rafael heller

Literacy Instruction in the Content AreasGetting to the Core of Middle and High School Improvement: 

Literacy Instruction in the Content Areas Getting to the Core of Middle and High School Improvement A report by Rafael Heller & Cynthia Greenleaf published by the Alliance for Excellent Education June 2007 with support from Carnegie Corporation of New York Available at: www.all4ed.org/publications/LiteracyContent/index.html

National Assessment of Educational Progress8th grade scores, reading, 2005: 

National Assessment of Educational Progress 8th grade scores, reading, 2005

recent reports on adolescent literacy: 

recent reports on adolescent literacy The Neglected "R": The Need for a Writing Revolution (National Commission on Writing, 2003) Reading Next (Alliance for Excellent Education, 2004) Creating a Culture of Literacy: A Guide for Middle and High School Principals (NASSP, 2005) A Governor’s Guide to Adolescent Literacy (National Governors Association, 2005) Reading at Risk: The State Response to the Crisis in Adolescent Literacy (NASBE, 2005) Reading between the Lines: What the ACT Reveals about College Readiness in Reading (ACT, 2006) The Next Chapter: A School Board Guide to Improving Adolescent Literacy (NSBA, 2006) Standards for Middle and High School Literacy Coaches (International Reading Association, 2006) Principles of Adolescent Literacy Reform: A Policy Research Brief (NCTE, 2006) Writing Next (Alliance for Excellent Education, 2007) Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners (Alliance for Excellent Education, 2007) Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Center on Instruction, 2007) Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (International Reading Association, 2007)

some key findings: 

some key findings Some adolescents struggle with decoding Many struggle with fluency, vocabulary, and basic comprehension Some struggle with reading disabilities Some struggle with English, but not necessarily with reading Others struggle with English and reading Many become discouraged and disengaged from reading in school But the majority of struggling adolescent readers can decode Most can be helped by high-quality instruction (in fluency, vocabulary, and reading comprehension strategies) Literacy instruction must be ongoing, K-12

shared recommendations: 

shared recommendations Literacy plans at the school, district, & state levels Diagnostic & ongoing (formative) assessments State accountability tests that include thoughtful, open-ended reading & writing prompts Extra, accelerated instruction for students who need it High-interest, low-frustration reading materials Ongoing, site-based professional development

a sense of momentum: 

a sense of momentum Growing recognition that reading reforms & policies have focused almost exclusively on K-3 New & expanding state initiatives Striving Readers (8 initial grants and new legislation introduced in March 2007) Range of new interventions & materials (home-grown and from major publishers) Fast-growing interest in literacy coaching, K-12

so, what’s missing?: 

so, what’s missing? Much of the talk is about advanced skills, college preparation, citizenship, and competing in the global economy But all of the recommendations and initiatives have focused on basic & intermediate skills (decoding, fluency, simple comprehension, and generic comprehension strategies)… college / 21st Century jobs / active citizenship comprehension vocabulary fluency phonics phonemic awareness persuasive writing critical analysis independent thinking rhetorical flexibility content area literacies

basic & advanced literacy instruction(Heller & Greenleaf’s report argues that both are needed): 

basic & advanced literacy instruction (Heller & Greenleaf’s report argues that both are needed) Struggling readers need and deserve high quality interventions to strengthen their basic reading and writing skills At the same time, all students need explicit instruction in the literacy skills that are specific to the academic content areas Why do they need explicit instruction in how to read and write in the content areas? Let’s take a look…

a day in the life of an adolescent reader: 

a day in the life of an adolescent reader Act 1 - Scene 1 Venice. A street. Enter RODERIGO and IAGO RODERIGO Tush! never tell me; I take it much unkindly That thou, Iago, who hast had my purse As if the strings were thine, shouldst know of this. IAGO 'Sblood, but you will not hear me: If ever I did dream of such a matter, Abhor me. RODERIGO Thou told'st me thou didst hold him in thy hate. IAGO Despise me, if I do not. Three great ones of the city, In personal suit to make me his lieutenant, Off-capp'd to him: and, by the faith of man, I know my price, I am worth no worse a place: But he; as loving his own pride and purposes, Evades them, with a bombast circumstance

a day in the life of an adolescent reader: 

a day in the life of an adolescent reader

a day in the life of an adolescent reader: 

a day in the life of an adolescent reader “Only Thing We Have to Fear Is Fear Itself”: FDR’s First Inaugural Address I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands of families are gone.

a day in the life of an adolescent reader: 

a day in the life of an adolescent reader

dimensions of difference: 

dimensions of difference surface features vocabulary style arrangement of ideas text format sentence structure grammar & punctuation logical connectors (but, since, therefore…) symbols integration of text & graphics disciplinary ways of approaching texts e.g., translating real world things and events into mathematical symbols focusing on the historical circumstances in which the text was written maintaining an objective voice in scientific description studying the relationship between form and content in literature…

content area teachers must provide explicit literacy instruction: 

content area teachers must provide explicit literacy instruction No student is a native speaker of Science, Literature, Math, or History Students may be “at grade level” in a generic sense, but that doesn’t mean they know how to read & write disciplinary texts If you want students to be lost & confused, then don’t show them how to read & write in these ways (unfortunately, this is the norm) If you want them to get it, then show them, explicitly, how people read & write in their discipline (and how that differs from the reading & writing that go on elsewhere)

some challenges: 

some challenges Teachers are under enormous pressure to cover content “Content” isn’t often thought to include reading and writing State standards are silent on content-area reading & writing (outside of English/language arts) Teachers are understandably hesitant to take on roles and responsibilities Teachers have “blind spots” when it comes to their own literacy Scarcity of high quality professional development

4 key considerationsfor education leaders & policymakers: 

4 key considerations for education leaders & policymakers The roles and responsibilities of content area teachers must be clear and consistent. It’s not their job to teach basic literacy skills It is their job to teach the reading & writing skills that are essential to their own content area Every academic discipline should define its own essential literacy skills. All secondary school teachers should receive initial and ongoing professional development in the literacy of their own content areas. Content area teachers need positive incentives and appropriate tools to provide reading and writing instruction.