C2 Content Area Literacy Strategies for Middle School and High School Classrooms, Grades 6-12<br />Katie McKnight, Ph.D.<b...
Some Reminders about Content Literacy<br />
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...
Schema and Comprehension<br />Activating prior knowledge with prereading guides<br />Anticipation guides<br />Content Read...
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. But...
Hints for Struggling Readers<br />Provide readers who struggle to decode with opportunities to hear the text read aloud (t...
Components of Reading<br />10<br />
Sample Reading Activities<br />Before Reading (Pre Reading)<br />During Reading<br />After Reading<br />
KWL<br />K= What the reader already knows<br />L= What the reader wants to learn or know.<br />L= What I learned<br />
“THE CASK OF AMONTILLADO”Edgar Allan Poe----Sample Anticipation Guide<br />DIRECTIONS: Put an “X” in the space to indicate...
Stop and Write<br />
SQ3R<br />
DRTA<br />
DRTA<br />
Story Impression<br />Step One<br />Make a 3 column chart on a sheet of paper.<br />Label it like this:<br />21<br />
Story Impression<br />Step Two<br />In your group, assign a definition to each word.<br />Step Three<br />Create a story u...
Story Impression<br />Step Four<br />We will now read the text from which the words were selected.  As we read, write the ...
Author’s Chair<br />Select a reader from your group.<br />Volunteering for the “Author’s Chair”<br />Clap when author goes...
Story Impression<br />introduces vocabulary<br />taps into students’ prior knowledge<br />catapults the reader into active...
VOCABULARY AND TERMINILOGY<br />
27<br />Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers t...
28<br />Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers t...
Concept Sorts<br />What is it?<br />Introduces students to the vocabulary of a new topic or book. <br />Students are provi...
Concept Map<br />You or the student selects a word or concept for the center box of the organizer. In the box directly abo...
Word Detective<br /> The importance of encouraging students to study words cannot be emphasized enough. <br />In this cent...
Creating Slide Shows<br />www.photopeach.com<br />Sample from an Algebra teacher<br />http://photopeach.com/album/tculv0?i...
Vocabulary Demonstration Lesson<br />http://www.adlit.org/media/mediatopics/vocab/<br />http://www.adlit.org/media/mediato...
Visuals<br />Graphic Organizers and other visuals support student comprehension and understanding of text.  <br />Here is ...
Sketch Through Text<br />Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Rea...
Six Ways to Use Textbooks More Effectively<br />Empathy- Do you remember when you had difficulty in a subject and the text...
More Resources<br />www.readingquest.org<br />www.adlit.org<br />www.readwritethink.org<br />
How to Reach Me<br />Email: Katie@KatherineMcKnight.com<br />Website: KatherineMcKnight.com<br />Twitter: @LiteracyWorld<b...
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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

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C2 Content Literacy Strategies

  1. 1. C2 Content Area Literacy Strategies for Middle School and High School Classrooms, Grades 6-12<br />Katie McKnight, Ph.D.<br />Katie@KatherineMcKnight.com<br />www.KatherineMcKnight.com<br />Twitter: @LiteracyWorld<br />Facebook: Katie McKnight Literacy<br />
  2. 2. Some Reminders about Content Literacy<br />
  3. 3. Assumptions Underlying Content Literacy<br />Subject Matter<br />Role of the Textbook<br />Active Readers<br />Independent Readers<br />
  4. 4. 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 />
  5. 5. 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 />
  6. 6. 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 />
  7. 7. 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 />
  8. 8. 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 />
  9. 9. 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 />
  10. 10. Components of Reading<br />10<br />
  11. 11. Sample Reading Activities<br />Before Reading (Pre Reading)<br />During Reading<br />After Reading<br />
  12. 12. KWL<br />K= What the reader already knows<br />L= What the reader wants to learn or know.<br />L= What I learned<br />
  13. 13.
  14. 14.
  15. 15. “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 />
  16. 16. Stop and Write<br />
  17. 17. SQ3R<br />
  18. 18.
  19. 19. DRTA<br />
  20. 20. DRTA<br />
  21. 21. Story Impression<br />Step One<br />Make a 3 column chart on a sheet of paper.<br />Label it like this:<br />21<br />
  22. 22. Story Impression<br />Step Two<br />In your group, assign a definition to each word.<br />Step Three<br />Create a story using each word with the definition that your group assigned.<br />22<br />
  23. 23. Story Impression<br />Step Four<br />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.<br />23<br />
  24. 24. Author’s Chair<br />Select a reader from your group.<br />Volunteering for the “Author’s Chair”<br />Clap when author goes to the chair<br />Read the piece<br />Clap when the author has finished reading<br />Discuss what we liked about the story<br />Clap again when the author leaves the Author’s Chair<br />
  25. 25. Story Impression<br />introduces vocabulary<br />taps into students’ prior knowledge<br />catapults the reader into active reading and comprehension<br />
  26. 26. VOCABULARY AND TERMINILOGY<br />
  27. 27. 27<br />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.<br />
  28. 28. 28<br />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.<br />
  29. 29. Concept Sorts<br />What is it?<br />Introduces students to the vocabulary of a new topic or book. <br />Students are provided with a list of terms or concepts from reading material. <br />Students place words into different categories based on each word's meaning. <br />Categories can be defined by the teacher or by the students.<br />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. <br />
  30. 30. Concept Map<br />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. <br />Studentsshould record key elements of the word or concept in each of the boxes on the upper left side. <br />In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept.<br />Examples of the word or concept are recorded in the boxes along the bottom of the page.<br />The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging.<br />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.<br />
  31. 31.
  32. 32. Word Detective<br /> The importance of encouraging students to study words cannot be emphasized enough. <br />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.<br />
  33. 33. Creating Slide Shows<br />www.photopeach.com<br />Sample from an Algebra teacher<br />http://photopeach.com/album/tculv0?invitecode=b684ea3b5c<br />
  34. 34. Vocabulary Demonstration Lesson<br />http://www.adlit.org/media/mediatopics/vocab/<br />http://www.adlit.org/media/mediatopics/vocab/<br />
  35. 35. Visuals<br />Graphic Organizers and other visuals support student comprehension and understanding of text. <br />Here is an example from a Social Studies teacher<br />http://www.adlit.org/media/mediatopics/contentarea/<br />
  36. 36. Sketch Through Text<br />Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading. Portsmouth, NH: Heinemann, p 121.<br />
  37. 37.
  38. 38.
  39. 39. 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 />
  40. 40. More Resources<br />www.readingquest.org<br />www.adlit.org<br />www.readwritethink.org<br />
  41. 41. How to Reach Me<br />Email: Katie@KatherineMcKnight.com<br />Website: KatherineMcKnight.com<br />Twitter: @LiteracyWorld<br />Facebook: Katie McKnight Literacy<br />

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