Literacy Practice: Promoting Content Area Reading Designed by Brenda Stephenson The University of Tennessee.
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Literacy Practice: Promoting Content Area Reading
Designed by Brenda Stephenson The University of Tennessee
At the end of this presentation students should:
Define the concepts for promoting reading comprehension through content area reading materials.
Identify ways of using content area reading materials to promote reading comprehension in the classroom.
List materials and resources available to accomplish this practice.
Content Area Reading
…refers to the reading the arts.
in the challenge of academic areas such as science, social studies, mathematics, literature, and
Content Area Reading
Scaffolding
provides a systematic approach to address the challenges of Content Area Reading.
Content Area Reading:
Scaffolding
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:
Scaffolding
supports students before , during , and after they read. enables students to accomplish what is normally beyond their abilities . provides enough help so students can succeed with a task that otherwise would be impossible .
(Graves & Graves, 1994)
Video Clip
Biology Content Video
Content Area Reading:
Scaffolding
Temporary Task-oriented Support to extend reach Steps to Teaching: • Preparation • Assistance • Reflection •
Teacher
Analyzes
Text
Prior to Lesson Assesses Readability Modifies text if necessary Identifies Key Vocabulary & Concepts Identifies Expository Text Structures Identifies Relation to Prior Knowledge
Teacher Text:
Readability
Prepare students to read the material by considering readability factors interest & motivation of the reader legibility of the print & illustrations complexity in relation to the reading ability of the reader of words and sentences
Teacher Text:
Readability
Analyze Word & Sentence Complexity run a readability analysis at intervention central.org using the OKAPl! Reading Probe Generator use Microsoft Word spell & grammar check with the readability tool option turned ‘on’
Teacher Student:
Reading Level
Assess Student Reading Levels: Running Records – – readinga-z.com
Tutorial Informal Reading Inventories
Teacher Text:
Modify
If… Text Level is higher than Instructional Level Then… Paraphrase (rewrite) 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!
Teacher Text:
Vocabulary
Limit the number of words introduced… Choose words – critical to understanding the main ideas – not likely to be learned independently
Teacher Text:
Text Structures Analyze Word & Sentence Complexity
Researchers have found that instruction in expository text structure positive effect on recall and comprehension.
has a (Armbruster, Anderson, & Ostertag, 1987; Roller & Schreimer, 1985; Taylor & Beach, 1984).
Science
Teacher Text:
Text Structures
Patterns problem-solving classification experimental cause and effect definition/explanation Social Studies chronological events definition/ explanation cause and effect compare/contrast question & answer
Math
Teacher Text:
Text Structures
Patterns key words graphic relationships evidence & reasoning symbolic relationships & operations Literature character development settings plot moral & message symbolism genre
Student Text:
Skills
Literacy Skills needed in content areas are: Identifying the main idea Locating facts specific details and Organizing mentally material Vocabulary comprehension Adjusting Reading Rate Focus & Summarizing
Graphic Organizer Video
Content Writing Clip
Content Reading: Teacher Text Teaching Student
Before Reading • Building Vocabulary • Activating Prior Knowledge • Setting a Purpose • Previewing • Brainstorming • Predicting • During Reading • Scanning • Visualizing • Context Clues • Inferring • Questioning • Clarifying • After Reading • Summarizing • Drawing Conclusions • Reflecting • Critical Thinking • Review • Synthesis • Writing to Learn •
Content Reading:
Teaching
Teach Strategies Using: – Established programs & techniques which address before, during, after utilize graphic organizers provide modeling of desired skills offer styles variety to address varying learning
Content Reading: Techniques
(More links from Reading Quest Charts!) Check out the Print Writing to Learn Directed Reading Activity (DRA) Directed Reading Thinking Activity (DRTA) Guided Reading Procedure (GRP) SQR3 Listen-Read-Discuss (L-R-D)
Content Reading: Techniques
(Click the links below for information from Reading Quest on each strategy. Check out the Print Charts!) ABC brainstorm history frames carousel inquiry chart clock buddies K - W - L column notes opinion-proof power thinking comparison contrast
Content Reading: Techniques
(More links from Reading Quest Charts!) Check out the Print questioning the author RAFT papers reciprocal teaching underlining semantic feature analysis story maps summarizing thesis-proof think-pair-share
Content Reading: Techniques
(More links from Reading Quest ) 3-minute pause 3 - 2 – 1 venn diagrams word maps QARs (Links to other successful programs & techniques) word splash word sorts anticipation guide
Materials and Media
http://www.timetabler.com/reading.html
http://www.gopdg.com/plainlanguage/readability.html
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm
Bibliography
Mora, Jill Kerper. “Content Area Reading for English Language Learners” March 16, 2006. http://coe.sdsu.edu/people/jmora/ContentReadMM/ > “Reading in the Content Areas: Strategies for Success” March 21, 2006.
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12 “Literacy Strategies” March 21, 2006 http://www.litandlearn.lpb.org/strategies.html