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Description
Lecture notes used in class. Chapter 9 Author of the textbook is Gunning
Transcript
Creating Literacy Instruction for All Students, Ninth Edition
Chapter 9
Reading and Writing in the Content Areas and Study Skills
Developed by:
Thomas G. Gunning, Professor Emeritus
Southern Connecticut State University
Importance of Content-Area Literacy
Most of the reading required in college and career is informational.
Science & social studies build background & vocabulary & provide opportunities to apply skills & learn new ones.
Common Core Standards call for students in K-5 to read literacy texts 50 percent of the time & expository text 50 percent of the time. In grades 6-8, even more time is allocated for informational text.
The Challenge of Content-Area Literacy
Denser text
Richer vocabulary
More complex structure
Different purposes
Read to learn
Read to apply what has been learned
Instructional Techniques (Continued)
Before Reading
Structured overview
Anticipation guides
During Reading
Chapter organization & text structure
Think-Alouds
Strategy guides
Strategy Guides
Pattern
Glosses
WIRC (Writing Intensive Reading Comprehension) Thinksheets
Other types of strategy guides- matching, true-false, completion, timeline, anticipation guide, semantic map, structured overview, comparison–contrast chart, steps in a process, reciprocal teaching
Instructional Techniques (Continued)
After Reading
Graphic organizers
Applying and extending
KWL Plus: Before, During, & After Reading
Know, Want to Know, Learn
Differentiating Instruction
Extra help
Audio or text-to-speech version of text
Publisher aids
Trade books on easier level
Easier textbooks
E-books, e-readers, & online texts that have learning aids
Steppingstone approach
Language-experience approach
Newsela website- daily articles on 5 levels
Added Sources of Content Information
Trade books
E-books and e-readers
Periodicals
Databases of periodicals & other texts
Websites
Newsela- daily articles & archive
Primary sources
Writing to Learn
Writing that Fosters Learning
Comparing, contrasting, concluding, evaluating
Learning Logs-Students examine & express what they are learning
Brief Writing-to-Learn Activities
Admit slips
Exit slips
Quickwrite activities
Sheltered English for ELLs
Foster understanding-use simple language.
Use visuals.
Model directions & processes.
Use hands-on activities, drawings, webs, maps.
Obtain texts that use simpler language.
Modify use of text- provide extra help.
Make use of the students’ native language.
Scaffold instruction- provide prompts & hints.
Plan opportunities for students to talk over ideas
Use real-world materials-signs, labels, menus.
Provide wait time.
Use multiple assessments.
Reading To Remember: Fostering Retention
Three Stages of Memory
Encoding
Storing
Retrieving
Principles for Improving Memory
Clear encoding
Intention to learn
Organization
Elaboration
Overlearning & periodic review
Memory Devices
Conceptual Understanding
Rehearsal
Mnemonic Devices
Rhymes
Acronyms
Acrostics
Importance of Practice
Enables students to reach a certain level of competence
Makes skills automatic
Aids retention
Fosters transfer to new situations
Effective Practice
Alternate or interleave studying of model examples with exercises that have to be completed independently.
• Use distributed versus massed practice as appropriate.
Providing Judicious Review
Key concepts should be presented at least twice. Presentations scheduled so they are relatively close.
Space review sessions. Interval between sessions should not be less than 5% and not more than 20% of time information has to be retained. If 100 day retention- review between every 5 & 20 days
SQ3R Steps
Survey-glance over title, headings, overview, summary
Question-turn heads into questions
Read- read to answer questions
Recite- answer questions orally or in writing. Reread if necessary.
Review- Review at completion of assignment.
TeachingTest-Taking Strategies
High-quality literacy and intervention programs best strategy.
Observe student test-taking skills.
Analyze observations.
Apply findings to instruction.
Test-Taking Strategies (Continued)
Provide instruction in responding to test items, especially constructed responses.
Provide practice at students’ reading level.
Provide suggestions for handling tests that might be above students’ reading level if they must take on-level tests.
Teach Locate and Recall. Emphasize this basic skill.
Steps in an Effective Test-Taking Program
Align instructional objectives with test objectives. Focus on overall objectives, not specific test items.
Model test-taking skills for constructed responses.
Create rubrics for sample constructed responses.
Have the class cooperatively respond to a similar test. Use rubric to discuss response.
Provide guided practice as students respond to similar open-ended test questions.
Have students take a practice test. Provide feedback & instruction based on students’ performance.
Have students apply skills by taking a real test. Provide any corrective instruction needed.
Metacognitive Study Strategies
Teach students how to direct own studies.
Integrate into all content areas.
Use scaffolding.
Students should self-regulate study behaviors.
Stages for Projects
Asking questions: What do I want to learn?
Planning: How will I go about the task?
Monitoring: Am I answering my questions?
Checking: How have I done so far?
Revising: What do I have to change?
Self-testing: How did I do? What did I learn? (Nisbet & Shucksmith, 1986)
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