2. Writing, Reading, and the Comprehension of Content Area Text Mark Weakland

3. Advance Organizer  Brief overview of reading  How do you teach content comprehension?  Strategies: Activate and use prior knowledge  Strategy w/writing: Summarize  Strategies w/writing: Ask & answer questions  Break  Strategy assessment (w/writing)  Vocabulary if time 2

4. 3 www.MarkWeaklandLiteracy.com

5. Please think and write  What are the fundamental components of reading? 4

6. Phonemic Awareness 5

7. 6  The sounds of language  That spoken words consist of individual sounds or phonemes  Words can be segmented (pulled apart) into sounds  Sounds can be blended (put back together) and manipulated (added, deleted, and substituted)

8. Alphabetic Principle 7

9. 8 Alphabetic principle  An understanding that the sequence of sounds or phonemes in a spoken word are represented by letters in a written word  Phonics elements (e.g., letter-sound correspondences, spelling patterns, syllables, etc)  Decoding / Encoding

10. Fluency 9

11. 10 Fluency  Rate  Accuracy  Prosody

12. Vocabulary 11

13. 12 Vocabulary  The meanings for most of the words in a text so they can understand what they read

14. Comprehension 13

15. 14 Comprehension  The ultimate goal of reading!  Understanding both fiction and non-fiction texts  Understand and remember what you read  Relate your own knowledge and experiences to the text  Communicate with others about what they read

16. 15  Anchor Standard 1:  …make logical inferences…  Anchor Standard 2:  …determine central ideas or themes…  Anchor Standard 3:  …analyze how and why…  Anchor Standard 6:  …assess the point of view…  Anchor Standard 7:  …delineate and evaluate the argument and claims…  Anchor Standard 10:  Read and comprehend complex … texts… Standards

17. Active Reading 16

18. Important point Good readers use strategies to gain a deeper understanding of text. 17

19. Comprehension Strategies 18  Good readers use strategies to comprehend  Effective strategies are supported by, enhanced through, and assessed with writing.

20.  Yearlong focus on 5-6 strategies  Model, model, model  Guided practice  During shared and guided reading  Across grade levels and content areas  Formative assessment 19

21. Metacognition Thinking about your thinking! –I know something about … –Why would he do that? –That character reminds me of my sister. –In a nutshell, he’s afraid of the unknown. –In my mind I can see then animals in the barn 20

22. Close Reading (is the new metacognition) Text Dependent (is the new QAR) 21

23. Metacognitive strategies 22

24. Today’s Focus 23 Activate and use prior knowledge (and build it if you don’t have it) Summarize Ask and answer questions

25. Build it if it doesn’t exist! Slide shows 24

26. Build it if it doesn’t exist: anticipation guides 25

27. Summarize 26

28. Summarize Somebody-Wanted-But-So-Then (SWBST) 27 SectionExplanationSummary Somebody Wanted But So Then

29. Summarize Somebody-Wanted-But-So-Then (SWBST) 28 SectionExplanationSummary SomebodyWilly WonkaWilly Wonka wanted to pass his factory on but he didn’t have an heir. So he held a contest and invited five lucky winners to his factory. The kids and parents got into predicaments and Charlie was the only one who didn’t have to leave. In the end, Mr. Wonka gavethe factory… WantedTo pass his factory on ButHe didn’t have an heir SoHe held a contest and invited 5 lucky winners to the factory ThenMayhem ensues, Charlie is the last one standing, and Mr. Wonka gave the factory to Charlie

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31. 30

32. Think and write Summarize the story of Rudolph the Red-Nosed Reindeer using the SWBST chart. 31

33. Ask and Answer Questions 32

34. See, Think, Wonder 33

35. In your handout  I Notice / I Wonder math article 34

36. Thick and Thin Questions 35

37. Thick and Thin Questions 36 THIN / closedTHICK / open What is 6-4Tell me two numbers with a difference of two What is 1/5 plus 4/5 Write six different ways of adding two numbers to get the sum of 1

38. Your turn 37 THIN / closedTHICK / open What is this shape What is 2+6-3

39. In your handout  Thin and thick (closed and open) math sheet 38

40. Question-Answer Relationship 39

41. In your handout  QAR explanation  David passage  Senator passage  I Break Stuff study guide  Koala reading 40

42. Model the cognitive process Stop and Talk Two Squares Thinking Cap 41

43. Model the cognitive process Talking to the Text 42

44. Vocabulary 43

45. 44  CCR Anchor Standard 4:  Interpret words and phrases as they are used in a text  to determine technical meaning  To determine connotative meaning  and to determine figurative meaning;  And analyze how specific word choices shape meaning or tone Standards

46. Vocabulary  How do you decide which words to teach?  How do you teach it?  Is the process cumulative? Are words taught to mastery? 45

47. Vocabulary  Word selection is critical  Beck and McKeown’s Three Tiers  Other ways of selecting words are possible (SWIT) 46

48. Three tiers  Tier Ibaby, clock, happy  Tier IIcoincidence, absurd, reality  Tier IIIisotope, lathe, peninsula  Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304http://www.readingrockets.org/article/40304 47

49. Tier Two Words  Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.  Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304http://www.readingrockets.org/article/40304 48

50. Tier Two Words?  The servants would never comment on this strange occurrence [finding the kitchen clean even though none of them were seen doing the cleaning], each servant hoping the other had tended to the chores. Never would they mention the loud noises they'd hear emerging from the kitchen in the in middle of the night. Nor would they admit to pulling the covers under their chins as they listened to the sound of haunting laughter…  Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304http://www.readingrockets.org/article/40304 49

51. Tier Two Words  The servants would never comment on this strange occurrence [finding the kitchen clean even though none of them were seen doing the cleaning], each servant hoping the other had tended to the chores. Never would they mention the loud noises they'd hear emerging from the kitchen in the in middle of the night. Nor would they admit to pulling the covers under their chins as they listened to the sound of haunting laughter…  Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304http://www.readingrockets.org/article/40304 50

52. Base words  Tend, not tended  Tending, intend, superintendent  Emerge, not emerging  Emerging, emergence, emergency 51

53. Introduce words with direct instruction routine  Don’t play the guessing game  Tell students what the word means 52

54. Emerge T- “Who knows what emerge means?” S- “When you get on the highway!” T- “Get on the highway? Oh, that’s merge!” T- “The word is emerge. What does that mean?” S- “Is it like an e-book?” S- “E- or!” T- “No, that’s the donkey. OK. Listen, I’ll use it in a sentence. See if you can figure out what …” 53

55. Emerge Emerge means come out of or appear. What does emerge mean, everyone? Can a chick emerge from an egg, everyone? What does the chick do if it emerges? Can the sun emerge from the clouds, everyone? What else can emerge? And what does it emerge from? (TPS) 54

56. Vocabulary card method Cumulative Mastery learning Direct instruction Model and practice Based on body of research 55

57.  torpedo  intelligent  mammal  cartilage  carnivore  predator  fluke 56  vapor  crystal  condensation  evaporation  pressure  transparent  structure

58. Mark Weakland Literacy 57 www.markweaklandliteracy.com EMAIL is best! mark@markweaklandliteracy.com