Chapter # 9 Content Reading & Writing Pre-reading & During Reading Frances Fraser Maria Alfonso

Meaning & Purpose Prior Knowledge Six Elements That Created Content Learning for English Learners by Marine Mammals Project Meaning & Purpose Prior Knowledge Integration of Opportunities to use Language & Literacy for learning Purposes Scaffolding & Support Collaboration Variety

Research SDAIE- instruction designed to be understandable to students with limited English proficiency and also appropriate to the students’ ages and academic levels. Purposes of Sheltered Instruction Subject Matter Learning Second Language Development Related to Academic Work

Students Interaction With Texts The text presents research and theory on: Aesthetic & Efferent Stances Toward Text Text Structure in Relation to Comprehension and Composition Metacognition

Aesthetic & Efferent Interactions With Texts Efferent comes from the Latin word effere, meaning “to carry away”. Can you give me an example of efferent reading? Aesthetic reading is aimed at experiencing or feeling a piece of writing. Can you give me an example of aesthetic reading?

Effect of Text Structure on Comprehension and Memory An important feature of longer, more complex expository texts is their organization or sequencing of ideas and arguments, often referred to as text structure. Some examples are: Attributive Enumerative Compare/Contrast Problem/Solution Cause/Effect

Cohesive Ties/Signal Words

Comprehension & Memory Continued…. Headings & Subheadings – assist students in making predictions about the content of a text. Teaching Text Structure: One Classroom Pg. 343 Figure 9.3 Literary Structure- Pg. 343 Figure 9.4 Discussion of Story Elements ( Setting, Characters, Conflict, & Denouement)

Metacognition & Learning From Text Metacognition means thinking about thinking. Metacognition is knowing when and how to use strategies to assist in comprehension and composition. Specifically, students need to use strategies to preview texts, to ask questions, to preview headings and subheadings, and to organize information for memory.

Matching Students and Texts Readability Formulas http://www.ascd.org/ASCD/images/publications/books/ ivey2006_fig1.4.gif This formula will give a grade level for an expository text you are using, but because readability formulas are simply based on sentence and word length. However, they do not give an accurate measure of your students ability to read a specific text. Cloze Procedure http://humanities.byu.edu/elc/Teacher/appendix/ClozeS ample.html The textbook does not recommend using a cloze procedure, in which words are systematically left out of a text and the student tries to replace them. The authors of the textbook have found that the cloze procedure is extremely frustrating for second language learners and others.

(GRI) Group Reading Inventory http://www.greatsource.com/rapt/pdf/rapt_gr_b.pdf First, choose a passage similar in content, length, and complexity to the readings you may require of your class. Next, select the key concepts you would want your students to know after reading the passage. Finally, make up a GRI based on the concepts and skills you have identified.

Strategies to Promote Reading Comprehension Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge During Reading Strategies: Monitoring Comprehension Post Reading: Organizing and Remembering (more on Ch 10)

Prereading Strategy Steps 1. Motivate students’ interest and build background knowledge of the topic to be read. 2. Clarify their purpose. -let them know what you expect them to gain from it -what they are to do with the information 3. Help students gain a general idea of the text’s organization and content. -headings, subheadings, table of contents, glossary, etc...

Direct and Concrete Experiences Teacher Talk: making purposes clear Field Trips and Films: builds students’ schema for a topic Simulation Games: direct experience for learning Experiments: enhance comprehension

Developing vocabulary before students read a text Developing vocabulary before students read a text. Acquire new vocabulary through direct experiences and by discussing critical terms found in the text. Structured Overviews are visual displays of information, i.e. flowcharts, maps, and power points. Provides a basic outline of important ideas before reading. See Fig 9.8 pg 353 Preview Guides are also used to help overview the important ideas of the text. See Fig 9.9 and pg 333 Anticipation Guides helps students’ make opinions/predictions about the text before reading then compare their views after reading. See Fig 9.10 pg 354

During Reading Strategies Monitoring Comprehension “Most of the during reading strategies center on questioning strategies that you model or that build students’ self-questioning abilities.” Using Headings and Subheadings helps guide students in monitoring comprehension by turning headings into questions. Directed Reading-Thinking Activity (DR-TA) helps the student prepare for monitoring comprehension. You would model creating questions using headings and subheadings then let the students practice in a group then eventually work individually.

Vocabulary Strategies During Reading Contextual redefinition/Preview in Context -assists in comprehending and acquiring vocabulary within the context of the reading Using Clustering to Develop Vocabulary in Context a method used to help guess the meaning of a word in a passage. A cluster is formed without using the main word but synonyms are giving clue to what the main word could be. See Fig 9.13 pg 357

Jigsaw Procedure Learning Logs Students formulate questions/notes about what they are learning or what might be difficult while they are reading, so later to ask and discuss it with the teacher.

Differentiating Instruction for Content Area Reading Supplemental reading materials Include graphic and pictorial cues to support text meaning