READING AND WRITING ACROSS THE CURRICULUM

1
READING AND WRITING ACROSS THE CURRICULUM
CHAPTER 10
2
Content Literacy

• The ability to use reading writing for the
  acquisition of new knowledge (McKenna Robinson,
  1990)
• Includes general literacy skills (e.g., reading)
  and some prior knowledge of content
• Allows students to engage in active construction
  of content knowledge through reading activities
  and writing strategies

3
Content Area Text Considerations

• Organizational patterns
• Causeeffect, comparisoncontrast, enumeration,
  sequence, problemsolution

Readability
Text/Reader interaction
4
Content Area Text Considerations
Purpose/Context
Reader
Text
5
Fry Readability Graph
6
Content Area Comprehension Communication
Competencies

• Understand and use vocabularies of subject areas
• Develop strategies for individual comprehension
• Know how and when to use the strategies
• Be able to use a variety of resources to support
  comprehension
• Develop writing as a tool for comprehension and
  communication

7
Strategies for Vocabulary Development

• Graphic organizers
• Semantic mapping
• Semantic feature analysis
• Possible sentences
• List important vocabulary terms
• Formulate sentences
• Check sentences
• Evaluate sentences
• Generate new sentences

8
Compare-Contrast Organizer (Venn diagram)
9
Mapping Chart Trees
10
Sample Semantic Map Owls
11
Sample Semantic Feature Analysis Sea Habitats
12
Comprehension Strategies

• Building on prior knowledge
• Questioning
• ReQuest
• Semantic webbing
• Guidance strategies
• Directed readingthinking activity (DRTA)
• Guided reading procedure (GRP)
• Reading guides

13
Strategies for Activating Prior Knowledge

• Review the illustrations in the text.
  Discuss/predict the topic/event shown.
• Provide and discuss artifacts related to the
  topic.
• Provide and discuss music, art, or poetry related
  to the topic.
• Factstorm words or phrases related to the
  topic.
• Prepare a K-W-L wall chart.

14
Sample Wall Chart
15
Sample Semantic Web The Three Little Pigs
16
Directed ReadingThinking Activity (DRTA)

• Prereading (skimming, predicting, recording)
• Reading (verify predictions, summarize reading,
  new predictions)
• Postreading (verify predictions, support or
  disprove predictions, summarize learning)

17
DRTA Adaptation Chart
18
Relationship of the Threes Approaches to
Integrated Units
19
Intradisciplinary Unit

• Integration of language arts in the study of
  authors or genres
• Students read different books of their choice
  appropriate to their reading level
• Share points of view in literature discussion
  circles
• Visually present responses to the literature
• Older students engage in reading/writing workshops

20
Guidelines for Interdisciplinary Unit

• Theme must be of interest to students and fit the
  state curriculum.
• Objectives concepts to be learned must reflect
  the required skills for that grade.
• Resources may be reading materials or media
  resources.
• Projects can be whole-group, small-group, or
  individual.
• Methods for evaluation must be made known to
  students before they begin.

21
Interdisciplinary Study of Oklahoma
22
Sample Curriculum Web The Beast of Monsieur
Racine
23
Completed Data Sheet Fish
24
Web for Inquiry-based Unit on Candy Gum
25
Cooperative Learning Self-Assessment Form
26
Teachers Evaluation Form
27
Rubric for Writing Assignment