Content Area Reading Instruction

1. Content Area Reading Instruction

2. What is the content area teacher’s role in teaching reading? • Who is the content area teacher? • Any teacher who uses reading as an instructional tool. • What are the three levels of reading? • Mastery level- above 95% comprehension • Instructional level- around 95% or slightly below - needs help to read • Frustration level – reading is to difficult – learning is blocked

3. Direct and Functional Reading Instruction • Direct – teaching someone to read • Phonemes • Graphemes • Skills • Functional – teaching reading strategies to gain access to more written materials. • Comprehension • Construction of Knowledge

4. Content Area Teachers Need to Do Both • A shift takes place toward functional instruction. (hopefully) • Knowing why leads to knowing how • We will study both theory and practice.

5. A group of English, science, social studies, mathematics, physical education, art, and home economics teachers were asked a series of questions about their actions in relation to reading. On two of the questions asked, here is how they responded:* • 1. Do you require reading in your course? 97% yes, 3% no. • 2. Do most of your students read their assignments? 58% yes,42% no.

6. Approximately three hundred students of the teachers who responded “no” to the second question were then asked these questions: • 1. Do you like to read? 52% yes, 38% no, 10% no response. • 2. Do you read your assignments in this class? 15% yes, 81% no, 4% no response. • 3. Do your tests cover mainly lecture and discussion or reading assignments? 98% lecture and discussion, 2% reading. • 4. Are you required to discuss your reading assignments? 23% yes, 70% no, 7% no response.

7. 5. Does your teacher give you purpose for reading or are you only given the number of pages to read? 95% pages, 5% purpose. 6. Does your teacher bring in outside material for you to read and recommend books of interest for you to read? 5% yes, 95% no.  7. Does your teacher like to read? 20% yes, 33% no, 47% don’t know.

8. The Timeframe of Content Area Reading Activities • Pre-reading Strategies • Reading/Text Interaction Strategies • Post-reading Strategies

9. Overall Strategies and Activities • K-W-L – Know-Want to Know-Learn • Dr-TA – Directed Reading-Thinking Activity • GRP – Guided Reading Procedure • Intra Act • Discussion Web

10. K-W-L • Introduce the Strategy • Model the Strategy Through Brainstorming • Have students use KWL sheets • Read text to answer Questions

12. DR-TA • Prediction • Verification • Judgement

14. GRP • Prepare Students for Reading • Assign a Reading Selection • Turn Books Face DownTell what you remember • Help students recognize that there is Much they have not remembered. • Redirect students to the passage for corrections • Create an outline based on remembrances • Extend Questioning for analysis and synthesis • Provide immediate feedback and or assessment

15. Intra Act • A game that lays the groundwork for reflective discussion • Steps • 1.Prediction - pre-reading strategies • 2.Relating – personal reactions to the topic • 3.Valuation – game sheet • 4. Reflection – How did your ideas stand up

17. Discussion Web • Activate Prior Knowledge • Assign selection and introduce discussion web Students work in pairs • Combine into groups of four to compare responses • Give three minutes for groups to prepare a defense for their answers. Spokesperson • Whole Class discussion • Students write final responses – display them

20. Prereading Strategies

21. Curiosity Arousal • Creating Story Impressions • Story Chain

23. Establishing Problematic Perspectives

26. Anticipation Guides

29. Student Generated Questions • ReQuest • Designed for one-on one • Teacher and student (s) read a section at a time pose questions to each other • Shift to predictions before reading • Expectation Outlines • Students read the beginning of a selection • Five to ten questions they think will be answered • Discuss questions • Read and discuss whether they were answered

30. Reading Guides • Three Level Guides • Pattern Guides • Selective Guides • Outlining • Jot Chart • Network Trees • Chains • Semantic Maps

31. Selective Reading Guides • How to think with print. • Eliminate all sections irrelevant to the lesson purpose. • Teacher must know how to process info. from our own subject area and according to the curriculum.

32. Three Level Guides • Based on Levels of Comprehension • Literal • Interpretive • Applied • Create a set of questions as a study guide in these three areas. • Remember that these levels are not completely discreet,

35. Text Pattern Guides • Examine a reading selection • Make students aware of the pattern • Provide Guidance • Provide Assistance

38. Text Patterns • Description • Sequence • Comparison and Contrast • Cause and Effect • Problem and Solution

39. Pattern Signals

40. Graphic Representations • Graphic or visual representations help learners comprehend and retain textually important information. When students learn how to use and construct graphic representations, they are in control of a study strategy that allows them to identify what parts of a text are important, how the ideas and concepts encountered in the text are related, and where they can find specific information to support more important ideas.

41. Outlining – The Classic Approach

42. Venn Diagram

43. Semantic Maps

44. Comparison and Contrast Matrices

47. Problem and Solution Chart

48. Network Trees

49. Events Chains