Using Informational Text to
Advance Health Literacy Skill
Development and Support
English Language Arts Standards
Kathleen Allison, PhD, MPH, MCHES
Lock Haven University
Presented October 15, 2011
at the American School Health Association conference
Louisville, Kentucky
What’s on the plate for today?
• We will be exploring the use of informational text in
the health content area to support the ELA common
core standards.
• Why is this important?
▫ The Common Core Standards represent the knowledge
and skills of college and career ready high school
graduates. The standards have been widely adopted.
Health educators must be aware of their potential role
in preparing this generation of learners within this
framework.
Upon completion of this session…
• Participants will be able to
▫ Articulate language literacy and health literacy
into health lessons
▫ Relate informational text recommendations by
grade level
Informational text & Common Core
• The Health Education Project (HEAP) has
examined the Common Core for the past year.
The standards will play a critical role in the form
and function of K-12 education.
Shared Responsibility
• “Instruction in reading, writing, speaking, listening
and language (is) a shared responsibility within the
school”
• There is a “need for college and career ready
students to be proficient in reading informational
text independently in a variety of content areas”
• “Literacy standards in other areas, such as …health
education, modeled on those in this document are
strongly encouraged to facilitate a comprehensive,
school-wide literacy program.”
Common Core Standards Initiative, NGA & CCSSO, 2010
What is informational text?
• Text written to convey information about the
natural or social world
• Text written to
provide factual
information
• Typically organized
with headings and
subheadings
• Text that answers real world questions
What is Informational Text?
• Found in many mediums
▫ Hard copy
▫ Electronic – majority of text on WWW is expository
▫ Graphic
• Includes
▫
▫
▫
▫
▫
Literary nonfiction
Journalism
Historical text
Scientific text
Technical text
Distribution of Literary and
Informational Passages by Grade in
the 2009 NAEP Reading Framework*
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
(2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington,
DC: U.S. Government Printing Office.
* Student reading across all subjects
Looking at the Common Core –
Informational Text
•
•
•
•
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
Looking over the Reading Standards for
Informational Text
• Examine the
standards
• What questions can
be asked to support
the common core and
core concepts OR
common core and
NHES?
Discussion Points Example
Common Core
• Reading Standard 2 for Info Text
▫ In your own words, summarize the text.
▫ Complete a KWL table.
▫ Why are the key ideas found in Melissa Daly’s
article?
• Reading Standard 6 for Info Text
▫ What is the purpose of Melissa Daly’s article The R
word? How does the style of her writing contribute
to her purpose?
Reminder to self…
• Our content is health
• Our purpose is health education – health
content and health literacy skill development
• Health literacy discussions and performance
tasks can support ELA standards – but we are
not ELA content or skills experts
• Librarians, reading specialists and
English/language educators are partners and
resources
Discussion Points Example
Core Concepts
• What is rape?
• Why might a person be confused about whether
or not he/she was raped?
• Describe typical myths about rape. What are the
realities?
• Describe some strategies to reduce your risk of
rape.
Discussion Points Example
Core Concepts
• According to the author, the following are
recommended steps to take if you have been
raped.
▫
▫
▫
▫
Get away
Preserve evidence
Seek medical attention
Get support
In your own words, explain why these steps are
important for a person who has been raped.
Discussion Points Example
Core Concepts
• According to the author, what are some ways to
support a friend who has been raped?
• Which of these would be the most difficult for
you?
Thinking of NHES
• In the article, The R Word by Melissa Daly, the
author relates many sources for help for victims
of rape, including the Rape, Abuse & Incest
National Network (RAINN), police, domestic
violence shelters,
counselors, parents
and friends. The
victim of rape
must decide who to
inform, if anyone,
about the rape.
NHES: Decision Making
• Identify the steps of a decision making process.
• Describe the steps that a person could use in
making the decision to tell someone.
• Apply a decision making process to identify a
person’s options and possible positive and
negative consequences for each option related to
telling someone.
NHES: Decision-Making
• Using a decision making process, differentiate
the positive and negative consequences for three
options relating to telling someone a person who
has been raped has.
• Use a decision making process to evaluate three
options a person has related to telling someone.
Choose the best option for a person who has
been raped and justify your choice.
Looking at examples
• Why do students and adults seek out health
content information?
• What types of sources do they access?
▫ Look at ELA Reading Standard 7
Informational text
• Informational text is meaningful to the reader
• Informational text is necessary for literacy
development
• Informational text helps to prepare lifelong
learners
• Health Education can support additional ELA
standards – not only in reading, but also writing,
speaking and listening
Closing thoughts…
• Informational text on health topics is
___________________________ .
• Other thoughts, reflections….
Thank you & travel friendly.