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Content Area Reading Literacy and Learning Across the Curriculum

By Richard T. Vacca, Jo Anne L. Vacca, and Maryann Mraz

PowerPoint™Presentation By Maryann Mraz and Jean Vintinner

Copyright © Allyn & Bacon 2011

Literacy Matters

Chapter 1


Frame of Mind Explain the difference between content and process

knowledge. What are new literacies and how are they changing the way we

think about learning and literacy in the 21st century? What is adolescent literacy and why is it important to 21st

century society? Why do many adolescents have difficulty comprehending

academic texts? How are content literacy and disciplinary literacy alike? How

are they different? Why is reading to learn a meaning-making, strategic process? What comprehension strategies are critical to reading to learn? What role does prior knowledge play in comprehension?


Key Terms

Content literacy Disciplinary literacy Adolescent literacy New literacies Reading to learn Content versus process Standards Reading Next Striving Readers Program Response to Intervention

Decoding Fluency Comprehension Vocabulary Direct, explicit instruction Strategic reading Prior knowledge Prediction Inference Text structure


Content and Process

Impact on student learning attributed to: Teachers who achieve major/minor in subject Students engaged in hands-on activities Students engaged in higher order thinking Teachers with professional development in

working with special populations


Balancing Content and Pedagogical Knowledge Know the standards for your content area and

grade level.

Make instructional decisions based on authentic assessments throughout the school year.

Integrate content literacy practices and strategies into instructional plans and units of study.


Defining literacy

“…the term literacy has morphed to characterize someone’s level of knowledge or competence in a particular area or subject in a multimodal society.” (p. 7)

“Literacy has come to represent a synthesis of language, thinking, and contextual practices through which people make and construct meaning.” (p. 7)


Defining text

“Texts include not only print forms of communication but also nonprint forms that are digital, aural, or visual in nature.” (p. 7)


New literacies

Necessary for students to use information and communication technologies (ICT) effectively

Five functions Identify Navigate Critically evaluate Synthesize Communicate


Fifteen Elements of Effective Adolescent Literacy Programsfrom Reading Next

Technology Ongoing formative

assessments Extended time Professional development Ongoing summative

assessments Teacher teams Leadership Comprehensive and

coordinated literacy program

Direct, explicit comprehension instruction

Effective instructional principals embedded in content

Motivation and self-directed learning

Text-based collaborative learning

Strategic tutoring Diverse texts Intensive writing


RtI for Struggling Adolescent Learners

IDEA Individuals with Disabilities Education Act of 2004

School-wide assessments to identify struggling learners

All stakeholders contribute to instructional decision making

Tiered interventions


Factors that Influence Content Literacy The learner’s prior knowledge of, attitude

toward, and interest in the subject.

The learner’s purpose for engaging in reading, writing, and discussion.

The language and conceptual difficulty of the text material.


Factors that Influence Content Literacy The assumptions that the text writers make

about their audience of readers.

The text structures that writers use to organize ideas and information.

The teacher’s beliefs about and attitude toward the use of texts in learning situations.


To comprehend text successfully, readers must decode or pronounce words quickly and

accurately.

read with fluency.

activate vocabulary knowledge.

use text comprehension strategies.


Good readers are

active purposeful evaluative thoughtful strategic persistent productive


Schema activation

Mechanism by which people access what they know and match it to information in the text Framework to seek and select information

relevant to purpose for reading Organization of information to promote

retention Allows reader to elaborate information

Documents

Copyright © Allyn & Bacon 2011 This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public