Content Area Literacy

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Welcome
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Yesterday

• Quick Review
• Questions
• Parking Lot

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Data Collection

• Administrators
• Dropout
• LRE
• ITEDS
• Survey
• Teachers
• Track 3-4 students
• Track type of Content Reading Strategies
• Credit (All of the above Plus)
• Chart of Variations of Co-Teaching Models

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6 Models of Co-teaching

• One Teach,One Observe
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Teaming
• One Teach, One Drift

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Know Your Partner

• What are the three most important beliefs you
  have about students?
• What are the three most important beliefs you
  have about the role of teachers?
• What are the three most important beliefs you
  have about learning?

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5 Big Ideas in Reading

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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The Cueing System for Reading
Semantics-Meaning
Syntax -Grammar
Grapho-Phonics Letters Sounds
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Ultimately, we want teachers in all content
areas to understand that teaching reading in
their discipline is teaching the content that
the text and ways of talking about and
interpreting the text are at the heart of their
discipline -Cynthia Greenleaf

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The man who does not read good books has no
advantage over the man who cannot read
them. -Mark Twain

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Students who read little are the majority of our
students. The amount of book reading done outside
of the school day by average readers (50th
percentile) was 4.6 minutes per day in 6th
grade. - Paul Wilson 1992

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Nearly 50 of 9, 13, and 15 year olds read 10 or
less pages per day both in and out of school.
(This includes homework) -Natl Center on
Educational Statistics 1997 In 4th grade
45.7 of students reported reading something for
pleasure every day. By the time students were in
the 12th grade, only 24.4 reported reading
pleasure reading daily -National Reading
Report Card
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In 6th grade the top 3 readers will read more
words than the lowest 3 reads will read in 46
years! -Stanovich 1986

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Literate high school grads need to know at least
60,000 words. The average student enters school
with only 5,000 they need to learn about 4,000
words per year or 70 words per week. The best
strategy for learning this number is to read a
large amount of narrative and informational text
(23-35 books a year one million to one and a
half million words of text from first grade on)
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Reading experts say that 14 exposures are needed
to learn a vocabulary word, BUT you can master it
with only 9 exposures in context that is
meaningful.
Providing students with those meaningful
contexts becomes our goal, if we are to increase
students vocabulary.
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Strategies need to be tried on just like we try
on clothes.
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Content Area Literacy
Content Area Literacy includes the use of
reading, writing, talking, listening and viewing
to learn subject matter in any given discipline.
- Vacca 2004
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Effective Comprehension Instruction

• Strategies integrated into subject matter
  learning improves comprehension
• Vocabulary knowledge is strongly related to
  comprehension
• Explicit instruction is needed to benefit
  students use of strategies

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Comprehension Strategies

• Before Reading
• During Reading
• After Reading

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Text Preview
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Content Vocabulary

• Content Vocabulary is tied to major concepts. -
  e.g. spinnerets
• Content Vocabulary is rarely associated with
  familiar concepts. -e.g. trudged vs. xenophobia
• Content area words are often related to each
  other. -e.g. aorta,ventricle

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Role of Direct Instruction

• Average students may need 6-14 exposures to learn
  new words. -Marzano 2001 Moats 1998
• Students with learning disabilities may need up
  to 40 exposures.
• If students receive direct instruction on the
  critical words needed to understand a concept,
  students score 33 higher than students do who
  received no direct instruction. -Marzano 2001

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Vocabulary Strategies

• Frayer Model
• Four Square
• SAW
• Semantic Feature Analysis

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Lunch

• 1130
• Return 1228
• Start Afternoon 1230

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Locks to Learning

• Input
• Attention
• Perception
• Sequencing
• Discrimination
• Affective
• Frustration
• Motivation

• Information Processing/Retention
• Confusion
• Organization
• Reasoning
• Memory
• Metacognition
• Output
• Persistence
• Production

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Keys that Unlock Doors to Learning

• Text Preview
• Anticipation Guide
• Preteaching Vocabulary
• KWL
• Semantic Grid
• Semantic Map

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Text Preview

• Organization
• Confusion
• Page 65

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Anticipation Guide

• Motivation is increased
• Attention is heightened
• Discrimination
• Memory is enhanced
• Page 122

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Preteaching Vocabulary Fryer Model

• Confusion
• Frustration
• Completion
• Page 101

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KWL

• Motivation
• Attention
• Perception
• Discrimination
• Confuse
• Memory
• Page 127

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Semantic Grid

• Perception
• Discrimination
• Memory
• Organization
• Attention
• Frustration
• Page 31

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Semantic Mapping

• Motivation
• Attention
• Discrimination
• Organization
• Page 169

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K-W-L Strategy

• What do I/we already Know?
• What do I/we Want to learn?
• What did I/we Learn?

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K-W-L Variations

• K-W-L-Where did I learn this?
• K-W-L-How did I learn this?
• K-W-L-A What additions can I make to
  the info from the text?
• K-W-L-What else do I want to know?
• K-W-L-Plus What categories can I make of my
  learning? Then write about it.
• K-W-L-S What strategies did I use for this?

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Anticipation Guides

• Used before reading
• Used to engage prior knowledge
• Used to engage critical thinking in students
• Used to have student reflect on their learning

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Reading in the Mathematics Classroom
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Reading Requirements for Mathematics Text

• Research has shown that mathematics texts contain
  more concepts per sentence and paragraph than any
  other type of text.
• The text can contain words as well as numeric and
  non-numeric symbols to decode.
• The page layout has the eye travel in different
  patterns than the traditional left-to-right one
  of most reading.

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Reading Requirements

• May be graphics that must be understood for the
  text to make sense.
• Mathematics texts include a variety of sidebars
  containing prose and pictures both related and
  unrelated to the main topic.
• Key ideas in a mathematics problem often comes at
  the end of the paragraph in the form of a
  question.

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Same Words, Different Languages

• Many mathematical terms have different meanings
  in everyday use.
• Mathematical statements and questions understood
  differently when made in non-mathematical
  context.
• Students must be taught that the language we read
  and speak in math class is a technical jargon.

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Small Words, Big Differences

• The words of and off cause a lot of confusion in
  solving percent problems
• The word a can mean any in mathematics.
• Helping students distinguish the mathematical
  usage of small words can significantly improve
  mathematics computation.

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Strategic ReadingBefore Reading

• Previews the text by looking at the title,
  pictures and the print to evoke relevant thoughts
  and memories.
• Builds background by activating appropriate prior
  knowledge about what he or she already know about
  the topic, vocabulary and the form.
• Set purposes for reading by asking questions
  about what he/she want to learn during the
  reading.

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Strategic ReadingDuring Reading

• Checks understanding of the text by paraphrasing
  the authors words.
• Monitors comprehension by using context clues to
  figure out unknown words and by imagining,
  inferencing, and predicting.
• Integrates new concepts with existing knowledge,
  continually revising purposes for reading.

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Strategic ReadingAfter Reading

• Summarizes what has been read by retelling the
  plot of the story or the main idea of the text.
• Evaluates the ideas contained in the text.
• Makes applications of the ideas in the text to
  unique situations, extending the ideas to broader
  perspectives.

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Mathematics Teachers Role

• Model the process by reading the problem out
  loud and paraphrasing the authors words.
• Talk through how they use context clues to figure
  out meaning.
• Reinforcing the idea that mathematics text needs
  to make sense and that it can make sense.

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Questions the Mathematics Teacher needs to ask

• What is the major concept?
• How can I help students connect this concept to
  their lives?
• Are there key concepts or specialized vocabulary
  that needs to be introduced because students
  could not get meaning from the context?
• How could we use the pictures, charts and graphs
  to predict or anticipate content?
• What supplemental materials do I need to provide
  to support reading?

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Reading Strategies for Mathematics

• Textbook Preview allows students to become
  familiar with the textbook
• Frayer Model-uses four quadrants to define a
  given term in own words, list fact known, list
  examples, list non-examples
• K-W-L enables students to see what they know
  about a topic, encourage students to discover
  what they want to learn and reflect on what has
  been learned.

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Reading Strategies for Mathematics

• Anticipation Guides Challenges students to
  explore their knowledge of concepts prior to
  reading the text and discover through reading the
  texts explanation of the concepts.
• Semantic Feature Analysis Grid-helps students
  compare features of mathematical objects that are
  in the same category by providing a visual prompt
  of their similarities and differences.

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Mathematics teachers dont need to be reading
specialists in order to help students read
mathematics texts, but they do need to recognize
that students need their help reading in
mathematical contexts.
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Closing

• Review
• Questions
• Assignment