C-3 Content Area Literacy Strategies for Middle School and High School Classrooms<br />Katherine S. McKnight, Ph.D.<br />K...
Assumptions Underlying Content Literacy<br />Subject Matter<br />Role of the Textbook<br />Active Readers<br />Independent...
What is Content Literacy?<br />Generally defined as “the ability to use reading and writing for the acquisition of new con...
The Impact of Schema on Content Literacy<br />Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: S...
More on Schema<br />The notes were sour because the seam split.<br />Source: Alvermann, D. and Phelps, S. (2002). Content ...
More on Schema<br />     The batsmen were merciless against the bowlers.  The bowlers placed their men in slips and covers...
Hints for Struggling Readers<br />Provide readers who struggle to decode with opportunities to hear the text read aloud (t...
Schema and Comprehension<br />Activating prior knowledge with prereading guides<br />Anticipation guides<br />Content Read...
“THE CASK OF AMONTILLADO”Edgar Allan Poe----Sample Anticipation Guide<br />DIRECTIONS: Put an “X” in the space to indicate...
KWL<br />K= What the reader already knows<br />L= What the reader wants to learn or know.<br />L= What I learned<br />
SQ3R<br />
DRTA<br />
DRTA<br />
Story Impression<br />introduces vocabulary<br />taps into students’ prior knowledge<br />catapults the reader into active...
Six Ways to Use Textbooks More Effectively<br />Empathy- Do you remember when you had difficulty in a subject and the text...
How to Reach Me<br />Email: katie@katherinemcknight.com<br />Website: katherinemcknight.com<br />Twitter: @literacyworld<b...
If you liked this session, consider booking a full day of training in one of the following areas:<br />Visit us at the SDE...
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A2 content lit strat

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A2 content lit strat

  1. 1. C-3 Content Area Literacy Strategies for Middle School and High School Classrooms<br />Katherine S. McKnight, Ph.D.<br />Katie@KatherineMcKnight.com<br />
  2. 2. Assumptions Underlying Content Literacy<br />Subject Matter<br />Role of the Textbook<br />Active Readers<br />Independent Readers<br />
  3. 3. What is Content Literacy?<br />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)<br />
  4. 4. The Impact of Schema on Content Literacy<br />Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.<br />
  5. 5. More on Schema<br />The notes were sour because the seam split.<br />Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.<br />
  6. 6. More on Schema<br /> 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.<br />Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.<br />
  7. 7. Hints for Struggling Readers<br />Provide readers who struggle to decode with opportunities to hear the text read aloud (tape assist)<br />Give readers for whom word recognition is a problem supplemental materials that include visual clues to word meaning (or use manipulatives in math)<br />Allot additional time for readers who struggle to complete assignments<br />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<br />
  8. 8. Schema and Comprehension<br />Activating prior knowledge with prereading guides<br />Anticipation guides<br />Content Reading Activities like: KWL, SQ3R, and DRTA<br />Story Impression<br />Vocabulary Exercises<br />
  9. 9. “THE CASK OF AMONTILLADO”Edgar Allan Poe----Sample Anticipation Guide<br />DIRECTIONS: Put an “X” in the space to indicate whether or not you agree or disagree with the corresponding statement.<br />
  10. 10. KWL<br />K= What the reader already knows<br />L= What the reader wants to learn or know.<br />L= What I learned<br />
  11. 11. SQ3R<br />
  12. 12.
  13. 13. DRTA<br />
  14. 14. DRTA<br />
  15. 15. Story Impression<br />introduces vocabulary<br />taps into students’ prior knowledge<br />catapults the reader into active reading and comprehension<br />
  16. 16. Six Ways to Use Textbooks More Effectively<br />Empathy- Do you remember when you had difficulty in a subject and the text was difficult?<br />Help the students to get started. We need to “front-load” our teaching. <br />Don’t leave kids alone with their textbooks.<br />Choose wisely. Be selective with assignments. Be strategic about what is most important. <br />Supplement richly.<br />
  17. 17. How to Reach Me<br />Email: katie@katherinemcknight.com<br />Website: katherinemcknight.com<br />Twitter: @literacyworld<br />Facebook: Katie Siewert McKnight Literacy<br />
  18. 18. If you liked this session, consider booking a full day of training in one of the following areas:<br />Visit us at the SDE Professional Development booth to learn more!<br />

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