
expectations in practices of understanding and
generating new knowledge (Shanahan & Shanahan, 2008;
Shanahan, Shanahan, & Misischia, 2011).
How is
Disciplinary
Literacy
Different From
Content Area
Literacy?Content Area Literacy
Shanahan
&
Shanahan
(2008).
Examples From Core Disciplines
• Construct claims with textual evidence and close examination
of language.
(English)
• Construct models & explanations to support scientific
hypothesis or design solutions.
(Science)
• Corroborate by comparing evidence from sources to develop
and strengthen claims.
(History/Social Studies)
• Construct viable arguments using abstract and quantitative
reasoning.
(Mathematics)Argumentation
• How are arguments constructed in
the discipline?
• How are arguments documented?
• In what ways does a writer situate a
unique point-of-view within the work
of others?Example of Close Reading in
English and History
See http://vimeo.com/93844600
What are the major differences?Ongoing Research in Disciplinary Literacy
Disciplinary Literacy Survey
Go to http://ncsu.qualtrics.com//SE/?SID=SV_cUWN4eC9Weq2MUl
Disciplinary Literacy for
Deeper Learning
Slated for September 2014
Go to http://www.mooc-ed.org/DLDL MOOC-Ed Course Outline
Pre-Mooc Disciplinary Literacy MOOC-Ed Overview
Launch:
Week 1: What is Disciplinary Literacy and Why is it Important?
Week 2: Relating Inquiry to Disciplinary Literacy
(Experts Model IDL Projects)
Week 3: Getting Close to Close Reading
Week 4: Going Digital With Disciplinary Literacy
Week 5: Putting it All Together (Participants Generate & Post IDL
Projects)
Week 6: Take Action: Be a Leader in Disciplinary Literacy in Your
Professional Learning CommunityResearch Questions
1. What is iterative design process that was used to
create a Massive Open Online Course (MOOC) that
addresses disciplinary literacy in the context of the
ELA Common Core State Standards, (grades 6 –
12).
2. What knowledge, skills, and resources related to
disciplinary literacy do MOOC participants acquire
as a result of their participation?
3. In what ways do participants make changes in
their disciplinary literacy practices?DLDL MOOC-Ed
Design Team
Dr. Hiller A. Spires
Erin Lyjak
Abbey Graham
Shea Kerkhoff
Videographer
Benjamin Harris
Consultants
Dr. Timothy Shanahan
Dr. P. David Pearson
Dr. John Lee
Dr. Erin Krupa
Isaac Thompson thepuppe1olio.wordpress.com
References ACT. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. Complete edition, New York : Longman. Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. Reisman, A. (2012). Reading like a Historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112. Shanahan, T., Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), 40-59.
References Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research 43(4), 393 – 429. Shanahan, T. & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 35-50. Spires, H. & Vessa, S. (December, 2013). Getting close to close reading: How teachers are making instructional shifts based on the ELA Common Core Standards. Paper presented at the Literacy Research Conference, Dallas, TX. Spires, H., Wiebe, E., Young, C., Hollebrands, K., & Lee, J. (2009). Toward a new learning ecology: Teaching and learning in 1:1 learning environments. Friday Institute White Paper Series. NC State University: Raleigh, NC.
Contact Hiller A. Spires Email: haspires@ncsu.edu Web: Newlit.org
Adolescent Literacy Walk-
Through for Principals:
A Guide for Instructional
Leaders – Grades 6-12
Marcia Kosanovich, Ph.D.
REL Southeast
Florida State University
June 10, 2014
57This information is being provided as part of a Research to Practice Bridge Event
administered by the Regional Educational Laboratory Southeast. Information and
materials mentioned or shown during this presentation are provided as resources
and examples for the viewer's convenience. Their inclusion is not intended as an
endorsement by the Regional Educational Laboratory Southeast or its funding
source, the Institute of Education Sciences (Contract ED-IES-12-C-0011).
In addition, the instructional practices and assessments discussed or shown in
these presentations are not intended to mandate, direct, or control a State’s, local
educational agency’s, or school’s specific instructional content, academic
achievement system and assessments, curriculum, or program of instruction. State
and local programs may use any instructional content, achievement system and
assessments, curriculum, or program of instruction they wish.
58Goals
• Overview two adolescent literacy documents:
– Adolescent Literacy Walk-Through for Principals
(ALWP)
– Eight Scenarios Illustrating the Adolescent Literacy
Walk-Through for Principals.
• Explore how the documents can be used to
support state, district, and school adolescent
literacy activities
59Rissman, L. M., Miller, D. H., &
Torgesen, J. K. (2009). Adolescent
literacy walk-through for principals: A
guide for instructional leaders.
Portsmouth, NH: RMC Research
Corporation, Center on Instruction.
h;p://www.centeroninstruc>on.org/
files/Adol%20Lit%20Walk%20Through
%2Epdf
60What is the ALWP?
• A walkthrough is a structured observation conducted by the
principal or other school leaders who visit classrooms
frequently to look at instructional practices and student
learning.
• The ALWP is a tool for principals to support adolescent
literacy instruction.
• Separate from the formal teacher evaluation process; Not
an evaluative tool.
• Intended to serve as a catalyst for creating a collaborative
school environment characterized by common, clear
expectations for teaching and learning by staff members,
who participate in reflective dialogues about their work.
61Why Implement ALWP?
PRINCIPAL HAS AN IMPORTANT ROLE
IN ADOLESCENT LITERACY SUCCESS
62“Inspect what you expect.”
PRINCIPAL HAS AN IMPORTANT ROLE
IN ADOLESCENT LITERACY SUCCESS
63Why Implement ALWP?
A scaffold for building reading leadership:
• Enhance principals’ knowledge of reading
elements
• Increase teachers’ and leaders’ accountability
for effective reading instruction
• Provide information to guide decisions about
resources and areas of instructional emphasis.
64Adolescent Literacy
Elements & Indicators
Grades
4-‐5
Examples
Template
Organized
by
Class
Grades
6-‐12
Examples
Template
Type
Content
Area
Grades
6-‐12
Examples
Template
Interven>on
65Increase
Overall
Proficiency
66Maintain
Increase
Overall
Growth
Proficiency
67Maintain
Increase
Overall
Growth
Proficiency
Acquire
Skills
to
Meet
Standards
68Increase
Overall
Maintain
Proficiency
Growth
Grades
4-‐5
Grades
6-‐12
Content
Areas
Grades
6-‐12
Interven>ons
Acquire
Skills
to
Meet
Standards
69Adolescent Literacy Walk-Through
Elements for Grades 6-12 Elements for Grades 6-12
Content Area Classes Intervention Classes
70Adolescent Literacy Walk-Through
Elements for Grades 6-12 Elements for Grades 6-12
Content Area Classes Intervention Classes
• Vocabulary
&
content
knowledge
• Comprehension
strategy
instruc>on
• Discussion
of
reading
content
• Mo>va>on
&
engagement
(Pages
16-‐28)
71Adolescent Literacy Walk-Through
Elements for Grades 6-12 Elements for Grades 6-12
Content Area Classes Intervention Classes
• Individualized
instruc>on
• Build
on
4-‐12
indicators
• +Advanced
Word
Study
Instruc>on
• +Reading
Fluency
Instruc>on
• +Interven>on
Protocols
(e.g.,
small
groups)
• +Instruc>onal
materials
(Pages
37-‐42)
72Grades
6-‐12
Content-‐Area
Classrooms
Page
48
73Grades
6-‐12
Reading
Interven>on
Classrooms
Page
50
74Kosanovich, M.L. & Miller, D. H. (2010).
Eight scenarios illustrating the adolescent
literacy walk-through for principals.
Portsmouth, NH: RMC Research
Corporation, Center on Instruction
http://www.centeroninstruction.org/files/
Eight%20Scenarios%20Illustrating
%20ALWP%2Epdf
75Practice Using the ALWP
Scenario E, Page 16-17 (document 2)
page 48-49 (document 1)
• Work in pairs or small groups.
• Each group reads the scenario and uses the template found
in the ALWP document to determine which indicators the
scenario depicts.
• Identify which indicators they selected, citing evidence within
the scenario.
• Check their work by looking at the next page and reviewing
the indicators intended to be described by the scenario.
• Discussion about the indicators.
76Practice Using the ALWP
Scenario H, Page 26
Page 50-51 (first document)
• Work in pairs or small groups.
• Each group reads the scenario and uses the template found
in the ALWP document to determine which indicators the
scenario depicts.
• Identify which indicators they selected, citing evidence within
the scenario.
• Check their work by looking at the next page and reviewing
the indicators intended to be described by the scenario.
• Discussion about the indicators.
77Goals
• Overview two adolescent literacy documents:
– Adolescent Literacy Walk-Through for Principals
(ALWP)
– Eight Scenarios Illustrating the Adolescent Literacy
Walk-Through for Principals.
• Explore how the documents can be used to
support state, district, and school adolescent
literacy activities
78Thank You
mkosanovich@fcrr.org
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