chapter 9 reading and writing in the content areas and study skills this multimedia product and its...
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Chapter 9 Chapter 9
Reading and Writing in the Content Areas and Study Skills
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© 2010 Pearson Education, Inc. All rights reserved.
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Chapter 9 Anticipation GuideChapter 9 Anticipation Guide
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Importance of Content-Area Importance of Content-Area LiteracyLiteracy
• Curriculum Gap– Too much stress on early literacy (decoding
and fluency)– Too little stress on science, social studies,
and other content areas
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The Challenge of Content-Area The Challenge of Content-Area LiteracyLiteracy
• Students Unprepared for Content-Area Reading– Denser text– Richer vocabulary– More complex structure– Different purposes
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The Challenge of Content-Area The Challenge of Content-Area LiteracyLiteracy
• Textual Features that Foster Learning– Extra help– Audio version– Publisher aids– Trade books– Easier texts
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Instructional TechniquesInstructional Techniques
• Help Students Build Conceptual Understanding
• Help Students Make Connections
• Use Effective Reading and Learning Strategies
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Instructional Techniques Instructional Techniques (Continued)(Continued)
• Before Reading– Structured overview– Anticipation guides
• During Reading– Chapter organization & text structure– Think-Alouds– Strategy guides
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Instructional Techniques Instructional Techniques (Continued)(Continued)
• After Reading – Analogies, esp. for science– Graphic organizers– Applying and extending
• KWL Plus: Before, During, & After Reading– Know, Want to Know, Learn
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Figure 9.3: Figure 9.3: A Think-Aloud Self-QuestionnaireA Think-Aloud Self-Questionnaire
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Writing to LearnWriting to Learn
• Using Types of Writing that Foster Learning– Comparing– Contrasting– Concluding– Evaluating
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Writing to Learn Writing to Learn (Continued)(Continued)
• Learning Logs– Students examine & express what they are
learning
• Brief Writing-to-Learn Activities– Admit slips– Exit slips– Quickwrite activities
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Sheltered English for ELLsSheltered English for ELLs
• Fosters Learning of English & Content• Student-Centered • High Levels of Participation• Hands-On Activities• Visuals• Scaffolded Learning• Wait Time• Multiple Types of Assessment
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Sheltered English for ELLs Sheltered English for ELLs (continued)(continued)
• Sentence Walls – Use for content areas– Include vocabulary, topic, questions– Function as language lesson, too
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Reading To RememberReading To Remember
– Most Students Require Instruction– Teaching Study Skills Improves Performance– Study Habits Develop Early
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Fostering Retention Fostering Retention • Three Stages of Memory
– Encoding– Storing– Retrieving
• Fostering Retention• Principles for Improving Memory
– Clear encoding– Intention to learn– Organization, elaboration– Overlearning
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Fostering Retention Fostering Retention (Continued)(Continued)
• Memory Devices– Conceptual understanding– Rehearsal– Mnemonic devices: rhymes, acronyms,
acrostics
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SQ3RSQ3R• Principles of SQ3R
– Survey– Question– Read– Recite – Review
• Teaching SQ3R– Can be applied at all levels
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Test-Taking StrategiesTest-Taking Strategies
• Assessments -Extensive
• High-Quality Literacy and Intervention Programs Best Strategy
• Observe Student Test-Taking Skills– Analyze observations– Apply findings to instruction
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Test-Taking Strategies Test-Taking Strategies (Continued)(Continued)
• Effective Test Preparation– Reading ability– Content knowledge– Motivation
• Provide Practice at Students’ Reading Level
• Locate and Recall– Teach students this basic skill
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Using The Internet Using The Internet To Obtain InformationTo Obtain Information
• Help Students Narrow and Focus Topic– Keywords
• Search Engines and Directories– Student-friendly search engines– Evaluate sites and data– Assess reliability
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Figure 9.13: Internet Search FormFigure 9.13: Internet Search Form
Adapted from Creighton University (2001). Conducting an Internet Search. Available online at http://www.creighton.edu.
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Metacognitive Study StrategiesMetacognitive Study Strategies
• Teach Students How To Direct Own Studies– Integrate into all content areas– Use scaffolding– Students should self-regulate study behaviors
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Tools for the ClassroomTools for the Classroom
• Informational Text Helps Build Many Skills
• Attempt To Match Student’s Reading Levels with Content-Area Materials
• Review Essential Standards
• Assess Understanding of Content-Area Materials and Study Habits