Content Area LiteracyCindy Smith & Andrea HnatiukGSSD Coaches

*But I am not an English Teacher!!

*Quick Write

*What is Literacy?

Commit and Toss

*Why do students have difficulty reading academic texts?

*“The need to guide adolescents to advanced stages of literacy is not necessarily the result of any teaching or learning failure in the preschool or primary years; rather, it is a necessary next step in normal reading development.”

* -McCombs et al., 2005, pp. 2-3 as cited in Buehl, D. (2011)

*Model of Disciplinary

Literacy

*Basic Literacy*Intermediate Literacy*Discipline Literacy

*What does the Curriculum Say about Literacy?

*Why is literacy important in my

subject area?

*Big Question!

*What is literacy in my subject

area?

*Activity: In subject-alike groups, create a graphic organizer if how literacy is evident in your subject area:*Use the graphic organizer provided

Literacy

Expressive Receptive

Speak

Write Represent

Read View Listen

Create Your Own Graphic Organizer using these headings

*Article Study

*Gradual Release of Responsibility: Learning

Theory ModelBuehl, 2011

*Carousel Activity

Graffiti

*Think Aloud

*“I have a rain barrel that is 2 metres high, and has a diameter of 1.2 metres. How much water will it hold?”

*All too often, it is assumed that symbolic representation is the only way to communicate mathematically. The more flexible students are in using a variety of representations to explain and work with the mathematics being learned, the deeper students’ understanding becomes.

*Frontloading Vocabulary

*It is estimated that a high school student’s working vocabulary weighs in around 40,000 words -Stahl and Nagy, 2006*Vocabulary is an important factor in academic success. -Short & Fitzsimmmons, 2007

*Teaching “Generative Vocabulary”*Means teaching the origins of words, the

meaning of prefixes and suffixes*Ex: Poly = “many”. Polygon, polynomial,

polydactyly, polyester, etc. *Saves time, because learners aren’t just

memorizing words, they are understanding how words work*Helps students make connections to prior

knowledge and across curriculum and subjects

Effective Classroom Strategies 18

* Summarizing and Note Taking

Effective Classroom Strategies 21

* Classroom Instruction That Works – Effect Size

Category Ave. Effect Size

Percentile Gain # of Studies

Identifying similarities and differences

1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing effort and providing recognition

.80 29 21

Homework and practice .77 28 134

Nonlinguistic representations .75 27 246

Cooperative learning .73 27 122

Setting objectives and providing feedback

.61 23 408

Generating and testing hypotheses .61 23 63

Questions, cues and organizers .59 22 1251

Effective Classroom Strategies 23

*Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement*Cohen simplified the range of effect sizes*Small: 0.20 to 0.49*Medium: 0.50 to 0.79*Large: 0.80 and above

* Classroom Instruction That Works Effect Size

Effective Classroom Strategies 24

* The Instructional Strategy Focus for the Day

*Summarizing and Note taking

(ES 1.00)

Effective Classroom Strategies 25

*Summarizing and Notetaking

Requires that students distill information into a concise, synthesized form and focus on important points.

Research emphasizes the importance of breaking down the process of summarizing into a structure that can be easily understood by students.

Verbatim note taking is the least effective note-taking technique

Students should be encouraged to revisit and revise their notes after initial recording them.

They should use different formats and make notes as complete as possible.

Effective Classroom Strategies 26

*Summarizing and Note Taking

*Both require students to distill information into a concise, synthesized form.

*Effective learners are able to sift through a great deal of information, identify what is important and then synthesize and restate the information.

Effective Classroom Strategies 27

*Rule-Based Summarizing

Steps for Rule-Based Summarizing

1. Delete trivial material that is unnecessary to understanding.

2. Delete redundant material.3. Substitute super-ordinate

terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut).

4. Select a topic sentence or invent one if it is missing.

Steps in Rule-Based Summarizing for Younger

Students1. Take out material that is not

important to your understanding.

2. Take out words that repeat information

3. Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).

4. Find a topic sentence. If you cannot find a topic sentence, make one up.

Effective Classroom Strategies 28

*Procedural Knowledge

Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.”

Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts.

While practicing, students should adapt and shape what they have learned.

Effective Classroom Strategies 29

*A Rubric for Summarizing

4 The student identifies the main pattern running through the information along with minor patterns.

3 The student identifies the main pattern running through the information.

2The student addresses some of the features of the main pattern running through the information but excludes some critical aspects.

1 The student does not address the main pattern running through the information.

0 Not enough information to make a judgment.

Effective Classroom Strategies 30

*Note Taking

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*Other Note taking ideas

*Concept webs*Flow charts*Venn Diagrams*Teacher-prepared guided notes*Cloze notes*Cornell Notes

*For More Information

*Understanding Vocabulary, Scholastic*Literature Review

*Closure

*3-2-1

http://gssdcontentarealiteracy.wikispaces.com/Templates