Instructional Strategies That Facilitate Learning Across Content Areas : Tools that Promote Effective Reading in any Subject Matter! Ingrid Haynes, Ph.D. National Literacy Professional Development Consortium www. nlpdc .us drmays@gmail .com Office: (866) 921-5849 Cell: 713-591-8119 Fax: (888) 229-1697
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Instructional Strategies That Facilitate Learning Across Content Areas :
Instructional Strategies That Facilitate Learning Across Content Areas :. Tools that Promote Effective Reading in any Subject Matter!. Ingrid Haynes, Ph.D. National Literacy Professional Development Consortium www.nlpdc.us [email protected] Office: (866) 921-5849 Cell: 713-591-8119 - PowerPoint PPT Presentation
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Instructional Strategies That FacilitateLearning Across Content Areas:
Tools that Promote Effective Reading in any Subject Matter!
Ingrid Haynes, Ph.D.National Literacy Professional Development [email protected] Office: (866) 921-5849Cell: 713-591-8119 Fax: (888) 229-1697
• Good instructional strategies produce effective thinkers. Competent thinkers make powerful inferences from text. Students must create meaning from text quickly and efficiently to excel in content area studies.
• DIFFERENT implementation strategies and challenges– How do we handle course credits?– How do we schedule interventions?– Where can we find appropriate
screening/progress monitoring tools– What kind of intervention strategies are most
effective and where can we find materials?(National High School Center, National Center on Response to Intervention, & Center on Instruction, 2010)
• Research shows that teacher integration of literacy-related instructional strategies facilitates student learning across all content areas. With the use of content-specific information, it is through the literacy skills of reading, writing, listening, speaking, viewing and presenting that students acquire and retain content knowledge and content-specific abilities.
• must take place in all disciplines due to different textual demands; students need to hear their teachers read content area texts aloud in all disciplines
Choir Reading• Group 1) Fluent reading is reading in which words are
recognized automatically. Group 2) With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading. Group 3) But beginning readers usually do not read fluently; reading is often a word-by-word struggle. Group 4) In general, the fluency formula is this: Read and reread decodable words in connected text. Decode unknown words rather than guessing from context. Group 5) Reread to master texts. Everyone) Use text with words children can decode using known correspondences. Use whole, engaging texts to sustain interest.
Fluency ExpectationsFluency Expectations
Students should read with fluency unpracticed grade-level text at the following words per minute:
Grade WPM
4 140 - 170
5 170 - 195
6 195 - 220
7 215 - 245
8 235 - 270
9-12+ 270 – 300
(What Really Matter for Struggling Readers , 2000, Richard Allington)
Once upon a time, a wimmy Wuggen zonked into the grabbet. Zhe was grolling for poft because zhe was very blongby.
The wimmy Wuggen grolled and grolled until zhe motted a moggy Tor.
Zhe glind to the moggy Tor, “lk am blongby and grolling for poft. Do yum noff mehre ik can gine some poft?”
“Kex,” glind the Tor, “klom with ne, wimmy Wuggen. lk have lodz of poft in ni bove.”
So the Wuggen womt with thr Tor to hiz bove. Dhem the Wuggen glind to the Tor, “Vhat kimd of poft do yum habt?”
And the moggy Tor glind, “YUM Wuggen zar excellent poft!”
Group ActivityEach group will respond to the following questions.1. Where did the wimmy Wuggen zonk?2. Why was zhe grolling for poft?3. Did the moggy Tor help the Wuggen? Why do you
think so?4. Would you have womt with the moggy Tor had you
been the wimmy Wuggen? Why or why not?
Vocabulary Interventions
• Most effective strategies include:– Semantic maps– Semantic feature analysis – Fostering relational connections– Word associations– Mneumonic pictures
Important Concepts in Developing a Plan for Writing
Instruction
• Writing is a cognitive task; it is developmental• Writing is a social act; it moves from
egocentrism to larger audiences.• Simply writing or enjoying writing does not in
itself lead to improved writing
Overall research finding for process approach:
• All stages must be FULLY implemented if students are to build a repertoire of writing strategies.– Students do not benefit from a pick-and-choose approach
to teaching writing .– Students do not benefit from a smorgasboard approach,
such as using a rubric, but not involving students in understanding and/or creating the features of the rubric.
– Students do not benefit from a piecemeal approach, in which writing process instruction is implemented unevenly across time or grade.
• Do we teach all facets of the writing process equally at all grade levels? It is not about the TYPE of writing we teach, but about the WAY we teach it.
Six major conclusions from writing instruction research
• Developmental Process• Write daily• Link with great literature• Model• Multiple purposes• Reading and writing are similar types of
process.
WritingWriting
Writing Practice
WritingWriting
Writing Practice
• You choose grouping1. Pick up and read the colored sheet of paper on your
table.
2. Review and discuss strategy with group members
3. Prepare a lesson using that strategy.
4. Be prepared to share
Handout
Pages 43-60
WritingWriting
What types of writing assignments do you/ would you use within your content area?
Journals Quick Writes
Reports
Handout
Page …
Exit SlipExit Slip
• What I would like to tell someone else about what I learned today is…
• What I would like to learn next is…
• The one aspect that helped me understand most today was…