This document discusses strategies for developing reading comprehension and vocabulary in content areas. It covers techniques to use before, during, and after reading. Before reading, teachers should activate background knowledge and set purposes. Strategies include previewing, predicting, and setting purposes. During reading, comprehension is key. After reading, students reflect on and apply what they learned. The document focuses on the Frayer model and concept definition map for teaching vocabulary. It provides examples and prompts creating activities using these models and textbooks. Finally, it discusses polling students using cell phones to gauge understanding.

1. Reading Comprehension and
Vocabulary Development
in the Content Area
10 February Class Meeting
AEDR 518 | Spring 2012

2. Before reading
During reading
After reading
AEDR 518 | Spring 2012

3. Before-Reading
Essential Components:
Activating background knowledge
Setting purposes
AEDR 518 | Spring 2012

4. Before-Reading
Strategies
Previewing
What do I already know about the topic?
Setting Purposes for Reading
I will read this text to learn . . .
Predicting and inferring
What can I hypothesize based on what I already
know and what I am able to assume from the
text?
AEDR 518 | Spring 2012

5. Before-Reading
Strategies
Previewing
What do I already know about the topic?
Setting Purposes for Reading
I will read this text to learn . . .
Predicting and inferring
What can I hypothesize based on what I already
know and what I am able to assume from the
text?
AEDR 518 | Spring 2012

6. Teaching Vocabulary in
Your Content Area
AEDR 518 | Spring 2012

7. Teaching Vocabulary in
Your Content Area
Think about your vocabulary. Reflect on
how it developed through the years.
Consider two sources that you believe
helped you to increase your knowledge
of words and their meanings.
http://wiffiti.com/screens/54089
AEDR 518 | Spring 2012

8. Strategies for Teaching Vocabulary in
Your Content Area
1. Frayer model (with video example)
2. Concept Definition model
AEDR 518 | Spring 2012

9. Frayer Model
This model prompts students to think about and
describe the meaning of a word or concept by
...
• Defining the term
• Describing its essential characteristics
• Providing examples of the idea
• Offering non-examples of the idea
Video example
AEDR 518 | Spring 2012

10. Frayer Model
AEDR 518 | Spring 2012

11. Frayer Model
AEDR 518 | Spring 2012

12. Frayer Model
Example one
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13. Frayer Model
Example two
AEDR 518 | Spring 2012

14. Frayer Model
Example three
AEDR 518 | Spring 2012

15. Concept Definition Map
A Concept Definition Map prompts students to
take a key term, concept, or reading selection
and . . .
• Uncover its component ideas
• Show their structure and interrelatedness
• Chart these findings on a graphical organizer
AEDR 518 | Spring 2012

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19. For February 17
Create vocabulary activities using your
representative textbook:
1. Frayer Model
2. Concept Definition Model
AEDR 518 | Spring 2012

20. Poll
• Take out your cell phones!
• Send a text message to …..
– http://www.polleverywhere.com/multiple_choice_polls/MTQ0NzM3MTE4Mw
– http://www.polleverywhere.com/multiple_choice_polls/LTE2OTQ2ODE4NDE
– http://www.polleverywhere.com/multiple_choice_polls/MTgwMjUyODQ5MQ
– http://www.polleverywhere.com/multiple_choice_polls/LTg4MTcxNzI3NQ
AEDR 518 | Spring 2012

21. Sources
Just Read Now
http://www.justreadnow.com/strategies/vocabulary.htm
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies
http://www.coursesmart.com/9780138140809
My Education Lab
http://www.myeducationlab.com/literacy/deploy/literacy
.html
AEDR 518 | Spring 2012