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

2. Six Elements That Created Content Learning for English Learners by Marine Mammals Project 1. Meaning & Purpose 2. Prior Knowledge 3. Integration of Opportunities to use Language & Literacy for learning Purposes 4. Scaffolding & Support 5. Collaboration 6. Variety

3. 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 1. Subject Matter Learning 2. Second Language Development Related to Academic Work

4. Students Interaction With Texts The text presents research and theory on: 1. Aesthetic & Efferent Stances Toward Text 2. Text Structure in Relation to Comprehension and Composition 3. Metacognition

5. 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?

6. 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: 1. Attributive 2. Enumerative 3. Compare/Contrast 4. Problem/Solution 5. Cause/Effect

7. Cohesive Ties/Signal Words

8. 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)

9. 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.

10. 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.

11. (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.