C2 Content Literacy Strategies
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C2 Content Literacy Strategies

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These are the latest slides from the Midwest Conference on Differentiated Instruction on July 19, 2011

These are the latest slides from the Midwest Conference on Differentiated Instruction on July 19, 2011

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    C2 Content Literacy Strategies C2 Content Literacy Strategies Presentation Transcript

    • C2 Content Area Literacy Strategies for Middle School and High School Classrooms, Grades 6-12
      Katie McKnight, Ph.D.
      Katie@KatherineMcKnight.com
      www.KatherineMcKnight.com
      Twitter: @LiteracyWorld
      Facebook: Katie McKnight Literacy
    • Some Reminders about Content Literacy
    • Assumptions Underlying Content Literacy
      Subject Matter
      Role of the Textbook
      Active Readers
      Independent Readers
    • What is Content Literacy?
      Generally defined as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna & Robinson, 1990, p. 184)
    • Schema and Comprehension
      Activating prior knowledge with prereading guides
      Anticipation guides
      Content Reading Activities like: KWL, SQ3R, and DRTA
      Story Impression
      Vocabulary Exercises
    • The Impact of Schema on Content Literacy
      Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
    • More on Schema
      The notes were sour because the seam split.
      Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
    • More on Schema
      The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one in four after another along with an occasional six. Not once did a ball look like it would hit their stumps or be caught.
      Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
    • Hints for Struggling Readers
      Provide readers who struggle to decode with opportunities to hear the text read aloud (tape assist)
      Give readers for whom word recognition is a problem supplemental materials that include visual clues to word meaning (or use manipulatives in math)
      Allot additional time for readers who struggle to complete assignments
      Encourage struggling readers to use the internet because often the symbols and icons that are quite bothersome to good readers provide a means for struggling readers to construct meaning
    • Components of Reading
      10
    • Sample Reading Activities
      Before Reading (Pre Reading)
      During Reading
      After Reading
    • KWL
      K= What the reader already knows
      L= What the reader wants to learn or know.
      L= What I learned
    • “THE CASK OF AMONTILLADO”Edgar Allan Poe----Sample Anticipation Guide
      DIRECTIONS: Put an “X” in the space to indicate whether or not you agree or disagree with the corresponding statement.
    • Stop and Write
    • SQ3R
    • DRTA
    • DRTA
    • Story Impression
      Step One
      Make a 3 column chart on a sheet of paper.
      Label it like this:
      21
    • Story Impression
      Step Two
      In your group, assign a definition to each word.
      Step Three
      Create a story using each word with the definition that your group assigned.
      22
    • Story Impression
      Step Four
      We will now read the text from which the words were selected. As we read, write the new definition for each word in the 3rd column.
      23
    • Author’s Chair
      Select a reader from your group.
      Volunteering for the “Author’s Chair”
      Clap when author goes to the chair
      Read the piece
      Clap when the author has finished reading
      Discuss what we liked about the story
      Clap again when the author leaves the Author’s Chair
    • Story Impression
      introduces vocabulary
      taps into students’ prior knowledge
      catapults the reader into active reading and comprehension
    • VOCABULARY AND TERMINILOGY
    • 27
      Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas.Jossey-Bass.
    • 28
      Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas.Jossey-Bass.
    • Concept Sorts
      What is it?
      Introduces students to the vocabulary of a new topic or book.
      Students are provided with a list of terms or concepts from reading material.
      Students place words into different categories based on each word's meaning.
      Categories can be defined by the teacher or by the students.
      When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students' understanding of the concepts presented.
    • Concept Map
      You or the student selects a word or concept for the center box of the organizer. In the box directly above, students should write the dictionary definition of the word or concept.
      Studentsshould record key elements of the word or concept in each of the boxes on the upper left side.
      In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept.
      Examples of the word or concept are recorded in the boxes along the bottom of the page.
      The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging.
      Be sure to model responses to these or allow students to work in pairs so that they will have greater success in completing this activity.
    • Word Detective
      The importance of encouraging students to study words cannot be emphasized enough.
      In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
    • Creating Slide Shows
      www.photopeach.com
      Sample from an Algebra teacher
      http://photopeach.com/album/tculv0?invitecode=b684ea3b5c
    • Vocabulary Demonstration Lesson
      http://www.adlit.org/media/mediatopics/vocab/
      http://www.adlit.org/media/mediatopics/vocab/
    • Visuals
      Graphic Organizers and other visuals support student comprehension and understanding of text.
      Here is an example from a Social Studies teacher
      http://www.adlit.org/media/mediatopics/contentarea/
    • Sketch Through Text
      Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading. Portsmouth, NH: Heinemann, p 121.
    • Six Ways to Use Textbooks More Effectively
      Empathy- Do you remember when you had difficulty in a subject and the text was difficult?
      Help the students to get started. We need to “front-load” our teaching.
      Don’t leave kids alone with their textbooks.
      Choose wisely. Be selective with assignments. Be strategic about what is most important.
      Supplement richly.
    • More Resources
      www.readingquest.org
      www.adlit.org
      www.readwritethink.org
    • How to Reach Me
      Email: Katie@KatherineMcKnight.com
      Website: KatherineMcKnight.com
      Twitter: @LiteracyWorld
      Facebook: Katie McKnight Literacy