Literacy Practice: Promoting Content Area Reading Designed by Brenda Stephenson The University of Tennessee

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


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


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


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


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)


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!)


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!)


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

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Literacy Practice: Promoting Content Area Reading Designed by Brenda Stephenson The University of Tennessee