Reading Comprehension and Vocabulary Development in the Content Area<br />26 February Class Meeting<br />AEDR 518 | Spring...
Before reading<br />AEDR 518 | Spring 2010<br />During reading<br />After reading<br />
Before-Reading<br />Essential Components:<br />Activating background knowledge<br />Setting purposes<br />AEDR 518 | Sprin...
Before-Reading<br />Strategies<br />Previewing <br />		What do I already know about the topic?<br />Setting Purposes for R...
Before-Reading<br />Strategies<br />Previewing <br />		What do I already know about the topic?<br />Setting Purposes for R...
During-Reading<br />Essential Components:<br />Focus on content<br />Construct meaning<br />AEDR 518 | Spring 2010<br />Be...
During-Reading<br />Strategies<br />Self-questioning<br />		Do I understand what I just read?<br />Monitoring/Clarifying<b...
After-Reading<br />Essential Components:<br />Elaborate on what have learned<br />Extend learning beyond the classroom<br ...
After-Reading<br />Strategies<br />Summarizing<br />		What is the essential information?<br />Evaluating<br />		Is the aut...
Reading Comprehension Strategies<br />AEDR 518 | Spring 2010<br />Next -> Vocabulary instruction<br />
Teaching Vocabulary in Your Content Area<br />AEDR 518 | Spring 2010<br />
Teaching Vocabulary in Your Content Area<br />AEDR 518 | Spring 2010<br />Think about your vocabulary. Reflect on how it d...
Poll<br />Take out your cell phones!<br />Send a text message to …..<br />http://www.polleverywhere.com/my/polls<br />AEDR...
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
Instructions for using MyEducationLab:http://screencast.com/t/NWQ0ZGZkZ<br />AEDR 518 | Spring 2010<br />
Strategies for Teaching Vocabulary in Your Content Area<br />1. Frayermodel (with video example)<br />2. Concept Definitio...
Frayer Model<br />This model prompts students to think about and describe the meaning of a word or concept by . . . <br />...
Frayer Model<br />AEDR 518 | Spring 2010<br />
Frayer Model<br />AEDR 518 | Spring 2010<br />
Frayer Model<br />AEDR 518 | Spring 2010<br />Example one<br />
Frayer Model<br />AEDR 518 | Spring 2010<br />Example two<br />
Frayer Model<br />AEDR 518 | Spring 2010<br />Example three<br />
Concept Definition Map<br />AEDR 518 | Spring 2010<br />A Concept Definition Map prompts students to take a key term, conc...
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
AEDR 518 | Spring 2010<br />
Poll<br />Take out your cell phones!<br />Send a text message to …..<br />http://www.polleverywhere.com/my/polls<br />AEDR...
Sources <br />Just Read Now<br />http://www.justreadnow.com/strategies/vocabulary.htm<br />Content Area Reading: Teaching ...
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Comprehension&Vocabularyinstruction

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Presentation on comprehension and vocabulary strategies in the content areas. AEDR 518 - 27 February 2010

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Comprehension&Vocabularyinstruction

  1. 1. Reading Comprehension and Vocabulary Development in the Content Area<br />26 February Class Meeting<br />AEDR 518 | Spring 2010<br />
  2. 2. Before reading<br />AEDR 518 | Spring 2010<br />During reading<br />After reading<br />
  3. 3. Before-Reading<br />Essential Components:<br />Activating background knowledge<br />Setting purposes<br />AEDR 518 | Spring 2010<br />
  4. 4. Before-Reading<br />Strategies<br />Previewing <br /> What do I already know about the topic?<br />Setting Purposes for Reading <br /> I will read this text to learn . . .<br />Predicting and inferring <br /> What can I hypothesize based on what I already know and what I am able to assume from the text?<br />AEDR 518 | Spring 2010<br />
  5. 5. Before-Reading<br />Strategies<br />Previewing <br /> What do I already know about the topic?<br />Setting Purposes for Reading <br /> I will read this text to learn . . .<br />Predicting and inferring <br /> What can I hypothesize based on what I already know and what I am able to assume from the text?<br />AEDR 518 | Spring 2010<br />
  6. 6. During-Reading<br />Essential Components:<br />Focus on content<br />Construct meaning<br />AEDR 518 | Spring 2010<br />Before-Reading<br />
  7. 7. During-Reading<br />Strategies<br />Self-questioning<br /> Do I understand what I just read?<br />Monitoring/Clarifying<br /> Does this make sense?<br />Visualizing<br /> Forming mental images…<br />AEDR 518 | Spring 2010<br />Before-Reading<br />
  8. 8. After-Reading<br />Essential Components:<br />Elaborate on what have learned<br />Extend learning beyond the classroom<br />Clarify understandings<br />AEDR 518 | Spring 2010<br />During-Reading<br />Before-Reading<br />
  9. 9. After-Reading<br />Strategies<br />Summarizing<br /> What is the essential information?<br />Evaluating<br /> Is the author’s message consistent?<br /> Whose perspective is presented in the text?<br />AEDR 518 | Spring 2010<br />During-Reading<br />Before-Reading<br />
  10. 10. Reading Comprehension Strategies<br />AEDR 518 | Spring 2010<br />Next -> Vocabulary instruction<br />
  11. 11. Teaching Vocabulary in Your Content Area<br />AEDR 518 | Spring 2010<br />
  12. 12. Teaching Vocabulary in Your Content Area<br />AEDR 518 | Spring 2010<br />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.<br />
  13. 13. Poll<br />Take out your cell phones!<br />Send a text message to …..<br />http://www.polleverywhere.com/my/polls<br />AEDR 518 | Spring 2010<br />
  14. 14. AEDR 518 | Spring 2010<br />
  15. 15. AEDR 518 | Spring 2010<br />
  16. 16. AEDR 518 | Spring 2010<br />
  17. 17. AEDR 518 | Spring 2010<br />
  18. 18. AEDR 518 | Spring 2010<br />
  19. 19. AEDR 518 | Spring 2010<br />
  20. 20. AEDR 518 | Spring 2010<br />
  21. 21. Instructions for using MyEducationLab:http://screencast.com/t/NWQ0ZGZkZ<br />AEDR 518 | Spring 2010<br />
  22. 22. Strategies for Teaching Vocabulary in Your Content Area<br />1. Frayermodel (with video example)<br />2. Concept Definition model<br />AEDR 518 | Spring 2010<br />
  23. 23. Frayer Model<br />This model prompts students to think about and describe the meaning of a word or concept by . . . <br />Defining the term<br />Describing its essential characteristics<br />Providing examples of the idea <br />Offering non-examples of the idea<br />AEDR 518 | Spring 2010<br />Video example<br />
  24. 24. Frayer Model<br />AEDR 518 | Spring 2010<br />
  25. 25. Frayer Model<br />AEDR 518 | Spring 2010<br />
  26. 26. Frayer Model<br />AEDR 518 | Spring 2010<br />Example one<br />
  27. 27. Frayer Model<br />AEDR 518 | Spring 2010<br />Example two<br />
  28. 28. Frayer Model<br />AEDR 518 | Spring 2010<br />Example three<br />
  29. 29. Concept Definition Map<br />AEDR 518 | Spring 2010<br />A Concept Definition Map prompts students to take a key term, concept, or reading selection and . . . <br />Uncover its component ideas <br />Show their structure and interrelatedness<br />Chart these findings on a graphical organizer <br />
  30. 30. AEDR 518 | Spring 2010<br />
  31. 31. AEDR 518 | Spring 2010<br />
  32. 32. AEDR 518 | Spring 2010<br />
  33. 33. Poll<br />Take out your cell phones!<br />Send a text message to …..<br />http://www.polleverywhere.com/my/polls<br />AEDR 518 | Spring 2010<br />
  34. 34. Sources <br />Just Read Now<br />http://www.justreadnow.com/strategies/vocabulary.htm<br />Content Area Reading: Teaching and Learning in an Age of Multiple Literacies<br />http://www.coursesmart.com/9780138140809<br />My Education Lab<br />http://www.myeducationlab.com/literacy/deploy/literacy.html<br />AEDR 518 | Spring 2010<br />

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