Transcript READING IN THE CONTENT AREAS Adriana Diaz-Garcia Reading Coach, Mater Academy Middle/High Pilar Perez Reading Coach, Mater Gardens Academy K-8

READING IN THE
CONTENT AREAS
Adriana Diaz-Garcia
Reading Coach, Mater Academy Middle/High
Pilar Perez
Reading Coach, Mater Gardens Academy K-8
ANTICIPATION GUIDE
DISAGREE
AGREE
STATEMENT
1. The six components of reading are: phonemic awareness, phonics,
vocabulary, fluency, comprehension, and oral language.
2. Students make connections only when reading narrative texts.
3. The three components supported when teaching reading in the content
areas are vocabulary, fluency, and comprehension.
4. The development of a word map is an example of a vocabulary reading
strategy.
5. The development of a storyboard is an example of a fluency reading
strategy.
6. Repeated reading is an example of a comprehension strategy.
7. Teaching comprehension strategies in the content areas is mutually
beneficial for both enhancing student reading comprehension and student
understanding of content material.
8. Reading strategies can be applied in math.
9. Graphic organizers can only be used after reading and only to enhance
the comprehension component of reading.
10. A KWL Chart only serves to activate prior knowledge.
11. Reading strategies in the content areas can be applied before, during,
and after reading.
READING FOR THE WORK PLACE
Text Measures of Entry-level Occupational Reading Materials
CAREER CLUSTER LEVEL
Precision Machine Shop
LEXILE TEXT MEASURES
1210
READABILITY
11th grade
Education and Training
1320-1370
Post high school
Retail/Services
1180-1270
12th grade
Hospitality/Tourism
1230-1260
12th grade
Reading for Society/Citizenship
CAREER CLUSTER LEVEL
Miami Herald
LEXILE TEXT MEASURES
1200L
READABILITY
11th grade
USA Today
1200L
11th grade
New York Post
1280L
11th grade
Wall Street Journal
1320L
12th to post high school
Citizen Reading Materials
CAREER CLUSTER LEVEL
Form W-4 Employee Withholding
LEXILE TEXT MEASURES
1260L
READABILITY
12th grade
GMC Protection Plan/Warranty
1150L
11th grade
Provider Directory Aetna Health
1520
Post high school
INS/Employment Eligibility
1340L
12th grade
WHY TEACH READING IN THE CONTENT
AREAS?
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According to the research by Bryant, Hamff, Thompson, and Ugel:
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reading in the content areas enables for students to have opportunities to
apply reading skills to different reading situations, such as expository
texts.
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reading in the content area reinforces reading instruction concerning
vocabulary development, fluency, and comprehension skills.
Alvermann and Strickland state that:

“what you teach and the amount of time you spend teaching it account for
the greatest variance in student achievement… therefore, teachers
working within content-area departments or grade-level teams can
collaborate and share responsibility for integrating literacy instructional
activities into their individual classes.” (p. 8)
HOW CAN READING IN THE CONTENT
AREAS BE IMPLEMENTED SCHOOL-WIDE?
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Response to Intervention (RtI) Team planned a school-wide Instructional Focus
Calendar (IFC)
Two weeks were given for each of the following content clusters:
 Main idea
 Author’s Purpose
 Compare/Contrast (Similarities/Differences)
 Cause/Effect
 Vocabulary
 Validity/Reliability of Information
 Synthesizing Information
 Analyzing and Evaluating Information
Reading strategies and graphic organizers were discussed.
Reading coaches model the reading strategies and use of graphic organizers in
content-area classrooms.
Mini-benchmark assessments and interim assessments monitor the
implementation of the IFC.
WHAT ARE THE SIX COMPONENTS OF
READING?

Phonemic awareness

Phonics

Vocabulary

Fluency

Comprehension

Oral language
VOCABULARY
VOCABULARY IN THE CONTENT AREAS
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Interactive word walls
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Word maps
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Vocabulary notebooks
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Student-made dictionaries
INTERACTIVE WORD WALLS IN MATH
STUDENT-MADE DICTIONARIES AND WORD
MAPS IN MATH
INTERACTIVE WORD WALLS IN SCIENCE
WORD MAPS IN SCIENCE
VOCABULARY ILLUSTRATIONS IN SCIENCE
INTERACTIVE WORD WALLS IN SOCIAL
STUDIES
WORD WALLS IN FOREIGN LANGUAGES
WORD WALL AND WORD MAP
IN
DANCE
WORD MAP AND VOCABULARY NOTEBOOK
IN COMPUTER APPLICATIONS
FLUENCY
FLUENCY IN THE CONTENT AREAS
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SSR first ten minutes of content classes (block
scheduling)
Timed readings
 Content-related articles
 Free choice reading
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Choral reading
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Repeated readings
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Read-alouds
TIMED READINGS TO ENHANCE FLUENCY
COMPREHENSION
COMPREHENSION IN THE CONTENT AREAS
Storyboards
 Timelines
 Advertisements
 Diagrams
 Illustrations
 Bloom Balls
 Categorizing
 Realia
 Graphic organizers:
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Cornell Note-Taking/Two-column notes
KWL / KWHL
Concept webs
PROBLEM ANALYSIS IN MATH
DIAGRAMS BY CATEGORY IN SCIENCE
DIAGRAM IN SCIENCE
STUDENT-MADE PERIODIC TABLE
ADVERTISEMENTS FOR SOLAR ENERGY
KWL FOLDABLE IN SCIENCE
COMPARE/CONTRAST GRAPHIC ORGANIZER
AND REALIA IN ADVANCED PLACEMENT
BIOLOGY
DIAGRAM IN SCIENCE
GRAPHIC ORGANIZERS IN SOCIAL STUDIES
TIMELINE IN SOCIAL STUDIES
BIOGRAPHY BLOOM BALLS
IN SOCIAL STUDIES
MAIN IDEA AND DETAILS
TWO-COLUMN NOTES IN SOCIAL STUDIES
ILLUSTRATIONS IN SOCIAL STUDIES
GRAPHIC ORGANIZER/ILLUSTRATIONS
IN SOCIAL STUDIES
GRAPHIC ORGANIZER IN
ADVANCED PLACEMENT PSYCHOLOGY
STORYBOARDS IN SPANISH
SEQUENCING WITH STORYBOARDS
IN SPANISH
HOW CAN READING STRATEGIES BE
INCORPORATED INTO CONTENT AREA LESSONS?
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Reading strategies can be organized into a
content area lesson by focusing on:
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Before reading
During reading
After reading
BEFORE READING STRATEGIES
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These strategies help prepare students for the lesson
by:
Activating /building background knowledge
Identifying and defining unknown words/academic
vocabulary
 Setting a purpose for reading
 Previewing text
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Suggested before reading strategies:
Anticipation guide
Picture walk/text walk
Scanning text features (i.e. titles, subtitles, pictures,
captions, etc.)
 Using context clues to define unknown words and/or
academic vocabulary
 Using word maps to become familiar with unknown words
and/or academic vocabulary
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DURING READING STRATEGIES
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These strategies help the students focus during the
lesson by:
Engaging students in the lesson
 Constructing meaning for the students
 Making text connections
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Suggested during reading strategies:
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Jigsaw
Chunking the text
Marking the text
Making predictions
Asking clarifying questions
Revisit KWL and add to what they want to learn as they
read (KWL)
AFTER READING STRATEGIES
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These strategies help the students extend the
lesson by:
Responding to the text
 Organizing /analyzing information from the text
 Applying what they learned from the text
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Suggested after reading strategies:
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Completing graphic organizers
Summarizing
Retelling
Think-Pair-Share / Think-Write-Pair-Share
Write what you learned (KWL)
Language Arts Classroom
Social Studies Classroom
LET’S TAKE OUR
KIDS FROM THIS…
TO THIS!
References
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Alvermann, D.E., & Strickland, D.S. (2004). Learning and teaching literacy in
grades 4-12: Issues and challenges in bridging the literacy achievement gap. :
New York: Teachers College Press.
Bryant, D. P., Hamff, A., Thompson, S., &. Ugel, N. (1999). Strategies to
promote content area reading instruction. Intervention in School and Clinic,
34(5), 293–302.
Contact information
Adriana Diaz-Garcia
[email protected]
Pilar Perez
[email protected]