Integrating Evidence-Based Literacy Strategies into Grades 6-12 Social Studies, Science, and English Language Arts Instruction
Description
REL Southeast conducted two training projects which served secondary school content area teachers in the areas of English/language arts, science, and social studies in partnership with the Georgia Department of Education and Leon County Schools, Florida. The goals for this training project were to increase educator knowledge of the evidence-based practices for teaching students content area literacy strategies and their ability to implement these practices to improve literacy outcomes for students. An increase of effective literacy instruction at the secondary level may serve to bolster the literacy abilities of students and provide them with the skills needed to be successful in future academic endeavors and in their careers. Trainers facilitated a review and discussion of the recommendations and evidence levels in the IES practice guides Teaching Secondary Students to Write Effectively (Graham, Fitzgerald, Friedrich, Greene, Kim & Olson, 2016) and Improving Adolescent Literacy: Effective Classroom and Intervention Practices (Kamil, Borman, Dole, Kral, Salinger, & Torgesen 2008). Strategies shared were from those two practice guides.
The goal of the recorded session linked below was for science teacher participants to experience a lesson from their content area with multiple strategies focused on writing, vocabulary instruction, comprehension strategies, student engagement with text, and question generation from previous sessions incorporated with connections to the evidence base and debriefing along the way.