1. Literacy Practice: Promoting Content Area Reading Designed by Brenda Stephenson The University of Tennessee

2. At the end of this presentation students should: Define the concepts for promoting reading comprehension through content area reading materials. Define the concepts for promoting reading comprehension through content area reading materials. Identify ways of using content area reading materials to promote reading comprehension in the classroom. Identify ways of using content area reading materials to promote reading comprehension in the classroom. List materials and resources available to accomplish this practice. List materials and resources available to accomplish this practice.

3. Content Area Reading …refers to the challenge of reading in the academic areas such as science, social studies, mathematics, literature, and the arts.

4. Content Area Reading Scaffolding provides a systematic approach to address the challenges of Content Area Reading. Scaffolding provides a systematic approach to address the challenges of Content Area Reading. Scaffolding

5. Content Area Reading: Scaffolding Scaffolding instructional technique using teacher modeling to introduce the desired learning strategy or task, then gradually shifts responsibility to the students Scaffolding Graph

6. Content Area Reading: Scaffolding Scaffolding before duringafter supports students before, during, and after they read. enables beyond their abilities enables students to accomplish what is normally beyond their abilities. helpsucceed otherwiseimpossible provides enough help so students can succeed with a task that otherwise would be impossible. (Graves & Graves, 1994)

7. Video Clip Biology Content Video Biology Content Video Biology Content Video Biology Content Video

8. Content Area Reading: Scaffolding Scaffolding Temporary Task-oriented Support to extend reach Steps to Teaching: Preparation Assistance Reflection

9. Teacher Text Prior to Lesson Assesses Readability Assesses Readability Modifies text if necessary Modifies text if necessary Identifies Key Vocabulary & Concepts Identifies Key Vocabulary & Concepts Identifies Expository Text Structures Identifies Expository Text Structures Identifies Relation to Prior Knowledge Identifies Relation to Prior Knowledge Analyzes Preparation

10. Prepare students to read the material by considering readability factors Prepare students to read the material by considering readability factorsreadability …readability refers to all the factors that affect success in reading and understanding a text. interest & motivation of the reader interest & motivation of the reader legibility of the print & illustrations legibility of the print & illustrations complexity of words and sentences complexity of words and sentences in relation to the reading ability of in relation to the reading ability of the reader the reader Teacher Text: Readability

11. Analyze Word & Sentence Complexity run a readability analysis at intervention central.org using the OKAPl! Reading Probe Generator run a readability analysis at intervention central.org using the OKAPl! Reading Probe GeneratorOKAPl! Reading Probe GeneratorOKAPl! Reading Probe Generator use Microsoft Word spell & grammar check with the readability tool option turned on use Microsoft Word spell & grammar check with the readability tool option turned on Teacher Text: Readability

12. Assess Student Reading Levels: Running Records Running Records – readinga-z.com readinga-z.com – Tutorial Tutorial Informal Reading Inventories Informal Reading Inventories Teacher Student: Reading Level

13. If… Text Level is higher than Instructional Level Text Level is higher than Instructional LevelThen… Paraphrase (rewrite) Paraphrase (rewrite) Paraphrase Teacher Text: Modify 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!

14. Limit the number of words introduced… Choose words Choose words –critical to understanding the main ideas –not likely to be learned independently Teacher Text: Vocabulary

15. Analyze Word & Sentence Complexity Researchers have found that instruction in expository text structure has a positive effect on recall and comprehension. (Armbruster, Anderson, & Ostertag, 1987; Roller & Schreimer, 1985; Taylor & Beach, 1984). Teacher Text: Text Structures

16. Social Studies chronological events chronological events definition/ explanation definition/ explanation cause and effect cause and effect compare/contrast compare/contrast question & answer question & answer Science problem-solving problem-solving classification classification experimental experimental cause and effect cause and effect definition/explanation definition/explanation Patterns

17. Teacher Text: Text Structures Literature character development character development settings settings plot plot moral & message moral & message symbolism symbolism genre genre Math key words key words graphic relationships graphic relationships evidence & reasoning evidence & reasoning symbolic relationships & operations symbolic relationships & operations Patterns

18. Identifying the main idea Identifying the main idea Locating facts and specific details Locating facts and specific details Organizing material mentally Organizing material mentally Literacy Skills needed in content areas are: Vocabulary comprehension Adjusting Reading Rate & Focus Summarizing Student Text: Skills

19. Graphic Organizer Video Content Writing Clip Content Writing Clip Content Writing Clip Content Writing Clip

20. Content Reading: Teaching Teacher Text Student Before Reading Before Reading Building Vocabulary Activating Prior Knowledge Setting a Purpose Previewing Brainstorming Predicting Building Vocabulary Activating Prior Knowledge Setting a Purpose Previewing Brainstorming Predicting During Reading During Reading Scanning Visualizing Context Clues Inferring Questioning Clarifying Scanning Visualizing Context Clues Inferring Questioning Clarifying After Reading After Reading Summarizing Drawing Conclusions Reflecting Critical Thinking Review Synthesis Writing to Learn Summarizing Drawing Conclusions Reflecting Critical Thinking Review Synthesis Writing to Learn Assistance

21. Content Reading: Teaching Teach Strategies Using: Teach Strategies Using: –Established programs & techniques which address before, during, after address before, during, after utilize graphic organizers utilize graphic organizers provide modeling of desired skills provide modeling of desired skills offer variety to address varying learning styles offer variety to address varying learning styles

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

23. Content Reading: Techniques ABC brainstorm ABC brainstorm ABC brainstorm ABC brainstorm carousel carousel carousel clock buddies clock buddies clock buddies clock buddies column notes column notes column notes column notes comparison- contrast comparison- contrast comparison- contrast comparison- contrast history frames history frames history frames history frames inquiry chart inquiry chart inquiry chart inquiry chart K - W - L K - W - L K - W - L K - W - L opinion-proof opinion-proof opinion-proof power thinking power thinking power thinking power thinking (Click the links below for information from Reading Quest on each strategy. Check out the Print Charts!)Reading Quest

24. Content Reading: Techniques questioning the author questioning the author questioning the author questioning the author RAFT papers RAFT papers RAFT papers RAFT papers reciprocal teaching reciprocal teaching reciprocal teaching reciprocal teaching underlining underlining underlining semantic feature semantic feature semantic feature semantic feature analysis analysis analysis story maps story maps story maps story maps summarizing summarizing summarizing thesis-proof thesis-proof thesis-proof think-pair-share think-pair-share think-pair-share (More links from Reading Quest Check out the Print Charts!)Reading Quest

25. Content Reading: Techniques 3-minute pause 3-minute pause 3-minute pause 3-minute pause 3 - 2 – 1 3 - 2 – 1 3 - 2 – 1 3 - 2 – 1 venn diagrams venn diagrams venn diagrams venn diagrams word maps word maps word maps word maps QARs QARs QARs (More links from Reading QuestReading Quest) word splash word splash word splash word splash word sorts word sorts word sorts word sorts anticipation guide anticipation guide anticipation guide anticipation guide (Links to other successful programs & techniques)

26. Materials and Media http://www.timetabler.com/reading.html http://www.timetabler.com/reading.html http://www.timetabler.com/reading.html http://www.gopdg.com/plainlanguage/readability.html http://www.gopdg.com/plainlanguage/readability.html http://www.gopdg.com/plainlanguage/readability.html http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm

27. Bibliography Mora, Jill Kerper. Content Area Reading for English Language Learners March 16, 2006. http://coe.sdsu.edu/people/jmora/ContentReadMM/> Mora, Jill Kerper. Content Area Reading for English Language 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 March 21, 2006. http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12 Reading in the Content Areas: Strategies for Success March 21, 2006. http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12 http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12 Literacy Strategies March 21, 2006 http://www.litandlearn.lpb.org/strategies.html Literacy Strategies March 21, 2006 http://www.litandlearn.lpb.org/strategies.html http://www.litandlearn.lpb.org/strategies.html