Transcript Integrating Literacy in the Content Areas

Integrating Literacy in the
Content Areas
Laurie Gregory
October 25, 2013
What do the Common Core Literacy
Standards say students should do?
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Read complex texts closely
Make evidence-based claims
Support claims with details
Write effectively
Do research
How often do you integrate literacy?
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Every day
Every week
Every month
Every unit
Every quarter
Every year
Not often at all
Do a Close Reading
• Do a close reading of the introduction to
“Foregrounding the Disciplines in Secondary
Literacy Teaching and Learning: A Call for
Change” by Elizabeth Birr Moje
Discussion
• Re-read the first two paragraphs.
• What type of text is this?
Discussion
• What is the author’s thesis?
• What is disciplinary literacy?
Discussion
• Re-read paragraphs 3-5.
• What are the three reasons the author gives
for stating her thesis?
• How is she going to structure the rest of the
piece to support her thesis?
What is close reading?
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Engaging with a text of sufficient complexity directly
Examining meaning thoroughly and methodically
Reading and rereading
Understanding the central ideas and key supporting details
Reflecting on:
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the meanings of individual words and sentences
• the order in which sentences unfold
• the development of ideas over the course of the text
• Ultimately arriving at an understanding of the text as a whole
(PARCC, 2011, p.7)
How to Support Students
Basic Lesson Structure
Beginner
Intermediate
Advanced
1. The teacher reads the
text out loud to students
without stopping to give
them a sense of the
overall plot or main idea.
1. The students read the
text silently one time
through to get a sense of
the overall plot or main
idea.
1. The student reads the
text silently one time
through to get a sense of
the overall plot or main
idea.
2. The teacher re-reads
small chunks of the text
at a time and asks
discussion questions. The
students may work in
pairs first, but answers
are shared with the
whole group.
2. Teacher re-reads small
chunks of the text out
loud and asks discussion
questions. Students may
discuss the questions as a
whole group, in pairs, or
small groups.
2. The student re-reads
small chunks of the text
at a time, stopping to
make notes, underline
key points, and ask
himself questions.
3. The students and
3. The students write a
teacher develop a written written response to a
response to a prompt
prompt independently.
together.
3. The student writes a
response to a prompt and
provides evidence from
the text in his answer.
Text Dependent Questions
Require students to…
• Cite evidence
• Determine the central idea
• Analyze how the author structures the text and
develops ideas/claims
• Determine the meanings of words and phrases
• Determine the point of view or purpose
(From the Common Core Standards)
Think for a minute about the students currently
enrolled in your class. It is possible that a good
number of them could be so inspired by you and
the learning that takes place in your course that
they decide to pursue a college major and
career in your content area.
How will these students use
literacy skills in college and/or a
career in your content area?
What does literacy look like in your
content area?
For History or Social Studies
• Primary or Secondary Source Document
• Complex set of ideas or events, possibly an
argument
• Unique, complex structure
• Integrates charts, data, etc.
• Academic Vocabulary
For Science, Health, FACS, and
Technical Subjects
• Explains a complex process or experiment or
makes claims with evidence
• Outlines a complex procedure for students to
follow (i.e. lab)
• Symbols, key domain-specific terms and concepts
• Complex structure and relationships between
concepts,
• Includes data, charts, tables, etc.
• Academic Vocabulary
Your Tasks:
• Design a protocol for close reading and
evidence based writing in your content area.
• Create a calendar of what is currently being
done to integrate reading and writing in your
content area.
• Explore some of the resources available on
engageny.org.
• Create a lesson that involves close reading and
evidence-based writing.