content literacy strategies ppt
TRANSCRIPT
Welcome to Content Area Literacy
If not me, then who?
Teaching literacy skills is every teacher’s responsibility.
We must stop just assigning reading and writing! Students must be systematically taught how to comprehend their Math, Science or Social Studies text! Content literacy strategies give them the tools to be able to understand your info.So.. Here are some tools
from Meeting the Challenge of Adolescent Literacy…
“Teachers of each content area are in the strongest position to help student successfully meet those challenges. Content area teachers know their subject matter and the standards they should be meeting. They also understand the literacy demands of their content; how to read the different kinds of text, how to write in the formats associated with each subject, how to recognize key concepts and vocabulary terms…”
Before Reading Strategies
The most powerful time to support reading is BEFORE students begin to read.
Brain research says we must use movement, connections, and preload the vocabulary to make the text accessible.
Before Reading Link new information to prior
knowledge Hook them!! Get up and move! Try movie or tv connections! Provide information about the
organization of the content Generate questions about the topic Make predictions about what might be
learned
Before Reading Strategies
Anticipation GuideChapter WalkABC’s of ______________KWL/ KNLBelow the Line
Anticipation Guide1. Read each statement and place a check under agree
or disagree in the “before” column.2. Whole group discussion on agreements and
disagreements. 3. Read the text (teacher read or independently).4. Reread each statement and place a check under the
agree or disagree in the “after” column.5. Make a note in the box as to where the evidence can
be located to support this statement.6. Whole group or small group discussion to collaborate
on the text based evidence.
Chapter Walk Text Features vary from textbook to
textbook Take time periodically to point out how
to use the text - do not assume that students will read the text the same way you read it
ABC’S of _______________ Brainstorming on a certain topic Can be used independently, whole group, or
small groups Can be broken apart to adapt for students with
less prior knowledge (ex. Some students complete A-G, others H-P and so on)
Provides information springboard for discussion where everyone can participate
BELOW THE LINE Individual brainstorm and then group discussion Students have a piece of paper with a line in the center
to divide the page Teacher poses a question Students brainstorm and list answers above the line Whole group - students share responses Check mark next to same or similar responses Different responses go below the line Discussions can occur about which responses occurred
most often and why Discussions can occur about the “different” responses
Vocabulary Development
Hand them the words on the platter.-Jacobs, 2000
One way to ensure that students get the most out of their reading is to focus on vocabulary. –Robb, 2003
Spend the time working with and making sense of the words, other than defining them.-Runkle, 2009
Vocabulary Choose the most important and essential
words for the topic of study. Provide direct instruction Make connections to prior knowledge from
previous chapters or courses Organize and categorize the terms in a
meaningful way
Vocabulary Development StrategiesWord Sorts (open and closed)
Vocabulary Circles
Magnet Summaries
Vocabulary Chart
Think Alouds
WORD SORTS1. Place vocabulary terms onto small cards, one word per card.2. Individually, or in groups, students then sort the words into
categories.1. “Closed Sort”- categories provided by teacher2. “Open Sort”- students create and label categories discovered of their
own making
3. Students write their list for each category with a brief explanation of why these words are included together in that particular category.
Completing VOCABULARY SORTS in small groups using textbooks and class notes for reference provides opportunities for in-depth discussion as students consider the word from many aspects. - Billmeyer and Baron, 1998
VOCABULARY CHART One of the best ways to learn a new word is to
associate an image with it.Imagery-based techniques produced achievement
gains that were 37 percentile points higher than those produced by techniques that focused on having students continually review word definitions.
During Reading Strategies
All students need to have opportunities to think critically, organize and question while they are interacting with the text.
Instruction that encourages students to continually summarize, visualize, connect, predict, question, organize, infer and monitor will increase comprehension.
DURING READING STRATEGIES
4 Square Reading2 Column Note-TakingNote-Taking with codesExtract/ReactGraphic Organizers specific to text
Venn DiagramCause and EffectCycle Organizer
4 SQUARE READING
1. Divide text into 4 sections2. Divide students into groups of 43. Assign each student a different role
1. Summarizer2. Connector3. Visualizer4. Predictor/ Questioner
4. Students will read one section of the text in group5. Each student completes his/her role6. Discussion of the completed roles7. Rotate roles8. Repeat steps 4-7 until all boxes are complete
Graphic Organizers
Choose and use the organizer that works best for the text and the informationVenn DiagramCause and EffectCycle Organizer
Textbook publishers often send supplemental guides with graphic organizers.
After Reading Strategies
To consolidate their learning, effective learners reflect on new information and integrate it into previous understandings by personalizing and applying the new concepts.- Buehl, 2001
Have the students use the new information in a meaningful way that they can apply prior knowledge and skills.- Runkle, 2009
After Reading Strategies
RAFT Save the Last Word for Me Rating Scale 3-2-1
RAFT Informal Writing
Role of the writer (Who are you?)
Audience for the writer (To whom are you writing?)
Format of the writing (What form will your writing assume?)
Topic to be addressed in the writing(What are you writing about?)
RAFT- cont.
1. Analyze the important ideas or information you want students to learn- establish the topic
2. Brainstorm possible roles for students to assume
3. Decide who the audience will be for this communication
4. Determine the format of the writing
Rating Scale
Students must identify important facts or topic
Students will then “rank” them in order of importance – thinking critically about the topic
Students must then explain the rankings
Rating Scale.DOC
Rating Scale-EXAMPLE.DOC
3-2-1- quick strategy for the end of any lesson, vary the response
3 - new facts that you have learned over the past two days
2 - strategies that you will definitely use this school year
1 - question that you still have about content area literacy
Laissez les bons temps rouler !!