A Balanced Approach to Literacy: Building Readers

in the Content Areas

TELLAS Summer InstituteShannon Trejo

Principal, Milstead Middle School Pasadena ISD

A small group of committed people can change the world; and

indeed, it’s the only thing that ever does.

-Margaret Mead

Why Consider a Change?

Did You Know?

"Insanity: doing the same thing over and

over again and expecting different

results."

Albert Einstein

Comprehension is not increasing, but students are expected to read complex, technical material in order to be successful in the workforce.

Students in the U.S. are scoring lower than students in other comparable nations. This is especially evident in understanding discipline-specific content.

There continues to be an achievement gap.

Teachers are not prepared to teach literacy strategies that are necessary for students’ comprehension of content-specific text.

There is little empirical data to support some of the programs that are being implemented within many of the secondary schools.

RAND 2002 – Reading Study Group Excerpts

What does the research say?

All Classrooms need… Access to a variety of reading material Skill building instruction that creates an interest

in more complex reading material. Highly quality assessments that indicate

weaknesses and strengths of students and the professional learning needs of teachers.

Highly skilled teachers who model and explicitly teach reading comprehension and study strategies across content areas.

Reading specialists who apply explicit instructional strategies for the struggling reader.

How do we find the answers?

4 key Components Gradual Release Workshop Approach (Reading,

Writing and Word Study) Rigorous and Relevant Teacher is the most important

element!

What is a Balanced Approach to Literacy?

Gradual Release Model

Four kinds of reading/writing and Four levels of support.

TO

WITH

BY

An organized set of language and literary experiences (typically, a mini-lesson, variety of grouping (small, large, individual,

conferring and sharing with peers/teacher) designed to help students to become more effective readers and writers in any

content area.

What is a Workshop Approach?

Workshop Approach for the Content Areas

Translate effective instruction into a classroom framework

Immersion of print of every

genre

Large blocks of time for

extended reading and

writing about content area

topics

Accessible Resources including:

organized books baskets, charts,

computers, pens, clipboards,

sticky notes, journals,

notebooks, reference materials

Opportunities for readers to read

and practice strategies in self

selected text that they are able to read.

Continuing opportunities for teacher and peer

response

Explicit Instruction in

Reading Strategies that

facilitates greater access to

content objectives.

Components of Integrated LiteracyReading Workshop

Read Aloud, Think Aloud

Shared ReadingGuided Reading

Independent ReadingReader’s

Notebooks and Response JournalsLiterature Circles

Inquiry Circles/Collaboratio

ns

Writing Workshop

Writer’s TalksInteractive/Shared

WritingGuided WritingIndependent

WritingWriter’s Notebooks

InvestigationsPoetry

Word Work

Phonological Awareness (Words

and Sounds)Orthographic

Awareness (Symbols within a writing

system)Semantics

(Derivation of Meaning)

Syntax (Structure of Language and

Grammar)Vocabulary Instruction

Timeline for Training and Implementation

Year 1 •Training on Gradual Release•Training on Components of Integrated Literacy

Year 2 •Create Non Negotiable School Wide Expectations for Implementation•Provide Coaching Model to support Implementation

Year 3•Increase Non Negotiable List for School Wide Expectations and Deepen level of proficiency with year 2 strategies•Begin Integrated Planning for Concept Based Instruction•Continue Coaching Model

Years 4-5 •Data Analysis, Surveys and Improvement Cycle

Navigating Non Fiction using Inferencing

Sample Activity – The Big Fitz

At 211 degrees, water is hot…

At 212 degrees,

IT BOILS!!

212° - The Extra Degree

Every effort must be made in childhood to

teach the young to use their own minds. For one thing is sure; If they don’t make up

their own minds, someone else will do it

for them.

Eleanor Roosevelt