Published on July 22, 2014
Content Area Reading Presentation: Content Area Reading Presentation Jackie Harris RDG 527 July 7, 2014 Kristen Driskill, Ph.D. Benefits of Content Area Reading Strategies: Benefits of Content Area Reading Strategies Understanding of a text at the structural and organizational. Chapter title Section headings and subheading Bold words (vocabulary) Figures Captions Pictures Tables or charts Using concept skills to learn from a textbook or other materials. Citing evidence Compare and Contrast Cause and Effect Central Idea (Main Idea) Figurative Language Point of view Author Purpose Importance of Implementing Strategies: Importance of Implementing Strategies McLaughlin (2010) stated: “Decades ago, Dolores Durkin (1978-1979) defined reading as comprehension, indicating that the focus of instruction should be the strategies readers use to make sense of text. Frank Smith (1997) extended this idea by defining reading as ‘thinking, cued by print.’ Suggesting that reading is a thinking process indicates that the focus of instruction should not be on the print, but rather on how readers connect with print. Hiebert , Pearson, Taylor, Richardson, and Paris (1998) endorse this idea: ‘Teachers support their students’ strategic reading through lessons that attend explicitly to how to think while reading’. Harris and Hodge (1995) also support the idea of reading as a thinking process, noting that the meaning readers construct ‘resides in the intentional problem-solving, thinking process of the interpreter during such an interchange’ (p. 39)” (p. 44). So this means we need to use various reading strategies to teach students “how to learn how, to learn” (Lasket,1983). Reading Strategies : Reading Strategies Pre-reading – activities that allow students to preview the topic before reading. Anticipation Guide – provides a structured guide that activate students’ prior knowledge, setting purposes for reading, and predicting what will come next, based on what has been reading (McLaughlin, 2010). KWL Chart – a three column chart that is label What do I KNOW?, What do I WANT to learn?, and What did I LEARNED? Guided Reading – activities that guide students how to read depending on the concept skills either through direct teacher, small groups, partners or teacher supported. Pair Questioning – students are activity, engaging, and generating questions while they are reading in groups of two. Guided Reading Procedure (GRP) – students are require to gather and organize information around key ideas that are accurate from the author’s message (Vacca, Vacca, & Mraz, 2011). Post-reading – activities that allow the teacher to assess the students’ learning and for the students reflect on their learning. Paired Summarizing – students work together in pairs to demonstrate their understanding of a text by creating a summary. Exit Ticket – teacher provided open-ended question that students can write a written response. Planning Questions: Planning Questions There are three questions that need to be answered before creating lesson plans. They are: What do we want the students to learn? Pre-reading How are we going to teach the students? Guided Reading How are we going to assess the students? Post-reading Examples of using Reading Strategies in the Social Studies Classroom: Examples of using Reading Strategies in the Social Studies Classroom Using the 6 th grade World History book pages 116-119 “The Gift of the Nile”, the following are examples on how to use an Anticipation Guide, Pair Questioning, and an Exit Ticket will look. Examples of using Reading Strategies in the Science Classroom: Examples of using Reading Strategies in the Science Classroom Pre-reading activity using a KWL chart on Storms. What do I KNOW? What I WANT to Learn? What did I LEARNED? They are big. They destroy things. Lots of rain, thunder, lightening, hail and wind. How do storms form? What is the different between a tornado and a hurricane? How big do they get? Why do they only happened during a certain part of the year? (After the unit is over this portion will be fill-in.) Examples of using Reading Strategies in the Science Classroom: Examples of using Reading Strategies in the Science Classroom Using the 6 th grade Catastrophic Events book pages 20-25 “That’s a Fact”, the following is an example using Guided Reading Procedure (GRP) and Pair Questioning. Guided Reading Procedure (GRP): Step 1: Teacher activates prior knowledge – this was done on previous slide using KWL chart. Step 2: Teacher assigns a reading selection – pages 20-25 Step 3: Have students read the pages and when finished students will place the book face down. Teacher asks the students what they remember and recorded the information on the board. Step 4: Teacher helps students “recognize that there is much that they have not remembered or have represent incorrectly” (Vacca, Vacca, & Mraz (2011) p. 216). Teacher helps to correct any misconceptions and there are more information that needs to be considered. Step 5: Teacher have students reread the text to correct any misconceptions and for additional information. Step 6: Teacher asks the following questions: “What were the important ideas in the assigned reading? Which came first? What fact on the board support it? What important point was brought up next? What details followed?” (Vacca, Vacca, & Mraz (2011) p. 216). Step 7: Teacher will ask additional questions, therefore, students will be able details to previous learning. Step 8: Teacher provides immediate feedback through various assessments. Paired Summarizing : Students will take information from the GRP and write a summary which will include the central idea and supporting details. Annotated Bibliography: Annotated Bibliography Social Studies Aliki . (1985). Mummies made in Egypt. New York City, NY: HarperCollins. Describe how and why ancient Egyptian mummified their dead. It explains the process of mummification. Boyer, C. (2014). National Geographic Kids Everything Ancient Egypt: Dig into a Treasure Trove of Facts, Photos, and Fun. Moines, IA: National Geographic Children’s Books. This book is on tombs, pyramids, mummies and monument. Students will learn the mysteries of ancient Egypt along with weird, wacky and amazing facts. Harper, S. (2003). Fun with Egyptian Symbols Stencils. Mineola, NY: Dover Publisher. Explains what the scarab beetle, cobra goddess Renenulet , falcon god Horu , vulture goddess Nekhbet , the Eye of Horus, and Amun , the “the king of gods.” Milton, J. (2006). Hieroglyphs. New York City, NY: Grosset & Dunlap: Book and Access. This book is about ancient Egypt hieroglyphs, beautiful pictogram writing. It explains what the different symbols means? Shows the students how to decipher the symbols along learning to read and write like children of ancient Egypt. Waryncia , L. & Sheldon, K. (2006). If I were a Kid in Ancient Egypt: Children of the Ancient World. West Pennant Hills NSW, Austrlia : Cricket Books. This book shows what life was like in ancient Egypt. Students learn the daily life of Egyptians and how they use paper, lien, irrigation and medicine. Annotated Bibliography: Annotated Bibliography Science Dickinson. G. ( n.d .). Storms, Extreme Weather (Nature and Weather). E-book publisher not available. Read how storms are form. What causes thunder and lightening? Learn about how to be safe during a storm. Dickstein, L. (2006). Times for Kids: Storms!. New York City, NY: HarperCollins. Find out what causes thunder, what is the eye of a hurricane, understand what is a tornado, and many more facts. Fradin , J. & Fradin , D. (2011). Tornado!: The Story behind these Twisting, Turning, Spinning, and Spiraling Storms. Des Moines, IA : National Geographic Children’s Books. Readers come to understand what it is like to be caught in monster tornado. These are stories told by people who has had first hand experiences with tornados. Smith, J. (2013). Storms! A Weather Book for Kids: With Fun Facts & Pictures of Various Storms. E-book publisher not available. This book describe fun facts on various type of storms, such as tornados, hurricanes, thunderstorms, etc. References: References Berson, M. J. (2007). World History . Orlando, FL: Harcourt, Inc. Common Core State Standards. (2014). Retrieved from http://www.corestandards.org/ Fisher, D., & Frey, N. (2011, November). Checking for understanding: continuous formative assessment. Engaging the Adolescent Learner . Graphic Factory Royal Free Clip Art. (2014). Retrieved from http://www.graphicsfactory.com/Clip_Art/Education/Students/ boybooks_139580.html Lasket , L. (1983, June 3). War Games [Video file]. Retrieved from Stream 7 website: http://www.stream7.info/watch.php ? movieID =tt0086567&server= OK&movie -status=AVAILABLE McLaughlin, M. (2010). Content Area Reading: Teaching and Learning in an Age of Multiple Literacis . New York City, NY: Pearson Education, Inc. O’Donnell, C. (2006). Catastrophic Events (2 nd ed.). Burlington, NC.: Carolina Biological Supply Company. What is Response to Intervention?. (2014). Retrieved from http://www.rtinetwork.org/learn/what/whatisrti Vacca, R. T., Vacca, J. A. L., & Mraz, M. (2011). Content Area Reading: Literacy and Learning Across the Curriculum (10th ed.). New York City, NY: Pearson Education, Inc.