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. 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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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