READING STRATEGIES FOR THE CONTENT AREAS Strategic Teaching Office of Instruction March 2010 Word storm the title of this session at you table. There is a paper with letters at the top. Predict words that might appear in this session that begin with your letters. Then write a question this session might answer.
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READING STRATEGIES FOR THE CONTENT AREAS Strategic Teaching Office of Instruction March 2010 Word storm the title of this session at you table. There is.
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READING STRATEGIES FOR THE CONTENT AREAS
Strategic Teaching
Office of Instruction March 2010
Word storm the title of this session at you table. There is a paper with letters at the top. Predict words that might appear in this session that begin with your letters. Then write a question this session might answer.
Content Literacy
Reading is focused by the domain of knowledge in which it is employed. To read well in any discipline is to think well in that discipline. Each discipline has a conceptual vocabulary. Each has a manner of statement. Each has structures through which it develops, applies and appraises its ideas.
Strategic Teaching
Provides opportunities for small group learning
Provides explicit instruction Time for feedback Think alouds Scaffolds instruction Models literacy strategies
Makes critical connections of literacy strategies Pre, during and post
strategies
Instructional
Practices
New Voices in Content
Get students to read and think like content specialists
Interacting with text Visualizing Making connections (with background knowledge) Inferring and predicting Generating and Answering Questioning Determining importance Interpreting vocabulary
Connecting reading, discussing and writing
Active Engagement
TWIRL (Harvey & Goudvis, 2005)
Talk Write Investigate Read Listen
Common Core: Standards for Reading, Writing, and Research
Grades 6 – College-and Career- Ready (CCR)
History/Social Studies and Science 10 CCR Standards define a foundational
core of reading skills and understanding Grade 6-CCR standards that form a progression
of skills that build on the core 10 CCR Standards define a foundational
core of writing skills and understandings Grade 6-CCR standards that form a progression
of skills that build on the core
Example: CCR for Writing in Social Studies and Science
CCR Writing Standard 6Perform short, focused research projects as well as more sustained research, demonstrating understanding of the material under investigation.
Grade 6-8 students are able to:Perform short, focused research projects that demonstrate understanding of the material under investigation and generate additional related questions for research.
Grade 9-10 students are able to:Demonstrate proficiency at performing short, focused research projects and more sustained research that demonstrate an increasing command of the subject under investigation.
Grade 11-CCR students are able to:Demonstrate proficiency at performing short, focused research projects and more sustained research that synthesize multiple authoritative sources on a subject.
Example: CCR for Reading in Social Studies
CCR Reading Standard 9Compare and contrast two or more texts to integrate information, build knowledge, or understand different approaches to similar themes or topics.
Grade 6-8 students are able to:Analyze the relationships between primary and secondary source documents.
Grade 9-10 students are able to:Compare and contrast presentations of the same topic in different media, and describe the differences in focus, organization, and depth.
Grade 11-CCR students are able to:Integrate information from diverse historical/social science sources into a coherent account of events, noting key discrepancies.
How do teachers become proficient in TWIRL in their classrooms?
The best model for becoming proficient with planning and implementing strategic lessons is when teachers work collaboratively within or across content areas to support one another to implement strategic teaching.
TAKE 5
Is this possible?
How can it happen in your schools?
What are the questions remaining?
Strategic Teaching
Provides opportunities for small group learning
Provides explicit instruction Time for feedback Think alouds Scaffolds instruction Models literacy strategies
Makes critical connections of literacy strategies Pre, during and post
strategies
Organizing your
school for good
Instructional
Practices
Before Reading Strategies
Teacher’s Purpose
Literacy Strategies
Examples for Content Areas
Before Reading
Prepare the students for learning by activating prior knowledge, building background, making predictions, introducing needed vocabulary, setting purposes for reading, encouraging students to generate questions, connecting reading and writing, and if needed, conducting an explicit lesson on a particular literacy strategy
•Activating prior knowledge
•Making predictions
•Previewing text
•Establishing a purpose for reading/learning
•Generating questions
•Five W’s and H•KWL Chart•Quick Writes•Anticipation Guides•Think Aloud•Affinity•Cloze•Semantic Map•Concept/ Definition Map•DR/TA•Venn Diagram•RAFT•Frayer Model•Word Sort•Open House
During Reading Strategies
Teacher’s Purpose
Literacy Strategies
Examples for Content Areas
During Reading
Engaging students with text, self-monitoring comprehension, using mental imagery, constructing graphic organizers, integrating new information with prior knowledge, summarizing text, verifying predictions and organizing concepts
•Engage with text•Verify and formulate predictions•Summarize text•Self-monitor text•Visualize•Integrate new information with background•Construct graphic organizers•Infer
•Frayer Model•Semantic Feature Analysis•Semantic mapping•Pairs Read•Learning Logs•Writing to learn•Structured Note-Taking•KWL Chart•One Question One Comment•Trouble Slips•I Don’t Understand Statements
After Reading Strategies
Teacher’s Purpose
Literacy Strategies
Examples for Content Areas
After Reading
Encouraging students to reflect on what they read, prompt students to evaluate predictions, examine questions that guided reading, require students to respond to text through discussion, require students to respond to text through writing, encourage retelling or summarizing, connect writing to reading
•Reflect on text•Evaluate predictions•Discuss questions •Respond to text in writing•Respond to text through discussion•Summarize•Retell•Connect writing and reading
•KWL Chart•Journaling•Three Index Card Discussion•Fortunately-Unfortunately•If-Then•Somebody Wanted But So•Exit Slips•Share One Get One
Literacy Starts with Teachers Offer teachers a manageable number of
new strategies. Move from workshop to classroom. Establish forums for teacher empowerment. Vary the formats used in staff development. Start with those who are most eager, and
then spread the learning.
Educational Leadership, March 2010
How are the literacy strategies taught through explicit instruction?
Teacher Responsibility
Student Responsibility
Focus Lesson
Guided Instruction
Collaboratively
Independently
I do it.
We do it.
We do it together.
We do it alone.
Flexible Grouping
Purposeful reordering of students into working groups to ensure that all students work with a wide variety of classmates and in a wide range of contexts during a relatively short span of class time
Allows teacher to “audition” each student in a variety of arrangements
This is a regular feature of a strategic teacher’s instructional planning
Small group learning-Lexiles
Reading Selection Length
Ease ofReading
Lexile
Fleming, T. 2006. “The Not-So-Hidden History.” Boys Life 96 (9): 44-47.
4 pgs. Easy 800
Fleming, T. 2006. “The Treaty That Rescued a Revolution.” Boys Life 96 (8): 40-45.
6 pgs. Easy 840
Calkins, V. 1993. “Radical Revolutionary Samuel Adams.” Cobblestone 14 (9): 20-22.
3 pgs. Average
1030
Rosenfeld, R., and N.M. Mattila. 2007. “Learning the Soldier’s Life.” Cobblestone 28 (8): 7-10.
4 pgs. Average
1070
Ferling, J. (2007). “100 Days That Shook the World.” Smithsonian 38 (4): 44-45.
9 pgs. Difficult
1190
Schwarz, F.D. (1999). “1774.” American Heritage 50 (3): 110-111.
2 pgs. Difficult
1390From MAS Ultra – School Edition –designed specifically for high school libraries
One Question – One Comment
Please write one question and one comment about reading strategies in the content areas on a note card.