Web2.0: Reading and Writing Across the Curriculum

WEB 2.0

Reading and Writing Across the Curriculum

WHY IS READING IMPORTANT IN THE CONTENT AREAS?

One concern teachers express is that students do not have the skills to read and comprehend content-based text. Therefore, content area teachers need to be skilled in content-based reading strategies (Billmeyer, 1996).

Skills needed depend on the content and text. Content teachers are best qualified to help students comprehend the material presented by developing prior knowledge related to the topic.

If all teachers provide reading opportunities for students, students will be better prepared to meet identified standards in all areas.

Background knowledge and content provide an essential link between what students understand and what they read (Anthony and Raphael, 1989).

WHAT CAN ALL TEACHERS DO TO HELP READERS?

Reading Instruction - Design lessons using a before, during, and after format in which reading is a significant component.

Respond to Reading - Have students respond to stance questions in writing, providing support from the text.

Develop Vocabulary - Aid understanding of content terms through context clues, word structure, and semantic features.

WHAT CAN ALL TEACHERS DO TO HELP READERS?

Questions-Answers-Relationships (QAR) - Help students to understand how to develop responses to questions and provide textual support.

Think Aloud - Model mental processes that expert readers use as they read.

Develop Prior Knowledge - Develop unfamiliar concepts, experiences, and vocabulary prior to reading.

TRADING CARDS

Students can illustrate vocabulary to help visualize, comprehend, clarify, interpret and evaluate meaning.

This year, your brother Jack will be 2 years from being twice as old as your sister Jen. The sum of Jack’s age and three times Jen’s age is 48. How old is Jen?

WHERE DOES WEB 2.0 FIT IN?

Google Doc brainstorm

WHY IS WRITING IMPORTANT IN THE CONTENT AREAS?

“An underlying element of all literacy learning in general is `thinking.' In combined writing and reading instruction, learners engage in a greater society of experiences that lead to better reasoning and higher-level thinking than is achieved with either process alone (McGinley, 1988). Since thinking is a critical part of meaning construction, classrooms that actively foster meaning construction through reading and writing will produce better thinkers (T. Tierney and Shanahan, (1991).” (Cooper, 1997) Therefore, as is the case with reading, writing is and should be an integral part of all content areas.

In science, social studies, reading/English language arts, and mathematics, students demonstrate their response to knowledge taught, concept attainment, and understanding through writing.

WHAT CAN ALL TEACHERS DO TO HELP WRITERS?

Design consistent opportunities for your students to write, write, write.

Model the writing process -- pre-writing, drafting, revising, and proofreading and provide writing opportunities that involve writing process strategies, use of graphic organizers, elaboration.

Emphasize comparison/contrast in reading and writing activities.

WHAT CAN ALL TEACHERS DO TO HELP WRITERS?

Provide extensive opportunities to identify main ideas/topics from reading selections.

Require students to support and give explanations for their responses (i.e., processes they chose to use or decisions they made).

Expect students to thoroughly present information on a topic, elaborating through evidence and thoughtful analysis of text.

WHERE DOES WEB 2.0 FIT IN?

Google Doc brainstorm