1. The document provides 5 strategies for content area teachers to help students develop literacy skills: 1) choosing vocabulary strategically, 2) including more primary sources and juxtaposing with secondary sources, 3) introducing 21st century sources like podcasts, 4) asking thought-provoking questions, and 5) emphasizing writing arguments.
2. An example discusses categorizing words into three tiers based on instructional importance and providing context clues.
3. The strategies aim to help students meet Common Core standards like citing evidence from sources and comparing findings from different accounts.
4. The Montillation of Traxoline
i i h l bIt is very important that you learn about
traxoline. Traxoline is a new form of zionter. It
is montilled in Ceristanna. The Cerstannians
gristeriate large amounts of fevona and then
bracter it to quasel traxoline. Traxoline may
well be one of our most lukized snexlaus in the
future because of our zionter lescelidge.
4
5. Literacy – A Whole School Approach
Each discipline requires
unique forms of reading
Literature
q g
and writing.
The way knowledge is
Science
The way knowledge is
acquired, developed, and
shared in a given field History/
Social Studies
Basic
Literary
often requires discipline‐
specific skills.
Social Studies
Mathematics
Skills
Content‐area teachers
are not being asked to be
English teachers
Mathematics
Visual/English teachers. Visual/
Performing Arts
5
7. Literacy ‐ Complex Text
It is important to note that text complexity is not necessarily
synonymous with text difficulty. According to Marc Bauerlein’s y y ff y g
article, Too Dumb for Complex Texts (2011, Educational Leadership,
pp. 28‐32), complex text often contains “…dense meanings,
l b t t t hi ti t d b l d btl th i l
“Complex text demands a willingness to probe,
the capacity for uninterrupted thinking, and a
receptivity to deep thinking This requires theelaborate structure, sophisticated vocabulary, and subtle authorial
intentions… [which] require a slower labor. Readers can’t proceed to
the next paragraph without grasping the previous one, can’t glide
receptivity to deep thinking. This requires the
reader to slow down and think while reading
complex texts.”p g p g p g p g
over unfamiliar words and phrases, and they can’t forget what they
read four pages earlier.” Bauerlein goes on to say that complex text
demands a willingness to probe the capacity for uninterrupted
complex texts.
demands a willingness to probe, the capacity for uninterrupted
thinking, and a receptivity to deep thinking. This requires the reader
to slow down and think while reading complex texts.
7
10. Strategic Vocabulary Selection
Which words are most important?
How much will prior knowledge affect student
understanding?
Is this word encountered frequently?
Is the concept significant?
C i b fi d f ? Can it be figured out from context?
Are there words that should be grouped?Are there words that should be grouped?
10
11. C i d b l l f i i l i
Tiered Vocabulary
Categorize words by levels of instructional importance.
Tier I
Everyday or basic words which rarely require
direct instruction
W d d b l d
Tier I direct instruction.
EXAMPLES: child, happy, book
Words used by mature language users; words
that extend meaning and precision.Tier II
EXAMPLES: coincidence, fortunate, absurd,
Ti III
Relate to a specific domain such as Physics,
l b l h
asinine, surreptitious
Tier III Algebra, English, etc.
EXAMPLES: absolute value, exponent, theorem,
transversal, vector, sine …. metaphor, meter,
dactyl, tone, theme, motif
11
* Reference: Isabelle Beck
22. Global Warming – Statements from Experts
Three years ago I identified problems in previous climate studies
that, in my mind, threw doubt on the very existence of globalthat, in my mind, threw doubt on the very existence of global
warming. Last year, following an intensive research effort
involving a dozen scientists, I concluded that global warming was
real and that the prior estimates of the rate of warming werereal and that the prior estimates of the rate of warming were
correct. I’m now going a step further: Humans are almost
entirely the cause.
The Conversion of a Climate‐Change Skepticg p
By RICHARD A. MULLER
Published: July 28, 2012 , New York Times
22
23. Global Warming – Statements from Experts
ANTHONY WATTS: I agree with him that global warming exists.
However the ability to attribute the percentage of globalHowever, the ability to attribute the percentage of global
warming to CO2 versus other man‐made influences is still an
open question.
September 17, 2012 at 4:55 PM EDT
Climate Change Skeptic Says Global Warming Crowd Oversells
Its Message
By: Spencer Michels, PBS News Hour BlogBy: Spencer Michels, PBS News Hour Blog
23
32. Useful Resources
http://teachinghistory.org/best‐practices/using‐primary‐
sources/14578 (Teaching History) This is an excellent resource for ( g y)
guiding students into a deeper analysis of primary sources. The
guides focus on life histories, objects, and photographs.
http://learni.st/learnings/21699‐what‐is‐historical‐thinking‐. The
video on this site is about thinking historically and includes
information on using and comparing sources.information on using and comparing sources.
http://climate.nasa.gov/ ‐ NASA’s Global Climate Change website.
http://www.dataintheclassroom.org/ ‐ Data in the Classroom is an
online resource for K‐12 teachers interested in using real scientific
data in their teachingdata in their teaching.
32
33. Beyond Basic Literacy
“We have spent a century of education beholden
t th li t ti f lit l ito the generalist notion of literacy learning—
the idea that if we just provide adequate basic
skills from that point forward kids withskills, from that point forward kids with
adequate background knowledge will be able to
read anything successfully ”read anything successfully.
Shanahan, T & Shanahan, C. (2008). Teaching disciplinary literacy to
adolescents: Rethinking contentadolescents: Rethinking content.
33