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Reading and Writing in the Content Areas and Study Skills

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1 Reading and Writing in the Content Areas and Study Skills
Chapter 9 Reading and Writing in the Content Areas and Study Skills This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

2 Chapter 9 Anticipation Guide

3 Importance of Content-Area Literacy
Curriculum Gap Too much stress on early literacy (decoding and fluency) Too little stress on science, social studies, and other content areas

4 The Challenge of Content-Area Literacy
Students Unprepared for Content-Area Reading Denser text Richer vocabulary More complex structure Different purposes

5 The Challenge of Content-Area Literacy
Textual Features that Foster Learning Extra help Audio version Publisher aids Trade books Easier texts

6 Instructional Techniques
Help Students Build Conceptual Understanding Help Students Make Connections Use Effective Reading and Learning Strategies

7 Instructional Techniques (Continued)
Before Reading Structured overview Anticipation guides During Reading Chapter organization & text structure Think-Alouds Strategy guides

8 Instructional Techniques (Continued)
After Reading Analogies, esp. for science Graphic organizers Applying and extending KWL Plus: Before, During, & After Reading Know, Want to Know, Learn

9 Figure 9.3: A Think-Aloud Self-Questionnaire

10 Writing to Learn Using Types of Writing that Foster Learning Comparing
Contrasting Concluding Evaluating

11 Writing to Learn (Continued)
Learning Logs Students examine & express what they are learning Brief Writing-to-Learn Activities Admit slips Exit slips Quickwrite activities

12 Sheltered English for ELLs
Fosters Learning of English & Content Student-Centered High Levels of Participation Hands-On Activities Visuals Scaffolded Learning Wait Time Multiple Types of Assessment

13 Sheltered English for ELLs (continued)
Sentence Walls Use for content areas Include vocabulary, topic, questions Function as language lesson, too

14 Reading To Remember Most Students Require Instruction
Teaching Study Skills Improves Performance Study Habits Develop Early

15 Fostering Retention Three Stages of Memory Fostering Retention
Encoding Storing Retrieving Fostering Retention Principles for Improving Memory Clear encoding Intention to learn Organization, elaboration Overlearning

16 Fostering Retention (Continued)
Memory Devices Conceptual understanding Rehearsal Mnemonic devices: rhymes, acronyms, acrostics

17 SQ3R Principles of SQ3R Teaching SQ3R Survey Question Read Recite
Review Teaching SQ3R Can be applied at all levels

18 Test-Taking Strategies
Assessments -Extensive High-Quality Literacy and Intervention Programs Best Strategy Observe Student Test-Taking Skills Analyze observations Apply findings to instruction

19 Test-Taking Strategies (Continued)
Effective Test Preparation Reading ability Content knowledge Motivation Provide Practice at Students’ Reading Level Locate and Recall Teach students this basic skill

20 Using The Internet To Obtain Information
Help Students Narrow and Focus Topic Keywords Search Engines and Directories Student-friendly search engines Evaluate sites and data Assess reliability

21 Figure 9.13: Internet Search Form
Adapted from Creighton University (2001). Conducting an Internet Search. Available online at

22 Metacognitive Study Strategies
Teach Students How To Direct Own Studies Integrate into all content areas Use scaffolding Students should self-regulate study behaviors

23 Tools for the Classroom
Informational Text Helps Build Many Skills Attempt To Match Student’s Reading Levels with Content-Area Materials Review Essential Standards Assess Understanding of Content-Area Materials and Study Habits

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