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VSU ECED 4300 - Reading and Writing in the Content Areas

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Slide 1Chapter 9 Anticipation GuideImportance of Content-Area LiteracyThe Challenge of Content-Area LiteracySlide 5Instructional TechniquesInstructional Techniques (Continued)Slide 8Figure 9.3: A Think-Aloud Self-QuestionnaireWriting to LearnWriting to Learn (Continued)Sheltered English for ELLsSheltered English for ELLs (continued)Reading To RememberFostering RetentionFostering Retention (Continued)SQ3RTest-Taking StrategiesTest-Taking Strategies (Continued)Using The Internet To Obtain InformationFigure 9.13: Internet Search FormMetacognitive Study StrategiesTools for the ClassroomChapter 9 Chapter 9 Reading and Writing in the Content Areas and Study SkillsThis multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program.© 2010 Pearson Education, Inc. All rights reserved.Copyright © Pearson Allyn & Bacon 2010Chapter 9 Anticipation GuideChapter 9 Anticipation GuideCopyright  Pearson Allyn & Bacon 2010Importance of Content-Area Importance of Content-Area LiteracyLiteracy•Curriculum Gap–Too much stress on early literacy (decoding and fluency)–Too little stress on science, social studies, and other content areasCopyright  Pearson Allyn & Bacon 2010The Challenge of Content-Area The Challenge of Content-Area LiteracyLiteracy•Students Unprepared for Content-Area Reading–Denser text–Richer vocabulary–More complex structure–Different purposesCopyright  Pearson Allyn & Bacon 2010The Challenge of Content-Area The Challenge of Content-Area LiteracyLiteracy•Textual Features that Foster Learning–Extra help–Audio version–Publisher aids–Trade books–Easier textsCopyright  Pearson Allyn & Bacon 2010Instructional TechniquesInstructional Techniques•Help Students Build Conceptual Understanding•Help Students Make Connections•Use Effective Reading and Learning StrategiesCopyright  Pearson Allyn & Bacon 2010Instructional Techniques Instructional Techniques (Continued)(Continued)•Before Reading–Structured overview–Anticipation guides•During Reading–Chapter organization & text structure–Think-Alouds–Strategy guidesCopyright  Pearson Allyn & Bacon 2010Instructional Techniques Instructional Techniques (Continued)(Continued)•After Reading –Analogies, esp. for science–Graphic organizers–Applying and extending•KWL Plus: Before, During, & After Reading–Know, Want to Know, LearnCopyright  Pearson Allyn & Bacon 2010Figure 9.3: Figure 9.3: A Think-Aloud Self-QuestionnaireA Think-Aloud Self-QuestionnaireCopyright  Pearson Allyn & Bacon 2010Writing to LearnWriting to Learn•Using Types of Writing that Foster Learning–Comparing–Contrasting–Concluding–EvaluatingCopyright  Pearson Allyn & Bacon 2010Writing to Learn Writing to Learn (Continued)(Continued)•Learning Logs–Students examine & express what they are learning•Brief Writing-to-Learn Activities–Admit slips–Exit slips–Quickwrite activitiesCopyright  Pearson Allyn & Bacon 2010Sheltered English for ELLsSheltered English for ELLs•Fosters Learning of English & Content•Student-Centered •High Levels of Participation•Hands-On Activities•Visuals•Scaffolded Learning•Wait Time•Multiple Types of AssessmentCopyright  Pearson Allyn & Bacon 2010Sheltered English for ELLs Sheltered English for ELLs (continued)(continued)•Sentence Walls –Use for content areas–Include vocabulary, topic, questions–Function as language lesson, tooCopyright  Pearson Allyn & Bacon 2010Reading To RememberReading To Remember–Most Students Require Instruction–Teaching Study Skills Improves Performance–Study Habits Develop EarlyCopyright  Pearson Allyn & Bacon 2010Fostering Retention Fostering Retention •Three Stages of Memory–Encoding–Storing–Retrieving•Fostering Retention•Principles for Improving Memory–Clear encoding–Intention to learn–Organization, elaboration–OverlearningCopyright  Pearson Allyn & Bacon 2010 Fostering Retention Fostering Retention (Continued)(Continued)•Memory Devices–Conceptual understanding–Rehearsal–Mnemonic devices: rhymes, acronyms, acrosticsCopyright  Pearson Allyn & Bacon 2010SQ3RSQ3R•Principles of SQ3R–Survey–Question–Read–Recite –Review•Teaching SQ3R–Can be applied at all levelsCopyright  Pearson Allyn & Bacon 2010Test-Taking StrategiesTest-Taking Strategies•Assessments -Extensive•High-Quality Literacy and Intervention Programs Best Strategy•Observe Student Test-Taking Skills–Analyze observations–Apply findings to instructionCopyright  Pearson Allyn & Bacon 2010Test-Taking Strategies Test-Taking Strategies (Continued)(Continued)•Effective Test Preparation–Reading ability–Content knowledge–Motivation•Provide Practice at Students’ Reading Level•Locate and Recall–Teach students this basic skillCopyright  Pearson Allyn & Bacon 2010Using The Internet Using The Internet To Obtain InformationTo Obtain Information•Help Students Narrow and Focus Topic–Keywords•Search Engines and Directories–Student-friendly search engines–Evaluate sites and data–Assess reliabilityCopyright  Pearson Allyn & Bacon 2010Figure 9.13: Internet Search FormFigure 9.13: Internet Search FormAdapted from Creighton University (2001). Conducting an Internet Search. Available online at http://www.creighton.edu.Copyright  Pearson Allyn & Bacon 2010Metacognitive Study StrategiesMetacognitive Study Strategies•Teach Students How To Direct Own Studies–Integrate into all content areas–Use scaffolding–Students should self-regulate study behaviorsCopyright  Pearson Allyn & Bacon 2010Tools for the ClassroomTools for the Classroom•Informational Text Helps Build Many Skills•Attempt To Match Student’s Reading Levels with Content-Area Materials•Review Essential Standards•Assess Understanding of Content-Area Materials and Study


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