Verona 1.reading in the content areas

612
-1

Published on

Slides from workshop on May 30, 2012

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
612
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Verona 1.reading in the content areas

  1. 1. READING IN THECONTENT AREAS Katie McKnight, Ph.D. Katie@KatherineMcKnight.com
  2. 2. What We Will Do In This Today…Review Important Information about ContentLiteracy (Interdisciplinary literacy) Introduce learning centers as an instructional tool for the content areas.Examine a wide variety of content literacy(interdisciplinary literacy) focused learning centersfor mathematics, social science, and science. Examine a variety of text sets for the teaching of content.Discuss assessment strategies that are rooted incontent and interdisciplinary literacy.
  3. 3. Some Reminders about Content Literacy
  4. 4. Assumptions Underlying Content LiteracySubject Role of theMatter Textbook Active Independent Readers Readers
  5. 5. What is Content Literacy?Generally defined as:“the ability to use reading andwriting for the acquisition of newcontent in a given discipline” (McKenna & Robinson, 1990, p. 184)
  6. 6. The Impact of Schema on Content Literacy The Kingdom Of Kay OssOnce in the land of Serenity there ruled a king called KayOss. He wanted to be liked by all his people. So onx daythx bxnxvolxnt dxspot dxcidxd that no onx in thex countrywould bx rxsponsiblx for anything. Zll of thx workerxrs rxstxdfrom thxir dzily lxbors. "Blxss Kzy Oss," thxy xxclzimxd.Now, thx lzw mzkxrs wxrx vxry wvsx. But zs wvsx zs wthxywxrx, thxy dxcvdxd thzt thx bxst form of govxernmxnt wzsnonx zt zll. Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.
  7. 7. More on SchemaThe notes were sour because the seam split.Source: Alvermann, D. and Phelps, S. (2002). Content Readingand Literacy: Succeeding in Today’s Diverse Classrooms. (5thEd.).Boston, MA: Allyn and Bacon.
  8. 8. More on SchemaThe batsmen were merciless against thebowlers. The bowlers placed their men in slipsand covers. But to no avail. The batsmen hitone in four after another along with anoccasional six. Not once did a ball look like itwould hit their stumps or be caught.Source: Alvermann, D. and Phelps, S. (2002). Content Readingand Literacy: Succeeding in Today’s Diverse Classrooms. (5thEd.).Boston, MA: Allyn and Bacon.
  9. 9. Content Literacy is now referred to as Interdisciplinary Literacy (Common Core State Standards)
  10. 10. What do we know about our students’ reading?
  11. 11. What do we know about readers? At or Above Proficient on 2002 NAEP Reading 100 80 60 White Black 40 Hispanic 20 0 Grade 4 Grade 8 Grade 12Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.
  12. 12. Students Most At Risk Below Basic on 2002 NAEP Reading 100 80 60 White Black 40 Hispanic 20 0 Grade 4 Grade 8 Grade 12Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002.Jessup, MD: Education Publications Center.
  13. 13. Components of ReadingAlphabetics: un derstand ing a nd us ing t he sounds t hatmake up words (phonem ic awareness) and the lette rs thatcorrespond t o those sounds (decoding) and be ing a ble t orelat e the letters and sounds to the particular words theyrepresent (word recognition)Fluency: identi fying words accurately in a n effortlessmanner and be ing ab le to read them in te xt with appropriateintonat ion, stress and ph rasingVocabulary : knowing and u nderstanding t he mean ings ofwords and u sing them with flexibility and p recisionComprehension: the process and product of constructingmeaning from what is read, involving an inte raction betweena reader and a te xt, for a purpose and within a context
  14. 14. What are Learning Centers?Synonymous with Learning Stations.Learning Stations are locations thata teacher designs for students towork in small groups or individually.Each center has a clearlyarticulated learning activity.
  15. 15. Getting Started: A Checklist1 Write out all directions for the students for each station.2 Explain procedures and have them written out and posted in your classroom.3 Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets.
  16. 16. Getting Started: A Checklist (cont.)4 The teacher should circulate among the groups to facilitate answers and questions about the work.5 Formal assessment occurs when the students have finished the novel.6 When possible, give students a choice at each station. I like to make a poster for each station. Let‟s look at a model for learning centers.
  17. 17. A Classroom Picture Sample Stations for First RotationVocabulary Reading Content Activity Strategy Study Practice Listening or Make Up With Viewing Center Content Center
  18. 18. Sample Learning CentersDirections: Circulate around the room to the differentlearning stations.Consider the following questions:1 How can you use this learning center activity for your content area and classroom?2 As you consider your content area and a specific learning center, what adaptations and suggestions do you have for the activity?Note: These learning centers focus on vocabulary. Whenyou create center activities for your students, you will havea variety of activities, not just vocabulary.
  19. 19. VOCABULARY AND TERMINILOGY CENTERS
  20. 20. Learning Center Station VocabularySamples are from: McKnight, K. (2010). The Teachers Big Book of Graphic Organizers: 100 Reproducible Organizers that HelpKids with Reading, Writing, and the Content Areas. Jossey-Bass.
  21. 21. Learning Center Station VocabularySamples are from: McKnight, K. (2010). The Teachers Big Book of Graphic Organizers: 100 Reproducible Organizers that HelpKids with Reading, Writing, and the Content Areas. Jossey-Bass.
  22. 22. 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 words 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.
  23. 23. Concept MapYou or the student selects a word or concept for the centerbox of the organizer. In the box directly above, studentsshould write the dictionary definition of the word or concept.Students should record key elements of the word or conceptin each of the boxes on the upper left side.In each of the boxes on the upper right side, the studentsshould record information that is incorrectly assigned to theword or concept.Examples of the word or concept are recorded in the boxesalong the bottom of the page.The „„What is it like?‟‟ and „„What is it NOT like?‟‟ boxes can beparticularly challenging.Be sure to model responses to these or allow students to workin pairs so that they will have greater success in completingthis activity.
  24. 24. Word DetectiveThe importance of encouragingstudents to study words cannot beemphasized enough.In this center, students are promptedto research the etymology of words(and content area terms) andconnect visual images to the wordsthat they encounter.
  25. 25. Creating Slide Shows www.photopeach.com Sample from an Algebrateacherphotopeach.com/album/tculv0?invitecode=b68 4ea3b5c
  26. 26. Vocabulary Demonstration Lessonwww.adlit.org/media/mediatopics/vocab
  27. 27. SampleReadingActivities
  28. 28. KWLK = What the reader already knowsW = What the reader wants to learn or knowL = What I learned
  29. 29. DRTAThe Directed Reading and Thinking Activitydevelops the students purpose for reading aselected text. This activity helps students tobecome more active readers as questions areconsidered during their reading. When studentsuse this activity, especially when they are readingtextbooks, they are better able to focus on thecontent and main ideas and concepts.
  30. 30. DRTA
  31. 31. Sketch Through TextDaniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading.Portsmouth, NH: Heinemann, p 121.
  32. 32. Stop and Write
  33. 33. Inquiry ChartThe Inquiry Chart (I-Chart) is a strategy that enablesstudents to generate meaningful questions about atopic and organize their writing.Students integrate prior knowledge or thoughtsabout the topic with additional information found inseveral sources.The I-Chart procedure is organized into three phases:(1) Planning, (2) Interacting, and (3)Integrating/Evaluating. Each phase consists ofactivities designed to engage students in evaluatinga topic. http://www.adlit.org/strategies/21826/
  34. 34. I Do, We Do, You Dowww.adlit.org/media/mediatopics/comprehension Comprehension Demonstration
  35. 35. VisualsGraphic Organizers and other visuals support student comprehension and understanding of text. Here is an example from a Social Studies teacher: www.adlit.org/media/mediatopics/contentarea
  36. 36. Where is Content Information Stored? Reference books Textbooks Primary Sources Charts Web Pages Images Formulas
  37. 37. Differentiating TextsSelecting and adapting texts todifferentiate information to meetthe needs of diverse readers.Making students better readers inyour subject area.Using efficient and engagingactivities that add to contentlearning.
  38. 38. Strategies: One-Page WonderAccording to Daniels and Steineke,One-Page Wonders (OPW) allows us to:  Provide texts that are interesting  Keep in-class reading time short  Allow for efficient practice of comprehension and discussion strategies
  39. 39. Finding OPWs Interesting and relevant to kids Surprising, puzzling, funny, quirky, or weird Invite the reader to visualize places, faces, and events Feature people you can get interested in Are complex enough to justify time and thought Offer background knowledge in your content area Contain open-ended or debatable issues that invite lively discussion
  40. 40. Strategy, Encourage the Students to Code the Text
  41. 41. We’re going to look at some sample OPWs and Strategies in a “Seated” Gallery Walk….. Work in pairs or groups of three. You‟ll have about 5 minutes to look through the materials with your partner. As you look at the text sets, catalogue the strategies for each text set and record comments and questions. Be prepared to discuss the following: How is this a differentiation strategy? How can this strategy be used in the teaching of your content? What do you think you might need in order to implement this strategy?
  42. 42. Sample Text Sets These text sets are were created for teachers and students at George Washington Community High School in Indiana. Samples are for several different content areas.
  43. 43. It’s Time To Create and Build We‟ve explored many strategies for developing adolescent literacy skills today. In content related groups, create a set of centers that you could use to teach a topic:Include the following:Content Area: TopicEssential QuestionDescriptions of Each Center (at least 6)
  44. 44. More Resourceswww.readingquest.org www.adlit.orgwww.readwritethink.org
  45. 45. How to Reach Me:Email: Katie@KatherineMcKnight.comWebsite: www.KatherineMcKnight.comTwitter: @literacyworldFacebook: Katie McKnight LiteracyFor more materials and updated powerpoint,see my blog at www.KatherineMcKnight.com
  46. 46. Questions???

×