1. Reading in the Content Area Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

2. Prepping Questions • What does content area mean to you? • How do you use reading in your classroom right now? • How can you improve content reading in your classroom?

3. Literacy and the Brain • The cell responsible for learning and thought is the neuron • Thought and learning increases the size and number of dendrites and axons • Decreased blood flow, less thinking, results in pruning • The more dendrites and axons means more cues will trigger a particular memory Learning Reinforces these connections

4. Making Memory • 1. Prepping: Using prior knowledge • 2. Patterning: Linking information together • 3. Priming: Learning things in multiple ways and practice

5. You can think of your memory like a tree. • It has branches and roots • Your brain is also like a forest. The more “vegetation” it has the more efficient it becomes

6. Schema Theory The Schema theory explains the way our brains like to sort information Tail 4 legs Dog Furry Eats meat

7. Schema Sorting • This can be hindered in several ways • The student lacks the necessary schema to file away the new information • The students has trouble sorting the new knowledge into an existing schema • The student places the information in an incorrect schema • The information conflicts with a student’s current schema

8. 4th Grade Slump • Transition from narrative text to informative • Lack of exposure to informative texts

9. Traits of A Good Reader • 1. Search for connections • 2. Monitor understanding • 3. Identify and fix misunderstandings • 4. Know what is important • 5. Synthesize information across text • 6. Make inferences • 7. Ask questions Can Ug Find a Sandy Island Igloo Quickly?

10. Content Area Reading • World Knowledge verses Text Knowledge • World: A person’s schemata of the world and how they relation to one another. • Text: Knowledge about reading. Prior knowledge a better indicator of a student understanding a given text then outright reading ability

11. Levels of Understanding Goals of Reading -Comprehension -Subject Matter Learning -Reading Skills -Knowledge Application Literal Interpretive Applied

12. Metacognition • Common Reading Strategies • 1. Prep the brain for information storage • 2. Get reader to ask questions and search for answers during the reading process • 3. Review the information presented.

13. Reading Strategies • SQR3 • K-W-L • TPRC • Reciprocal Teaching

14. Making Text “Friendly” • 1. White Space • 2. Break up Lists and Steps • 3. Give Hints and Chunk • 4. Increase the size of the print • 5. Group Information

15. Vocabulary • What do you know about vocabulary instruction? • What works in your classroom? • Why is it important. • What are the goals of vocabulary instruction? • What do you want to know about vocabulary instruction? • What is difficult for you students? • How does this relate to reading instruction?

16. Vocabulary Instruction • Vocabulary Instruction must involve (RIM) 1) Repetition 2) Integration 3) Meaningful Use There are two purposes to vocabulary instruction • Remove barriers to comprehension of text • Promote long-term acquisition and development of the language of academic discipline.

17. Principals of Vocabulary Instruction Best to stick to 8 or 10 words a week • 1. Use the terms • 2. Provide both definitions and context • 3. Move students from familiarity with terms to using them. • 4. Provide multiple exposures in many contexts to the terms.

18. Instruction in Vocabulary • 1. Direct Vocabulary Instruction • 2. Instruction in Deriving Meaning CSSR • Context • Structure (morphology) • Sound (Pronouncing) • Reference or Dictionary

19. Vocabulary Instructional Techniques • 1. Verbal-Visual Word Association • 2. Semantic Mapping • 3. Gestalt • 4. Memory Tricks, Mnemonics • Acronyms and Acrostics • Using a routine, Loci System • Visualization • Playing with Words