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Making Meaning

Making Meaning. Strategies for Struggling Readers Using Textbooks Marianne Kenney, Secondary Social Studies Instructional Specialist. Today’s Purpose. To consider… The need for reading and comprehending textbooks in content areas

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Making Meaning

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  1. Making Meaning Strategies for Struggling Readers Using Textbooks Marianne Kenney, Secondary Social Studies Instructional Specialist

  2. Today’s Purpose • To consider… • The need for reading and comprehending textbooks in content areas • Effective ways to present pre-reading and during-reading strategies so they engage students • Applying some of these strategies back in your school

  3. Quick Write • Choose one of these questions: • Why do textbooks seem so hard for students to read and understand? • How can literacy strategies become a part of content-area instruction within the secondary classroom with such limited time and so many students?

  4. Wizardry • 4 Wizard: Absolutely always – I could teach this workshop! • 3 Proficient: Yes, usually – I do this. • 2 Regular: Sort of/sometimes – workin’ on it • 1 Novice: No/never – Actually not familiar with this strategy…yet!

  5. Textbooks • Learning in school is greatly influenced by the extent to which students understand their texts. Brock, McKeown, Worthy, 1995 • Estimations indicate that 85 to 95 percent of the content addressed in social studies classrooms emerge from the textbook. ReadingQuest.org

  6. What makes content area reading so different? • Textbooks tend to dehumanize the content and distance students from ideas. • “Textbooks are laden with facts and written without voice and style with little room for students to interpret and justify, controversy if left out stimulates critical thinking and debate.” • Teaching Reading in Social Studies, Science, and Math, Laura Robb, 2003.

  7. Two Accounts • “The British lawmaking body was and still is called Parliament. The colonists were not members. The British started passing laws to tax the colonies. Britain thought the colonies should pay their share of the cost fo the French and Indian War.” • “England had been fighting a long and expensive war, and when it was over, the question was now how to pay the bills. Finally, a government official suggested that one way to raise money was to tax Americans. “What a good idea!” King George said. After all, the French and Indian part of the war had been fought on American soil for the benefit of the Americans, so why shouldn’t they help pay for it.” Sources: Jean Fitz, Can’t make them behave King George, 1977. Silver Burdett, 1984. Breck, McKeown, and Worthy, Reading Research Quarterly (1995) pp. 220-228.

  8. Interest is important • Readers become engaged and comprehend a text when they find it interesting. • Interest tends to be low if the reader has little or no background knowledge. • Students without prior knowledge are at a serious disadvantage. They struggle to make meaning and they resist reading textbooks.

  9. Strategies for increasing background knowledge before reading. • Establishing background knowledge helps level the playing field for struggling readers. • Carousel graffiti • Anticipation Guides • ABC Brainstorm • Word Sorts • Word Splash

  10. Graffiti • Forms groups; provide colored markers • You have two minutes to write down everything you know about this topic • Pass chart paper on to the next group

  11. ABC Brainstorm • Students list all the letters of the alphabet on a sheet of paper leaving room to write out the word or phrase • First think/work individually on a “big topic” • Then work in pairs • Have students share their terms of the alphabet

  12. Word Splash • Write a paragraph using all the words • Write sentences using these words that put the meaning in context – if students don’t know the words make educated guesses • How can you predict how these words might be connected • Now you try it…

  13. Word Splash • Nomadic • Metal • Sumer • Ur • Kish • Clay tablets City state • The Sumerians • Goats • Ziggurats • Nobles • Slaves • Egypt cuneiform • Algebra • Papyrus • Arch Flax

  14. Word Splash • The Sumerians are nomadic people who lived in Sumer, or present day Egypt. They used metal to write cuneiform on clay tablets. They did not have papyrus. Ur and Kish were two important city states. The nobles lived in ziggurats with arches built by slaves. The Sumerians raised goats and ate flax. The Suerians discovered algebra.

  15. Word Sort 1. Create a list of vocabulary words from the reading. 2. Create Word strips. • Ask the students to sort the words into categories. • Yup, you’re right, you try it….

  16. Summarizing • “…research suggests instruction and practice in summarizing not only improves students ability to summarize text, but also their overall comprehension of text content. Duke, N.K. & Peterson (2002) “Effective practices for Developing Reading Comprehension.” A.E. Faarstrup & S. J. Samuels (Eds.) What Research has to say about Reading Instruction (3rd ed. Pp. 205-242). Newark, DE. International Reading Association.

  17. Tag it in 10! • Select several important paragraphs from the text • Photocopy and cut out the paragraphs. • Ask student to write 10 word summaries of the selections. ____________________________________________________ On 07/04/76 the Congress declared independence from Britain ____________________________________________________ When delegates to a Second Continental Congress meets in Philadelphia. The spirit of independence was stronger. The delegates voted to declare their freedom from Great Britain. On July 4, 1776, they adopted the Declaration of Independence, which established the United States of America as an independent nation. Thomas Jefferson, the declaration’s principal author, expressed American sentiments with nobility and grandeur. The Americans wanted the whole world to read their declaration.

  18. GIST • Give a copy of the text to each student • Ask the student to read the paragraph lookig for the most important information and the main idea. • Ask the student to create a 20 word summary of the first paragraph • Ask the student to read the second paragraph • Ask the student to create a 20 word summary of the first and second paragraph • Ask the student to share their paragraph with a partner • Ask the pair to create a new summary paragraph • Allow the students to share their summaries with the class - discuss how the summaries are similar and different.

  19. Processing • Work with a shoulder partner, use the Web Discussion Graphic Organizer • Discuss which strategies presented today (Yes, No) you would apply in classrooms back at your school • Discuss your reasoning • You have 5 minutes…yikes!

  20. Resources • Books: • McREL, Teaching Reading in….(Social Studies, Science, Mathematics) • Website: • ReadingQuest.org

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