Content Area Reading Instruction

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Content Area Reading Instruction
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What is the content area teachers role in
teaching reading?

• Who is the content area teacher?
• Any teacher who uses reading as an instructional
  tool.
• What are the three levels of reading?
• Mastery level - above 95 comprehension
• Instructional level - around 95 or slightly
  below - needs help to read
• Frustration level reading is to difficult
  learning is blocked

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Direct and Functional Reading Instruction

• Direct teaching someone to read
• Phonemes
• Graphemes
• Skills
• Functional teaching reading strategies to gain
  access to more written materials.
• Comprehension
• Construction of Knowledge

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Content Area Teachers Need to Do Both

• A shift takes place toward functional
  instruction. (hopefully)
• Knowing why leads to knowing how
• We will study both theory and practice.

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A group of English, science, social studies,
mathematics, physical education, art, and home
economics teachers were asked a series of
questions about their actions in relation to
reading. On two of the questions asked, here is
how they responded

• 1. Do you require reading in your course? 97
  yes, 3 no.
• 2. Do most of your students read their
  assignments? 58 yes,42 no.

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Approximately three hundred students of the
teachers who responded no to the second
question were then asked these questions

• 1. Do you like to read? 52 yes, 38 no, 10 no
  response.
• 2. Do you read your assignments in this class?
  15 yes, 81 no, 4 no response.
• 3. Do your tests cover mainly lecture and
  discussion or reading assignments? 98 lecture
  and discussion, 2 reading.
• 4. Are you required to discuss your reading
  assignments? 23 yes, 70 no, 7 no response.

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• 5. Does your teacher give you purpose for reading
  or are you only given the number of pages to
  read? 95 pages, 5 purpose.
• 6. Does your teacher bring in outside material
  for you to read and recommend books of interest
  for you to read? 5 yes, 95 no. 
• 7. Does your teacher like to read? 20 yes, 33
  no, 47 dont know.

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The Timeframe of Content Area Reading Activities

• Pre-reading Strategies
• Reading/Text Interaction Strategies
• Post-reading Strategies

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Overall Strategies and Activities

• K-W-L Know-Want to Know-Learn
• Dr-TA Directed Reading-Thinking Activity
• GRP Guided Reading Procedure
• Intra Act
• Discussion Web

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K-W-L

• Introduce the Strategy
• Model the Strategy Through Brainstorming
• Have students use KWL sheets
• Read text to answer Questions

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DR-TA

• Prediction
• Verification
• Judgement

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GRP

• Prepare Students for Reading
• Assign a Reading Selection
• Turn Books Face Down Tell what you remember
• Help students recognize that there is Much they
  have not remembered.
• Redirect students to the passage for corrections
• Create an outline based on remembrances
• Extend Questioning for analysis and synthesis
• Provide immediate feedback and or assessment

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Intra Act

• A game that lays the groundwork for reflective
  discussion
• Steps
• 1.Prediction - pre-reading strategies
• 2.Relating personal reactions to the topic
• 3.Valuation game sheet
• 4. Reflection How did your ideas stand up

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Discussion Web

• Activate Prior Knowledge
• Assign selection and introduce discussion web
  Students work in pairs
• Combine into groups of four to compare responses
• Give three minutes for groups to prepare a
  defense for their answers. Spokesperson
• Whole Class discussion
• Students write final responses display them

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Prereading Strategies
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Curiosity Arousal

• Creating Story Impressions
• Story Chain

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Establishing Problematic Perspectives
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Anticipation Guides
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Student Generated Questions

• ReQuest
• Designed for one-on one
• Teacher and student (s) read a section at a time
  pose questions to each other
• Shift to predictions before reading
• Expectation Outlines
• Students read the beginning of a selection
• Five to ten questions they think will be answered
• Discuss questions
• Read and discuss whether they were answered

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Reading Guides

• Three Level Guides
• Pattern Guides
• Selective Guides
• Outlining
• Jot Chart
• Network Trees
• Chains
• Semantic Maps

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Selective Reading Guides

• How to think with print.
• Eliminate all sections irrelevant to the lesson
  purpose.
• Teacher must know how to process info. from our
  own subject area and according to the curriculum.

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Three Level Guides

• Based on Levels of Comprehension
• Literal
• Interpretive
• Applied
• Create a set of questions as a study guide in
  these three areas.
• Remember that these levels are not completely
  discreet,

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Text Pattern Guides

• Examine a reading selection
• Make students aware of the pattern
• Provide Guidance
• Provide Assistance

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Text Patterns

• Description
• Sequence
• Comparison and Contrast
• Cause and Effect
• Problem and Solution

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Pattern Signals
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Graphic Representations

• Graphic or visual representations help learners
  comprehend and retain textually important
  information. When students learn how to use and
  construct graphic representations, they are in
  control of a study strategy that allows them to
  identify what parts of a text are important, how
  the ideas and concepts encountered in the text
  are related, and where they can find specific
  information to support more important ideas.

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Outlining The Classic Approach
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Venn Diagram
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Semantic Maps
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Comparison and Contrast Matrices
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Problem and Solution Chart
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Network Trees
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Events Chains
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Writing Summaries

• GRASP
• Guided Reading and Summarizing Procedure
• Based on GRP Read Turn Book Down - Summarize
• Summary Polishing
• Note Taking
• SQ3R
• Other Study Strategies
• e.g. graphic representations