Integrating Literacy into

the Content Areas

By Jen Sweigart, M.Ed

3rd Grade Teacher

Hillside Elementary School

Fulton County Schools

www.jensweigart.blogspot.com

Integrating Literacy into

the Content Areas

Summer Summit 2014

By Jen Sweigart, M.Ed

Reading/ELA 3rd-5th Teacher

Hillside Elementary School

Fulton County Schools

www.jensweigart.blogspot.com

Integrating Literacy into the Content Areas

of Science & Social Studies

• Reading

• Writing

• Speaking

• Listening

Integrating Literacy

• Critical

• Creative

• Complex

• Comprehensive

• Collaborative

• Communicative

Extends Thinking Skills

• Academically Challenging Environment

• Differentiation

• Positive Learning Environment

Leads to High Achievement

Setting Learning Targets through Questioning:

Hmmm… 1st Thoughts Take-Away Plan

Why do I believe in integrating literacy into Science/SS lessons?

How do I create an authentic content-based classroom?

Resources & Lesson Ideas:

Resources & Lesson Ideas:

What I want students to learn is…

The Golden Circle by Simon Sinek (0:00 – 5:00) https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

What: CCGPS Standards & Content Standards

How: Instructional Strategies & Resources

Why: Personal Connection from INSIDE the Text

The Golden Circle

Curiosity Starts with a Question: Reading Strategy: Monitoring Comprehension Reading Standard: ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Social Studies Standard: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Connecting Q Personal Connection Why are rights and freedoms important in my life?

Overarching Literacy Q Unit Plan How do we dig deeper into the text through questioning to monitor our comprehension?

Social Studies EQ Lesson Plan What did Thurgood Marshall do to expand the rights and freedoms of Americans?

Curiosity Starts with a Question: Using the Golden Circle of Questions to Drive Instruction

Reading Strategy: Synthesizing Reading Standard:ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Science Standard: S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

Connecting Q Personal Connection Why are thriving ecosystems important to us?

Overarching Literacy Q Unit Plan How do writers use text structure organization to help us synthesize information?

Science EQ Lesson Plan What changes in habitats affect living things?

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The Big Ten Comprehension Strategies

1. Making Connections (Inside the Text)

2. Making Predications

3. Visualizing

4. Wondering/Questioning

5. Understanding Fiction Text Structure

6. Understanding Non-Fiction Text Structure

7. Making Inferences

8. Determining Important Ideas

9. Summarizing

10.Synthesizing

Co

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man

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Mo

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Shifting to a 21st Century Strategy & Standards Model

Mo

re

Less

Teach each standard one by one

Teach each standard based on data and student need

Teach a STRATEGY that is packed with multiple standards as needed based on student data

Integrated Literacy Components of the Balanced Lit Model

High Teacher Support

Low Teacher Support

Word Study

Read Aloud/Modeled Reading Shared Reading Guided Reading Independent Reading

Modeled Writing Shared Writing/ Interactive Writing Guided Writing Independent Writing

Balanced Assessments

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The Science & Social Studies Block Each part of the lesson supports the next:

Reading Mini-Lesson/Review Strategy

Modeled Reading on Content Topic

Shared Reading on Content Topic

Content Mini-Lesson/Anchor Chart Building

Inquiry Link (Hands-on content, experiment, PBL)

Closing through a Literacy Response

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This Unit’s Reading Strategy & EQ: Synthesizing

How do writers use text structure organization to help us synthesize information?

Text: Flute’s Journey by Lynne Cherry Skill: Analyzing Cause & Effect Response: Fishbone Organizer

Reading Standard:ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

A Modeled Reading Lesson (I DO) (High Teacher Support)

Science Standard: S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

Part 1: Reading Mini-Lesson & Modeled Reading (aka The Read Aloud but purposefully selected)

Reading Mini-Lesson: Make thinking visible by building an anchor chart as you introduce the strategy. Once it’s built, refer back to it daily. Modeled Reading: The teacher reads aloud to the whole class using a purposefully selected text. The teacher chooses a focus and uses think alouds to model thinking as a reader while students listen. The teacher models the focus strategy, and then moves this focus into the shared reading lesson.

Turn & Talk: The teacher may choose to do a Turn and Talk with a whole group graphic organizer during the read aloud for evidence of learning. You are listening for the language of the think alouds coming from the students.

Synthesizing

Today’s Focus: Text Structure using Flute’s Journey As the text is read, model your thinking: • What does the author want me to know? • How has the author organized this to help me understand the message? • Why is this a good choice? • I think the author is connecting…

Synthesizing

Preview the whole situation

Assess the events of the story (Brainstorm)

Reorganize the facts and details into categories

Turn the analysis into a summary or synthesis

Modeling the PART strategy & Fishbone Response

Social Studies Standard: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. Reading Standard: ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

Another Daily Modeled Reading Lesson Social Studies

Social Studies Standard: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. Reading Standard: ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

QAR Strategy

A Daily Modeled Reading Lesson during the Science block

Literacy EQ: How do I monitor my inner conversation? Science EQ: How are the three types of rocks formed?

Monitoring Comprehension Strategy

“Not so fast there, well-meaning teacher!”

The modeled reading is the glue to your lessons for the rest of the day. It

connects everything. Don’t abandon it!

Part II: Shared Reading Using Critical Thinking Tasks We Do!

It’s time for the students to apply the strategy modeled in the read aloud onto authentic text. This is a time of High Teacher support in the Gradual Release model. You will coordinate buddy reading, cooperative group work, and side-by-side teacher support to scaffold the text. Students should not be working independently during this time. They should be talking to each other A LOT! On topic…of course!

Sources for Shared Reading

•Science and Social Studies textbook (Yes... it’s ok to use it!)

•Feature article related to Science/SS standard

•Primary Source

•Visual Literacy (Close Reading of a Picture)

•Passage from a historical novel or picture book connected to Social

Studies or Science standard

CCGPS Standard 10: Text Complexity Stretching All Readers

Grade Grade Specific Standard Stretch Lexile Levels

K Actively engage in group reading activities with purpose and

understanding. N/A

Grade 1 With prompting and support, read… with appropriate

complexity for grade 1. N/A

Grade 2 By the end of the year, read… in the grades 2–3 text

complexity band proficiently, with scaffolding as needed at

the high end of the range.

420L-820L

Grade 3 By the end of the year, read…at the high end of the grades

2–3 text complexity band independently and proficiently. 420L-820L

Grade 4 By the end of the year, read in the grades 4–5 text

complexity band proficiently, with scaffolding as needed at

the high end of the range.

740L – 1010L

Grade 5 By the end of the year, read…at the high end of the grades

4–5 text complexity band independently and proficiently. 740L – 1010L

Grade 6 By the end of the year, read…in the grades 6–8 text

complexity band proficiently, with scaffolding as needed at

the high end of the range.

925L – 1185L

Applying Close Reading of Complex Text

Shared reading is an excellent time to apply the Close Reading strategy

with complex text.

Using the Close Reading Strategy to Understand Complex Text

A Close Reading Process

1. Review the text features first. Look for a BIG IDEA.

2. Read the whole text first.

3. Number the paragraphs and chunk the text.

4. Underline and circle with a purpose (unknown words, fig lang, key details)

5. Left Margin: 10 word or less summary for targeted passages.

6. DIG DEEPER: Ask & Answer text-dependent questions using text-based evidence

Tackling Complex Text With English Language Learners

ELLs need to be given frequent, extended opportunities to speak about content material and work through complex texts in English with small groups of classmates.

~ Teaching Channel: 5 Key Strategies for ELL’s

1. Pre-teach only vocabulary concepts, such as

Democracy. Let ELLs grapple with labeling terms,

such as mayor, that can be learned from the text.

2. Scaffold understanding with text feature support,

graphic organizers, visual aids.

3. Use purposeful heterogeneous groupings.

4. Build background knowledge – modeled

readings and supporting video links on Edmodo

5. Read a complex text, multiple times over several

days and engage in extended discussions.

Shared Reading/ Critical Thinking Tasks

Science Focus: How Changes Impact Habitats EQ: How do writers use text structure organization to help us synthesize

information? What changes in habitats affect living things?

Text: Scholastic Super Science Articles ~ Choice of 3 titles Skill & Strategy: Analyzing Cause & Effect Leading to Synthesis Response: Graffiti Table ~ Fishbone Organizer

Shared Reading Task

1. In a collaborative group, select the article Hanging Tough, Manatee Rescue or Dolphins of the Rain Forest to read. (Buddy or Independently)

2. With your group, sketch the large Fishbone organizer on your graffiti paper. 3. Group completes the PART process together.

Preview the whole situation

What is the big idea? (Add this to the Fishbone Head)

Assess the events of the story (Brainstorm)

What key ideas support the big idea? (Add this to the fish “ribs” as subheadings)

Reorganize the facts and details

What details relate to the key ideas? (Add these to the “riblets”)

Turn the analysis into a summary or synthesis

What is the theme of the story? (Add this to the spine) 4. Groups Carousel Hunt around the room to discuss work of other groups.

Differentiated Questioning Tasks for Shared Reading

Key Details Jigsaw Organizer (On Level)

Think & Search / Right There Question Dots (On Level)

Differentiated Questioning Tasks for Shared Reading

Question & Answer Relationship (QAR) (Advanced)

HOTS Question Wheels (Acceleration)

Shared Close Reading of a Picture – Inference (Observations + Schema)

Observations:

1.

2.

3.

4.

5.

Inference (Evidence + Schema)

1.

2.

Think Mark Post its – Monitoring Comprehension

Writing in the Margins: Close Reading of a Feature Article Pair students into cooperative groups or partners. Students should mark up the text using close reading strategies, and respond to text dependent questions based on the text. It incorporates reading, writing, and supports the science/social Studies curriculum.

1st-2nd adaptation – Copy a page from the textbook that has key facts and text features if you can’t find a level-appropriate article.

Shared Reading Response: Using Lucy Calkins’ Pushing Your Thinking Stems to Engage in

Strategy & Standard Focus

Close Reading: Read the selected passage once. Jot down the big idea in the margin. Then re-read the passage highlighting details that author provided to support the main idea. Writing in the Air to Organize Thoughts: • Students turn to a partner and respond verbally to a question prompt. They must say out loud what they plan to write before writing it on paper. Question Stems: • What’s the big idea of the text? • In other words… • I realize… • The surprising thing about this… • So I guess what I’m really thinking is… • For example, one day…

This is similar to…different from… On the other hand… The reason for this is… I’m wondering why the author… I’d like to ask the author… I used to think, but now I believe…

What are some resources for that I should consider for shared texts?

•Science & Social Studies textbooks

•Primary Big books

•Passage from Chapter books (use a document camera or Kindle/Nook app to project the text) •Articles from www.readworks.org, www.NewsELA.com, www.tweentribune.com, and http://storyworks.scholastic.com/reproducible

•www.Poemhunter.com

•Library of Congress (primary sources): http://www.loc.gov/teachers/ •Scholastic Super Science & Storyworks Magazines, National Geographic for Kids, Time for Kids

Part III: Content-Driven Anchor Charts & Journaling using Text-Based Evidence

Use this time to dig into the content,

but continue to tie the anchor chart

creation back to the language of the

reading strategy:

•An Important fact…

•A confusing part…

•According to page… the cause of….

•I found evidence…

The Language of TBE

Text-Based Talking sounds like:

In the text, it said…

The author wrote…

The diagram shows…

On page ______, the author said…

I know this because….

Using my schema and the facts on page ____, I know

that…

Anchor Charts Built from Text Evidence

Anchor Charts that are created “on the spot” are usually simple. Time is spent on justifying notes on the chart through text-based evidence. Charts created ahead of time are far less effective in teaching “justifying” responses.

Part IV: Link (Hands-on content, experiment, etc)

Part IV: Link YOU DO

Hands-on stations, experiments, Project-Based Learning

Part IV: Link (Hands-on content, experiment, etc)

Ideas for Literacy-Based Projects in the Content Areas

Social Studies Science Book Clubs using historical fiction books Wonder Books & Science Journals

Written responses to related videos (post link on Edmodo; students respond on Edmodo, blog or Padlet)

Design Text Features such as charts, graphs, diagrams, and illustrations to support science text

Construct time lines of historical events, people, places to support historical thinking

Concept maps for vocabulary

In journals, write personal narratives to understand historical perspectives

Persuasive research reports & digital publishing on a science-based activist cause (ex: Should There be Zoos?)

Research & create “trading cards” on historical figures

Team-Based Scavenger Hunts: vocab, model and presentation

Create historical newspapers on historical time periods (ex: The Colonial Times)

Skype with an expert

CHOICE MENUS CHOICE MENUS

Part IV: Link (Hands-on content, experiment, etc)

One More Way to Use Literacy to Synthesize Learning

Synectics Strategy – fosters creative combinations that yield extraordinary results *Roll the dice for each category. Then write a creative story using historical events.

Hero Villain Setting Plot Theme

1 Paul Revere merchant Philadelphia spying Independence

2 George Washington Redcoat soldier Virginia battle Courage

3 King George III Patriot soldier Constitution Hall

Harsh winter Loyalty

4 Seamstress governor England Writing of the Declaration of Independence

Perseverance

5 Ben Franklin Tax collector hospital Delivering an important letter

Cooperation

6 Tea Shop Owner Banker Boston The start-up of a Patriot newspaper

Diligence

The Take-Aways: •Choose your read aloud intentionally and purposefully. •Shared Reading is a time for students to practice the

standards and strategy you modeled. It’s ok for students to grapple with complex text!

•Teach the Big 10 Reading Strategies across all grade levels. •Our long-term focus is that students be able to extract

information from text about science and social studies and cite evidence to support their thinking.

•All reading levels need high-teacher support in the content areas (Science & Social Studies). Students should

experience modeled, shared, and independent reading every day. Guided reading should occur frequently.

•It’s not always a prime time for grades.

Integrated Literacy

Read Alouds / Standards-Based Instruction

PBL & Differentiated Products

Balanced Lit Model

Authentic, Complex Text

Over-Arching Literacy EQs

Differentiation of the Process (HOTS questioning)