Jeanette HodgesCurriculum Consultant

jhodges@insightbb.com

Reading in the Content Areas

Agenda TopicsAgenda Topics

• KWWL• Reading Process/Reading Proficiency• Prereading Strategies• Difficulty of Content Area Reading

* Vocabulary * Text Features * Organizational Patterns

• Evaluation/Next Steps

Workshop Goals Workshop Goals

Participants will:• Identify skills that are needed in order for

students to be proficient readers

• Determine teaching strategies that promote proficiency in reading in the content areas

• Identify next steps to ensure implementation

KWWLKWWL

KWhat do we know?

Characteristics ofProficient Readers

Characteristics of Poor

Readers

Learning Strategies

Teaching Strategies

W What do we want to

know?

WWhere will we find

this information?

LWhat have we

learned?

Richmond was in dire straits against St. Kilda. The opening pair who had been stroking the ball with beautiful fluency on past occasions were both out for ducks. Once again the new ball pair had broken through. Then Smith turned on surprising pace and moving the ball off the seam, beat Mazaz twice in one over. Inverarity viciously pulled Brown into the gully but was sent retiring to the pavilion by a shooter from Cox.

Reading PassageReading Passage

Jones in slips and Chappell at silly mid on were superb, and Daniel bowled a maiden over in his first spell. Yallop took his toll with three towering sixes, but Thompson had little to do in the covers.

Grant was dismissed with a beautiful yorker and Jones sent from a brute of a ball. Wood was disappointing. The way he hung his bat out to the lean-gutted Croft was a nasty shock. The rout ended when McArdle dived at silly leg and the cry of “How’s that!” echoed across the pitch.

Vocabulary TermsVocabulary Terms

diresuperbbrute

SummarySummary

?????

What is “reading?”

Text Context

Reader

The Reading ProcessThe Reading Process

What do “proficient” readers do?

Proficient Readers Poor Readers

Before Reading

Activate prior knowledgePreview text featuresMake connections

Start reading without preparationIgnore text featuresPerceive reading assignment to be an “add on”

Proficient Readers Poor Readers

During ReadingMonitor comprehensionAnticipate and predictUse “fix-up” strategiesUse text structureOrganize and integrate new information

Are unaware that they do not comprehendRead to finish the taskDo not use strategies when they can’t decode words or comprehend Do not see any organization within textPerceive new information as isolated learning rather than an integral part of previous learning

Proficient Readers Poor Readers

After ReadingReflect about the readingSummarize the readingMay seek additional informationUnderstand that success is a result of effort

Stop reading and thinkingBelieve that success is a result of luck

Ineffective Lesson PlanningIneffective Lesson Planning

Traditional Format

Assignment is given.

Students read independently.

Students are assessed on what they “should have” learned.

Effective Lesson PlanningEffective Lesson Planning

Strategic Teaching FormatPrereading strategies: to set a purpose for

reading, motivate to read, and activate prior knowledge and experience

During reading strategies: to scaffold the learning process

After reading strategies: to clarify, reinforce, extend, and apply

knowledge

Strategic Teaching through ScaffoldingStrategic Teaching through Scaffolding

Strategy• taught as process• focus on process and

content• intentional connections

to outcomes• clear expectations• teacher-directed/

student-directed• connects new

knowledge to prior knowledge

• process transferred to real life and other content

Activity• taught in isolation• focus on content only

• accidental connections to outcomes

• vague expectations• teacher-directed

• no connection to prior knowledge

• little or no transfer

Anticipation GuideAnticipation Guide

• Please complete the anticipation guide for the article entitled, “Reading and Writing Enhances Learning in All Classes” (pp.103-105 in the Literacy Across the Curriculum Guide). Then make changes to your anticipation guide as you read.

• Do you see “ping-pong” readers, “mindless” readers, and “forgetful” readers in your classroom? How can you address their needs as readers?

• How can you use the anticipation guide method in your classroom?

Prereading StrategiesPrereading Strategies

Individually examine the prereadingstrategies in your packet.

• Which prereading strategies do you currently use?

• Which strategies will you implement during the rest of the semester?

• Are there 2-5 prereading strategies that you could urge your school, your grade level, or your department to use during the rest of this semester?

Comparing Narrative and Informative TextComparing Narrative and Informative Text

Please read the narrative and informationaltext passages in your print packet.

• Working with your table group, compare narrative and informational texts using the compare/contrast graphic organizer. (Consider such characteristics as vocabulary, organizational patterns, reader engagement, etc.)

• How can you use this graphic organizer in your classroom?

Vocabulary StrategiesVocabulary Strategies

Individually examine the vocabularystrategies listed in your print packet.

• Which vocabulary strategies do you currently use?

• Which strategies will you implement during the rest of the semester?

• Are there 2-5 vocabulary strategies that you could urge your school, your grade level, or your department to use during the rest of this semester?

Text FeaturesText Features

Please work with your table group to sort thecards relating to text features.

• Can you use the SQ3R method or variations found in your print packet? What other methods do you use to teach text features?

• How can you use the card sort strategy in your classroom? When would it work as a prereading strategy? A during reading strategy? An after reading strategy?

Determining Predominate Organization PatternsDetermining Predominate Organization Patterns

Working with your table group, determine thepredominate pattern for these topics:1. Facts about the Mississippi River2. Directions for installing a computer program3. Ways to resolve excess water pollution4. Uses of wheat5. Phases of the moon6. How a circuit works7. Climate of Mexico8. Pros and cons of a vegetarian diet9. Building dams to stop flooding10. Causes of the Civil War11. Differences between line graphs and bar graphs12. Biography of Martin Luther King, Jr.13. How sedimentary rock is formed

Strategies to Teach Organizational PatternsStrategies to Teach Organizational Patterns

Please read about the ROW strategy inyour print packet.

• How can you use this strategy in your classroom?

• What other methods could you use to teach organizational patterns?

Exit SlipExit Slip

• What actions will you take to incorporate these new strategies in your classroom/school?

• What additional help/support do you need to take the above actions?