What is content area literacy pl
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This document discusses content area literacy and strategies for teaching informational texts. It defines content area literacy as using reading and writing to acquire information in different subject areas. Content area literacy begins early as children start using reading to learn, enjoy, and inquire. The document emphasizes that as early as first grade, students should be taught strategies for reading informational texts that are different from reading fiction. It also notes that the amount of informational text students will encounter is increasing and will make up 80-90% of what students need to read after school. The document provides examples of informational text features and suggests activities teachers can use in personalized learning groups to help students comprehend informational texts.
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Throughout this book, we describe instructional strategies that help young readers develop fluency, learn words, and learn how to solve problems related to words. These are fine strategies. They work. But effective instruction is more than simply the sum of all these ideas; teachers must also consider how they fit together into a coherent and effective curriculum. In this chapter we offer some suggestions for planning a word‐learning, fluency‐building curriculum.
Teaching styles, learning needs, and teachers’ and students’ preferences differ from classroom to classroom, even at the same grade level in the same school building. Because of these differences, teaching must involve planning curriculum. Nobody knows the situation and children’s learning needs better than the teacher who interacts daily with children.
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The curriculum planning process begins with careful thought about broad aims for literacy learning. Teachers might consider such questions as:
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· How would I characterize an excellent learning activity?
· What role should word learning play within an overall literacy program?
Questions like these help teachers articulate their philosophies of teaching, learning, and literacy. We recommend making notes about beliefs because they are useful for guiding curriculum planning, selecting instructional activities, and evaluating the impact of programs on children as learners. Moreover, the beliefs can be used to double‐check existing programs—to see if children have sufficient opportunities to learn what’s important.
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This document discusses content area literacy and integrating literacy into content area instruction. It describes how teachers can use a workshop approach to teaching literacy that incorporates both fiction and nonfiction texts. The workshop approach includes a mini-lesson where the teacher models strategies, a work time where students practice reading and writing independently and in small groups, and a share time for students to discuss their work. This approach allows for explicit comprehension instruction, more time for students to read and write, rich concept development, and discussion about texts. The document provides an example of how a second grade teacher implements literacy workshops in her classroom.
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M1-L2 Reading and Writing Skills strategies.pptx
This document provides strategies and techniques for developing effective reading skills. It discusses strategies that can be used before, during, and after reading a text. Some key points:
- Before reading, activate prior knowledge by reviewing what is already known about the topic, making predictions, and asking questions. This helps readers connect new information to existing schemas.
- During reading, monitor comprehension by thinking aloud, annotating the text with notes and questions, and using context clues to understand unfamiliar words.
- After reading, reflect on what was learned and incorporate it into one's existing knowledge framework. Summarize the key points and discuss any unanswered questions.
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What is content area literacy pl
- 1. What is Content Area Literacy?
- 2. Objectives 1. I can define elements necessary for an effective guided reading lesson. 2. I can define Content Area Literacy
- 5. Watching Guided Reading ○ Watch the lesson and answer the following questions: ○ https://mediacast.ttu.edu/Mediasite/Play/071d92d28b4f4317b99b2b0b8b808 ce11d?catalog=4dc7289a-d3e0-4ae5-8fdc-5b86c027a06b ○ How does the teacher introduce the book? ○ How does the teacher support the readers? ○ How does the teacher support comprehension? ○ How does the teacher follow the lesson plan that you will be using this semester?
- 6. ○ “Content literacy is the ability to use reading and writing to acquire information in a subject area.” (Gunning, 2003) ○ Think about the books that are on your bedside table. At this moment, I have a magazine, a textbook for our this class, a catalog, and a book about parenting on my nightstand. I read all of these books for different purposes and with a different focus. When I read for fun, it looks different than when I am reading for inspiration, learning, or information. This is content literacy. ○ “Perhaps the most significant change in elementary reading instruction in the last few years has been the emphasis on reading (and writing) for information.” (Frey and Fisher 2007)
- 7. Try It! Take a minute and think about the type of reading and writing you have done in the past week. Think about the things that you have done at home, work, school, in your personal life and daily routines. Make a list on a scrap piece of paper before you go to the next slide.
- 8. You may have listed some of these kinds of reading and writing: ○ Read recipes ○ Read and write a grocery list ○ Read to a child ○ Help a child with homework ○ Read and write emails ○ Read a syllabus or calendar ○ Read an article or textbook for class ○ Read a newspaper ○ Read or write a letter ○ Create a to do list ○ Read a college schedule ○ Read a website ○ Read a novel or magazine
- 9. Children need to learn early that they read informational texts different than fiction texts. They need strategies that differ from reading stories.Research suggests: ○ Children’s attitudes towards reading is generally positive in first grade and declines by sixth grade. ○ Instruction in 4th grade tend to be more group reading (round robin reading) and virtually no independent reading takes place. ○ Students who experience “4th grade slump” on measures of achievement declined and scored in the 25th percentile by eleventh grade. ○ Studies have found little or no use of informational texts in first grade, as low as 3.6 minutes per day. ○ On grade level middle school students score a full year level lower on comprehension of non- fiction texts when compared to reading fiction. ○ Approximately 80 to 90 percent of reading that students will have to do in the future will be informational in nature.
- 10. Pike and Mumper tell us on page 8, “It is predicted that by the year 2020, the amount of information will double ever seventy three days.” The children that we teach need to be prepared for this to meet the demands they will encounter in their jobs and world.
- 11. In order to understand Content Area Literacy, we need to understand what is a nonfiction text. Nonfiction is: “ A carefully crafted genre, provides ideas, facts and principles organized around main ideas, using both verbal and visual texts. The purposes are to inform, instruct, and enlighten. They can include books about the science (natural, social and physical), history, sports, crafts, the arts, how-tos, newspapers, articles, the World Wide Web, and so on, that discuss factual information about a topic.” Pike and Mumper (2007), pg 4.
- 12. Sample made in 4th grade
- 13. What do nonfiction or informational texts look like? Throughout this semester the terms nonfiction or informational texts may be used. They are the same thing…a book that provides information. ○ Frequently broken up into sections such as table of contents, headings, glossaries, and indexes. ○ They also include features that make the text easier to read including bullets, captions, varied fonts, etc. ○ We call these features Access Features.
- 14. “Access features support comprehension of nonfiction and often expand information about a topic” (Pike and Mumper, pg 5)
- 15. 4th grader analyzing text features (access features)
- 17. I think content area literacy begins the moment a child uses reading to learn or to enjoy or to inquire. As soon as kids are learning to read they are reading to learn; they are reading to enjoy, to inquire. I don’t separate learning to read and reading to learn. That is kind of a false dichotomy. What motivates kids to want to learn to read is that they are learning from what they read or they are enjoying what they read. The emphasis is on the use of reading which begins very early in one’s development, using reading for lots of purposes — that’s where content literacy begins. (p. 57) Richard Vacca (as sited in Adams, S and Bodrova, E. Beginning With The End In Mind: Aligning Elementary Literacy (Electronic version) from www.mcrel.org.
- 18. The next few slides are some Ideas that you might want to use to use with your Personalized Learning Groups. Some of these items were created in EDLL 3351 and others were new ideas. Once you find areas that your students need to work on, find engaging activities that will help them grasp that concept.
- 30. Objectives 1. I can understand the guidelines and policies for EDLL 4380 2. I can define elements necessary for an effective guided reading lesson. 3. I can define Content Area Literacy