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Explicit Instruction for Reading in the Content Area Barbara A. Marinak Linda B. Gambrell Penn State Harrisburg Cl

Explicit Instruction for Reading in the Content Area Barbara A. Marinak Linda B. Gambrell Penn State Harrisburg Clemson University. Content Area Reading.

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Explicit Instruction for Reading in the Content Area Barbara A. Marinak Linda B. Gambrell Penn State Harrisburg Cl

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  1. Explicit Instruction for Reading in the Content Area Barbara A. Marinak Linda B. Gambrell Penn State Harrisburg Clemson University

  2. Content Area Reading • To make meaning and build understanding, students need to activate prior knowledge, monitor comprehension, repair comprehension, determine important ideas, synthesize information, draw inferences, and ask questions. Depending on the types of texts they are reading (e.g., textbooks, primary sources, web-based documents, newspapers), as well as the purpose for reading (locate specific information, connect ideas, determine a point of view), they need to select and vary their reading strategies.

  3. Needs • Provide access to a wide variety of informational materials • Provide informational reading practice • Provide active instruction in the elements and text structures of informational material (Williams, 2005)

  4. Motivation • Increasing the amount of informational reading supports the reading motivation of both boys and girls • Pappas (1993) found that children as young as kindergarten showed a preference for informational text • Pappas challenged the “narrative as primary” notion, stating that an exclusive emphasis on reading “story” in the early grades limits experience with other text forms and may create a barrier to full literacy access

  5. In a recent study by Mohr (2006) nonfiction books were the overwhelming choice of first grade students. Approximately 85% of the children chose non-fiction over fiction.

  6. Explicit? • Precisely and clearly expressed • Readily observable • Fully and clearly defined • Generalizations that are powerful and precise

  7. Explicit Instruction • Instruction that is readily observable, precise and clearly expressed • Instruction that teaches powerful generalizations by affording immediate opportunities for application

  8. Explicit instruction involves: • more teacher-student interaction • more student talk • opportunities for reading practice • specific feedbackIES, 2009

  9. Reader + Text = Comprehension

  10. Reader:Transactional Strategy Instruction • Activation of Prior Knowledge • Vocabulary • Questioning

  11. Vocabulary • Text Impression • Vocabulary Anticipation

  12. Antarctic

  13. Antarctic African

  14. Antarctic African one

  15. Antarctic African one rookery

  16. Antarctic African one rookery herd

  17. Antarctic African one rookery herd kindergarten

  18. Vocabulary Anticipation • We will continue with Wild Babies by reading about alligators and frogs. What words do you think you will read in the text about these two young animals? • If not anticipated, add: *************

  19. Give it a try!

  20. Q-Matrix

  21. Q-Matrix TEXT + me = literal (stems 1-12) Text + Me = inferential (stems 13-24) text + ME = extended (stems 25-36)

  22. Q-Matrix

  23. Q-Matrix

  24. Q-Matrix

  25. TEXT + me = literal How long do Emperor penguin chicks stay in a kindergarten? How old is a giraffe calf when it enters a kindergarten?

  26. Text + Me = inferential When would Emperor penguins and giraffes form kindergartens?

  27. text + ME = extended Giraffes and Emperor penguins use kindergartens to protect their young. What might other animals do to protect their babies?

  28. Give it a try!

  29. Features of Text • Reading and Writing Using Structural Grammars

  30. Elements of Fiction • Characters: The living beings in stories, plays, and poems that speak, think, and carry out the action. A character can be a person, animal or a personified object. • Setting: When and where the story occurs.  • Problem: The conflict or goal around which the story is organized.  • Events: One or more attempts by the main character(s) to achieve the goal or solve the problem.  • Resolution: The outcome of the attempts to achieve the goal or solve the problem. • Theme: The main idea or moral of the story.

  31. Studies indicate that children become aware of and are comfortable with narrative story structure (characters, setting, problem, events, solution) at an early age. In other words, due to narrative reading practice and instruction in story grammar, fiction text becomes “predictable” (Williams, 2005).

  32. It is just as important that informational reading practice be increased and that students become aware of and comfortable with the “predictable” elements and text structures that occur across informational text (Marinak & Gambrell, 2007).

  33. Informational Grammar Just as there is a narrative story grammar, there is also an “informational grammar” (Marinak & Gambrell, 2007).

  34. Five Text Elements of Informational Grammar • Author’s Purpose • Major Ideas • Supporting Details • Aids • Important Vocabulary (Marinak, Moore, & Henk, 1998)

  35. Teach the Text Structures • Hall, Sabey, and McClellan (2005) and Williams (2005) found that text structure instruction promotes informational text comprehension. • Text structure awareness has also been linked to accurate recall and retelling (Richgels, McGee, Lomax & Sheard,1987).

  36. Four text structures occur frequently in elementary books and textbooks: • Enumeration • Time Order • Compare/Contrast* • Cause and Effect (Hall, Sabey & McClellan, 2005; Neufeld, 2005; Richgels, McGee, Lomax & Sheard,1987; Williams, 2005)

  37. Text Methods • Mentor Texts • Text Maps • Text Pyramids • Writing Guides • Summary Frameworks

  38. Mentor Texts • Text or chunk of text written in a readily discernable structure. • Text that can be used to create a written response in a readily discernable text structure.

  39. Text Map: Compare and Contrast

  40. Retelling Pyramid one How many babies do giraffes and Emperor penguins have at a time? Antarctica Africa Use two words to describe where the Emperor penguin and giraffe live. egglivebirth In three words, list how the giraffe and Emperor penguin have babies. caredforinkindergartens In four words, describe how giraffes and Emperor penguins protect their babies.

  41. Give it a try!

  42. Writing Guides

  43. Where does the animal live? Giraffes and Emperor penguins are: same Giraffes live in Africa but Emperor penguins live in Antarctica. different

  44. What type of birth does the animal have? Giraffes and Emperor penguins are: same Giraffes have live births. Emperor penguins lay eggs. different

  45. How many babies does the animal have? Giraffes and Emperor penguins are: different Both giraffes and Emperor penguins have one baby at a time. same

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