Literacy Practice: Literacy Practice: Promoting Content Area Promoting Content Area ReadingReading

Designed byDesigned byBrenda StephensonBrenda StephensonThe 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 Scaffolding

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: Scaffolding

instructional technique using teacher modeling to introduce the desired learning strategy or task, then gradually shifts responsibility to the students

Scaffolding Graph

Content Area Reading:Content Area Reading: Scaffolding

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 Vid

eo

Content Area Reading:Content Area Reading: Scaffolding

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 readability factors factors

……readability

readability refers refers

to all the factors th

at

to all the factors th

at

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 OKAPl! 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.com– Tutorial

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 LevelThen…Then… Paraphrase (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 structuretext structure has a positive effect on recall and has a positive effect on recall and comprehension.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

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 & answerquestion & answer

ScienceScience problem-solvingproblem-solving classificationclassification experimentalexperimental cause and effectcause and effect definition/explanationdefinition/explanation

PatternsPatterns

Teacher Teacher Text: Text: Text Text StructuresStructures

LiteratureLiterature character character

developmentdevelopment settingssettings plotplot moral & moral &

messagemessage symbolismsymbolism genregenre

MathMath key wordskey words graphic relationshipsgraphic relationships evidence & reasoningevidence & reasoning symbolic relationships symbolic relationships

& operations& operations

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 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 Learn • Writing to 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 learning

styles styles

Content Reading:Content Reading: TechniquesTechniques

(More links from Reading Quest Check out the Print Charts!) Writing to Learn Directed Reading Activity (DRA) Directed Reading Thinking Activity (DRTA) Guided Reading Procedure (GRP) SQR3 Listen-Read-Discuss (L-R-D)

Content Reading:Content Reading: TechniquesTechniques

ABC brainstorm carousel clock buddies column notes comparison-contra

st

history frames inquiry chart K - W - L   opinion-proof power thinking

(Click the links below for information from Reading Quest on each strategy. Check out the Print Charts!)

Content Reading:Content Reading: TechniquesTechniques

questioning the author

RAFT papers reciprocal teachi

ng underlining semantic feature

analysis story maps summarizing thesis-proof think-pair-share

(More links from Reading Quest Check out the Print Charts!)

Content Reading:Content Reading: TechniquesTechniques

3-minute pause  3 - 2 – 1  venn diagrams  word maps QARs

(More links from Reading Quest) word splash

word sortsword sorts anticipation anticipation

guideguide

(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/http://www.gopdg.com/plainlanguage/readability.htmlreadability.html

http://www.ncrel.org/sdrs/areas/issues/students/learning/http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htmlr2grap.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