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Literacy Practice: Literacy Practice: Promoting Content Area Promoting Content Area ReadingReading
Designed byDesigned by
Brenda StephensonBrenda Stephenson
The University of Tennessee The University of Tennessee
At the end of this At the end of this presentation students presentation students should:should: Define the concepts for promoting Define the concepts for promoting
reading comprehension through reading comprehension through content area reading materials.content area reading materials.
Identify ways of using content area Identify ways of using content area reading materials to promote reading reading materials to promote reading comprehension in the classroom.comprehension in the classroom.
List materials and resources available List materials and resources available to accomplish this practice.to accomplish this practice.
Content Area ReadingContent Area Reading
……refers to therefers to the challenge of challenge of reading reading in thein the academic academic areas areas such as science, such as science, social studies, social studies, mathematics, literature, mathematics, literature, and the arts.and the arts.
Content Area ReadingContent Area Reading
ScaffoldingScaffolding provides a provides a systematic systematic approachapproach to to address the address the challenges of challenges of Content Area Content Area Reading. Reading.
Content Area Reading:Content Area Reading: ScaffoldingScaffolding
instructional technique using teacher
modeling to introduce the desired
learning strategy or task, then
gradually shifts responsibility to the
students
Scaffolding Graph
Content Area Reading:Content Area Reading: ScaffoldingScaffolding
supports students beforebefore, duringduring, and after after
they read.
enablesenables students to accomplish what is
normally beyond their abilitiesbeyond their abilities.
provides enough helphelp so students can
succeedsucceed with a task that otherwiseotherwise would be
impossibleimpossible. (Graves & Graves, 1994)
Video ClipVideo Clip
Biology Content VideoBiology Content Video
Content Area Reading:Content Area Reading: ScaffoldingScaffolding
TemporaryTask-oriented
Support to extend reach
Steps to Teaching:Steps to Teaching:
• Preparation • Assistance • Reflection •
Teacher Teacher TextText
Prior to LessonPrior to Lesson
AssessesAssesses ReadabilityReadability
ModifiesModifies text if necessarytext if necessary
Identifies KeyIdentifies Key Vocabulary Vocabulary & Concepts& Concepts
Identifies ExpositoryIdentifies Expository Text Structures Text Structures
Identifies Relation toIdentifies Relation to Prior KnowledgePrior Knowledge
AnalyzesAnalyzes
Preparation
PreparePrepare students to read the material students to read the material by considering by considering readabilityreadability factors factors
……readability
readability re
fers refers
to all the fa
ctors that
to all the fa
ctors that
affect success
in
affect success
in
reading
reading
and understanding a
and understanding a
text.text.
interestinterest && motivation of the motivation of the reader reader
legibility of the print legibility of the print && illustrations illustrations
complexitycomplexity of words and of words and sentencessentences in relation to the reading ability in relation to the reading ability of of the readerthe reader
Teacher Teacher Text: Text: ReadabilityReadability
Analyze Word & Sentence ComplexityAnalyze Word & Sentence Complexity
run a readability analysis at run a readability analysis at intervention central.org using the intervention central.org using the OKAPlOKAPl! Reading Probe Generator! Reading Probe Generator
use Microsoft Word spell & grammar use Microsoft Word spell & grammar check with the readability tool option check with the readability tool option turned ‘on’turned ‘on’
Teacher Teacher Text: Text: ReadabilityReadability
Assess Student Reading Levels:Assess Student Reading Levels:
Running RecordsRunning Records– readinga-z.comreadinga-z.com
– TutorialTutorial
Informal Reading InventoriesInformal Reading Inventories
Teacher Teacher Student: Student: Reading Reading
LevelLevel
If…If… Text Level is higher than Text Level is higher than
Instructional LevelInstructional Level
Then…Then… ParaphraseParaphrase (rewrite) (rewrite)
Teacher Teacher Text: Text: ModifyModify
Many textbooks now have companion readers/study guides developed specifically as content area reading supplements. These are often ordered by schools for the ELL students. Check. It will save you a lot of time and work!
Limit the number of words Limit the number of words introduced…introduced…
Choose wordsChoose words
– critical to understanding the main ideascritical to understanding the main ideas
– not likely to be learned independentlynot likely to be learned independently
Teacher Teacher Text: Text: VocabularyVocabulary
Analyze Word & Sentence Analyze Word & Sentence ComplexityComplexity
Researchers have found that Researchers have found that instruction instruction in expository in expository text text structurestructure has a positive effect on has a positive effect on recall and comprehension.recall and comprehension.
(Armbruster, Anderson, & Ostertag, 1987; Roller & Schreimer, 1985; (Armbruster, Anderson, & Ostertag, 1987; Roller & Schreimer, 1985; Taylor & Beach, 1984).Taylor & Beach, 1984).
Teacher Teacher Text: Text: Text Text StructuresStructures
Teacher Teacher Text: Text: Text Text StructuresStructures
Social StudiesSocial Studies chronological chronological
eventsevents definition/ definition/
explanationexplanation cause and effectcause and effect compare/contrastcompare/contrast question & question &
answeranswer
ScienceScience problem-solvingproblem-solving classificationclassification experimentalexperimental cause and effectcause and effect definition/explanationdefinition/explanation
PatternsPatterns
Teacher Teacher Text: Text: Text Text StructuresStructures
LiteratureLiterature character character
developmentdevelopment
settingssettings
plotplot
moral & moral & messagemessage
symbolismsymbolism
genregenre
MathMath key wordskey words graphic relationshipsgraphic relationships evidence & reasoningevidence & reasoning symbolic symbolic
relationships & relationships & operationsoperations
PatternsPatterns
Identifying the Identifying the main ideamain idea
Locating Locating factsfacts and and specific specific detailsdetails
OrganizingOrganizing material mentallymaterial mentally
Literacy Skills needed in content areas Literacy Skills needed in content areas are:are:
Vocabulary Vocabulary comprehensiocomprehensionn
Adjusting Adjusting Reading Reading RateRate & Focus& Focus
SummarizingSummarizing
Student Student Text: Text: SkillsSkills
Graphic Organizer Graphic Organizer VideoVideo Content Writing Clip Content Writing Clip
Content Reading:Content Reading: TeachingTeachingTeacher Teacher TextText Student Student Before ReadingBefore Reading•• Building Vocabulary Building Vocabulary • • Activating Prior Knowledge Activating Prior Knowledge • •
Setting a Purpose Setting a Purpose • • Previewing Previewing • • Brainstorming Brainstorming • • Predicting Predicting ••
During ReadingDuring Reading• • Scanning Scanning • • Visualizing Visualizing • • Context Clues Context Clues • • Inferring Inferring • •
Questioning Questioning • • Clarifying Clarifying • •
After Reading After Reading •• Summarizing Summarizing • • Drawing Conclusions Drawing Conclusions • • Reflecting Reflecting • •
Critical Thinking Critical Thinking • • Review Review • • Synthesis Synthesis • Writing to • Writing to Learn •Learn •
Assistance
Content Reading:Content Reading: TeachingTeaching Teach Strategies Using:Teach Strategies Using:
– Established programs & techniques Established programs & techniques whichwhich addressaddress before, during, after before, during, after
utilizeutilize graphic organizers graphic organizers
provide provide modeling modeling of desiredof desired skills skills
offeroffer variety variety to address varyingto address varying learning styleslearning styles
Content Reading:Content Reading: TechniquesTechniques
(More links from Reading Quest Check out the Print Charts!)
Writing to LearnWriting to Learn Directed Reading Activity (DRDirected Reading Activity (DR
A)A) Directed Reading Thinking AcDirected Reading Thinking Ac
tivity (DRTA)tivity (DRTA) Guided Reading Procedure (GGuided Reading Procedure (G
RP)RP) SQR3SQR3
Listen-Read-Discuss (L-R-D)Listen-Read-Discuss (L-R-D)
Content Reading:Content Reading: TechniquesTechniques
ABC brainstormABC brainstorm
carouselcarousel
clock buddiesclock buddies
column notescolumn notes
comparison-contracomparison-contrastst
history frameshistory frames
inquiry chartinquiry chart
K - W - LK - W - L
opinion-proofopinion-proof
power thinkingpower thinking
(Click the links below for information from Reading Quest on each strategy. Check out the Print Charts!)
Content Reading:Content Reading: TechniquesTechniques
questioning the aquestioning the authoruthor
RAFT papersRAFT papers
reciprocal teachireciprocal teachingng
underliningunderlining
semantic featuresemantic feature
analysisanalysis
story mapsstory maps
summarizingsummarizing
thesis-proofthesis-proof
think-pair-sharethink-pair-share
(More links from Reading Quest Check out the Print Charts!)
Content Reading:Content Reading: TechniquesTechniques
3-minute pause3-minute pause
3 - 2 – 13 - 2 – 1
vennvenn diagrams diagrams
word mapsword maps
QARsQARs
(More links from
Reading Quest) word splashword splash
word sortsword sorts
anticipation guidanticipation guidee
(Links to other successful programs & techniques)
Materials and MediaMaterials and Media
http://www.timetabler.com/reading.htmlhttp://www.timetabler.com/reading.html
http://www.gopdg.com/plainlanguage/readabilityhttp://www.gopdg.com/plainlanguage/readability.html.html
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htmap.htm
BibliographyBibliography
Mora, Jill Kerper. “Content Area Reading for English Mora, Jill Kerper. “Content Area Reading for English Language Language Learners” March 16, 2006. Learners” March 16, 2006. http://coe.sdsu.edu/people/jmora/ContentReadMM/>http://coe.sdsu.edu/people/jmora/ContentReadMM/>
““Reading in the Content Areas: Strategies for Success” Reading in the Content Areas: Strategies for Success” March 21, 2006.March 21, 2006. http://www.glencoe.com/sec/teachingtoday/educationupclose.phthttp://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12ml/12
““Literacy Strategies” March 21, 2006 Literacy Strategies” March 21, 2006 http://www.litandlearn.lpb.org/strategies.htmlhttp://www.litandlearn.lpb.org/strategies.html