READING IN THE CONTENT AREA

Key Ideas and Details Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Prepping Questions

What does content area mean to you?

How do you use reading in your classroom right now?

How can you improve content reading in your classroom?

Literacy and the Brain

The cell responsible for learning and thought is the neuron

Thought and learning increases the size and number of dendrites and axons

Decreased blood flow, less thinking, results in pruning

The more dendrites and axons means more cues will trigger a particular memory

Learning Reinforces these connections

1. Prepping: Using prior knowledge

2. Patterning: Linking information together

3. Priming: Learning things in multiple ways and practice

Making Memory

You can think of your memory like a tree.

It has branches and roots

Your brain is also like a forest. The more “vegetation” it has the more efficient it becomes

Schema Theory

Dog

4 legs

Furry

Tail

Eats meat

The Schema theory explains the way our

brains like to sort information

Schema Sorting

This can be hindered in several ways The student lacks the necessary

schema to file away the new information

The students has trouble sorting the new knowledge into an existing schema

The student places the information in an incorrect schema

The information conflicts with a student’s current schema

4th Grade Slump

Transition from narrative text to informative

Lack of exposure to informative texts

Traits of A Good Reader

1. Search for connections 2. Monitor understanding 3. Identify and fix

misunderstandings 4. Know what is important 5. Synthesize information across

text 6. Make inferences 7. Ask questions

CanUg

Find aSandyIslandIgloo

Quickly?

Content Area Reading

World Knowledge verses Text Knowledge World: A person’s schemata of the world and

how they relation to one another. Text: Knowledge about reading.

Prior knowledge a better indicator of a student understanding a given text then outright reading ability

Levels of Understanding

Literal

Interpretive

Applied

Goals of Reading-Comprehension-Subject Matter Learning-Reading Skills-Knowledge Application

Metacognition

Common Reading Strategies1. Prep the brain for information

storage

2. Get reader to ask questions and search for answers during the reading process

3. Review the information presented.

Reading Strategies

SQR3

K-W-L

TPRC

Reciprocal Teaching

Making Text “Friendly”

1. White Space

2. Break up Lists and Steps

3. Give Hints and Chunk

4. Increase the size of the print

5. Group Information

Vocabulary

What do you know about vocabulary instruction? What works in your classroom? Why is it important. What are the goals of vocabulary instruction?

What do you want to know about vocabulary instruction? What is difficult for you students? How does this relate to reading instruction?

Vocabulary Instruction

Vocabulary Instruction must involve (RIM)1) Repetition 2) Integration

3) Meaningful UseThere are two purposes to vocabulary

instruction Remove barriers to comprehension of

text

Promote long-term acquisition and development of the language of academic discipline.

Principals of Vocabulary Instruction

1. Use the terms

2. Provide both definitions and context

3. Move students from familiarity with terms to using them.

4. Provide multiple exposures in many contexts to the terms.

Best to stick to 8

or 10 words a

week

Instruction in Vocabulary

1. Direct Vocabulary Instruction 2. Instruction in Deriving Meaning

CSSR Context Structure (morphology) Sound (Pronouncing) Reference or Dictionary

Vocabulary Instructional Techniques

1. Verbal-Visual Word Association

2. Semantic Mapping

3. Gestalt

4. Memory Tricks, Mnemonics Acronyms and Acrostics Using a routine, Loci System Visualization Playing with Words