Creating Literacy Instruction for All Students, Enhanced 9th Edition

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)