Content Area Literacy
Day 1Word RecognitionPhonics, Fluency, &Comprehension
Content Area LiteracyWarm upQ Q CReview the Neufeld piece Take 1
Post-it Note
QuestionQuotationConnection or idea
Build and refresh content knowledge: Connect new information to
existing schemata!GoalsThis week:We will explore ways to use
literacy concepts to enhance subject matter instruction
Today:We focus on READINGPhonicsFluencyComprehension3What do I
do When.MY STUDENTS CANT READ THE TEXT?!
MY STUDENTS DONT UNDERSTAND WHAT I WANT THEM TO DO!
MY STUDENTS DONT READ THEIR BOOKS!
I CANT TEACH MY STUDENTS IF THEY DONT READ!
What is reading?Ultimately, it is MEANING-MAKINGPhonemic
awarenessPhonicsComprehensionFluencyVocabulary
Learning to Read vs. Reading to Learn
Set a purpose for readingText Processing:Decode fluentlyActively
Monitor
Monitoring:ComprehensionActivating prior knowledgeBuilding new
knowledge as neededMaking intertextual connectionsDeveloping
vocabulary conceptsPredictingEvaluating and adjusting
predictionsAsking questionsClarifying
Summarizing SynthesizingSequencing Making inferencesVisualizing
Knowledge of textDistinguishing important
informationPredicting/HypothesizingExploring Point-of-ViewReading
to LearnOrange: Before Reading (common experience, photo, movie,
demonstration)Yellow: During Reading (stop and talk, think aloud,
jigsaw)Blue: After Reading (graphic organizers
We do not only teach students to read. We teach them to use
READING to LEARN. To make meaning and to be meaning makers.
Small activities modeled by YOU as YOU comprehend text.
Assigning these small tasks during reading6Phonicscracking the
code: letter sound relationshipsPlace assessment on doc
cam7Phonics: instructional strategiesExplicit instructionDecoding
StrategiesIdentifying vowels and vowel patterns
Blending SoundsDriving through sounds
Chunking/segmenting larger wordsSyllablesWord parts (suffix,
prefix, root)8Phonics RulesVowel RulesShort vowels (CVC)Long vowels
(CVVC CVCe)Vowel digraphsSneak E / Silent EVowel DipthongR
controlled vowels/Bossy RConsonant RulesConsonant DigraphC &
GSyllabication
Typically taught in mini lessons but ask students to be
strategicSyllablesClosed syllable, short soundOpen syllable, long
sound9Do high school kids use phonics?YES!!! You and I still use
phonics!
Pronounce these words:GeometryTangentNucleotide
Fluencyaccuracy, speed, prosodyFluencyFluency: The ability to
read effectively, and it involves three components: reading speed,
word recognition, and prosody
Reading Speed: Rate (100 w/m at about 3rd gr.)
Word Recognition: The ability to call words on sight- rather
than sound out
Prosody: The ability to read sentences with expression, using
syntactic strategies and clues.Fluency
12Are my students fluent readers?LISTEN TO YOUR STUDENTS
READ!
What should you formatively be paying attention to?Slower
readingDecoding troubleTrying to sound out irregular words (sight
words)Guessing words or not remembering repeated wordsInability to
break down multi-syllabic wordsReading without expressionPointing
to wordsReading word-by-word.13Fluency:instructional strategies
Word recognitionHigh frequency wordsWord identificationPhonic
analysisAnalogiesSyllabic analysisMorphemic analysisReading
speedRepeated readingsReading practiceProsodyPhrase or chunk parts
of sentences Choral reading, Performance, Presentation
The best fluency activities:Are related to student learning in
other realmsInclude authenticity of taskMight engage students in
more than one modality
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15Fluency: Turn and TalkAs students read literature and
informational text, their focus should be on comprehending and
responding, but that is possible only when they are fluent
readers.Agree or Disagree? Why?
Students who have fluency are typically better independent
comprehenders. WHY?
16Making MeaningWhat is your content area/instructional
objective?
Is it necessary that students wade through text?Can you
structure and routinize the reading of text?Can meaning be made
through:
Strategic DiscussionExplicit Vocabulary InstructionVarious
textual interaction (video, demonstration,
listening)ComprehensionMaking meaningComprehensionComprehension
involves Reader Skills: How readers think while readingText
Features: The text, itself
Comprehension does not just happenWhile some of our students
might naturally comprehend, others have to work at it.
As teachers we MUST MUST MUST model (think aloud) what we do
when thinking about what we read.Allow time for strategy usePost
strategy anchor charts
Activate background/prior knowledgeSet a purpose for
readingPredictMake connectionsDetermine ImportanceMake
inferencesEvaluateMonitorQuestionRepairSummarizeVisualize19Anchor
Chart
Anchor chart
Reader SkillsStrategic Development of ComprehensionMake
Connections to the TextText to Text, Text to Self, Text to
WorldPost-its
Monitor understanding with QuestioningQAR (Question Answer
Relationship)
Determine ImportanceMain Idea/DetailSummariesGraphic
OrganizersAnnotate and Highlight
ANNOTATE and Highlight22Text FeaturesFictionNon
FictionNarrative/Genre ElementsText Structure/ElementsPlot
StructureHeadings, line break, boldCharacter Chart, graphNarrative
DevicesTimelineSetting: Location & TimeMargin notesLiterary
LanguageGlossary, index, contentsPoint of ViewReview/summary
sectionsThemeillustrationThe narrative genre covers many story
types as does the non-fiction genre. We can and should teach our
students ways to discriminate between these genre and sub genre
(fairy tale, fable, realistic fiction, fantasy, etc) both to help
them become better/more efficient readers AND to encourage their
creative writing.
Teaching Text FeaturesAlert students to genre and featureCreate
and post a public model or referenceSurround your students in
like-genre texts, highlighting elements, structures, etc.Read,
write, and talk about the features/elementsUtilize graphic
organizersAllow for independent practice (reading logs, response
journals, writing notebooks)Read aloud/share several examples
23Close ReadingGive students purpose for reading
Allow students to read and engage with appropriate and engaging
text
Read, Write and Discuss what you are reading
Close Read- Try it!AnnotatePurpose for ReadingFirst Reading:
ANNOTATE Main Idea
Second Reading: Authors Purpose
Third Reading: Where do you stand?
Purpose for Reading: Authors Purpose
Purpose for Reading: Where do you stand?
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