1. Content Area Reading is Different from Narrative Text Reading. CCSS SNRPDP

2. Content area reading is different because… Text characteristics: –Specialized terms. –Readability varies. –Different organization (charts, equations, etc.). –More than one idea. CCSS SNRPDP

3. Content area reading is different because… Reader characteristics: –Different experience levels and prior knowledge. –No prior instruction in reading expository text. Reading strategies: highlighting; bold headings; tables and graphs; etc.. Studying strategies: rereading; flipping back; formulating critical questions; etc.. Format awareness: How to read content specific graphics and formulae. –Low or lacking motivation to read content. CCSS SNRPDP

4. Metacognitively Aware Readers Passive readers: –Are not aware of their own reading method. –Not sensitive to their own mistakes. –Unaware of their own lack of knowledge in strategies and practices. CCSS SNRPDP

5. Metacognitively Aware Readers Active readers: –Are aware of their own learning. –Go back to reread or fix errors. –Consciously choose an appropriate method to read based on the content of the text. CCSS SNRPDP

6. Metacognitively Aware Readers A strategic reader will: –Use different reading strategies based on the type of content area text. –Choose from a variety of strategies for comprehension. –Alter strategies as needed to increase idea flow. CCSS SNRPDP

7. Metacognitively Aware Readers A reflective reader will: –Reflect on their reading. How much did I learn? Did this make sense? How does this fit with my prior knowledge? –Accommodate new knowledge. How will this new knowledge alter my existing schema? CCSS SNRPDP

8. Reading to Learn Requires the reader to be metacognitively aware of themselves as a reader and learner. Requires the teacher to use a frontloading instructional model. Stress the before reading activities. Use different activities. Link with a student’s prior knowledge and experience. Establish the objectives of reading. What ideas are critical? Scaffold instruction for struggling readers. Emphasize vocabulary, content area terminology. CCSS SNRPDP

9. Frontloading During reading activities - structured to support struggling readers and guide reading proficiency. −Guided reading with a structured method. −Active participation of reader. Are they fully engaged? −Independent reading (consider SSR practice, graphic organizers, or note taking). −Adjust pre-reading activities. Build on them. CCSS SNRPDP

10. Frontloading After reading activities: −Check for comprehension. −Explain comprehension, simplify its fit to prior knowledge. −Expand knowledge; enrichment. CCSS SNRPDP

11. Vocabulary Activities Deal with specialized terminology. Connect to known words and ideas. Tie to student interest and motivation. Bond with students’ prior knowledge and experience. CCSS SNRPDP