Reading and Writing in the Content Areas and Study Skills Chapter 9 Reading and Writing in the Content Areas and Study Skills This 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.

Chapter 9 Anticipation Guide

Importance of Content-Area Literacy Curriculum Gap Too much stress on early literacy (decoding and fluency) Too little stress on science, social studies, and other content areas

The Challenge of Content-Area Literacy Students Unprepared for Content-Area Reading Denser text Richer vocabulary More complex structure Different purposes

The Challenge of Content-Area Literacy Textual Features that Foster Learning Extra help Audio version Publisher aids Trade books Easier texts

Instructional Techniques Help Students Build Conceptual Understanding Help Students Make Connections Use Effective Reading and Learning Strategies

Instructional Techniques (Continued) Before Reading Structured overview Anticipation guides During Reading Chapter organization & text structure Think-Alouds Strategy guides

Instructional Techniques (Continued) After Reading Analogies, esp. for science Graphic organizers Applying and extending KWL Plus: Before, During, & After Reading Know, Want to Know, Learn

Figure 9.3: A Think-Aloud Self-Questionnaire

Writing to Learn Using Types of Writing that Foster Learning Comparing Contrasting Concluding Evaluating

Writing to Learn (Continued) Learning Logs Students examine & express what they are learning Brief Writing-to-Learn Activities Admit slips Exit slips Quickwrite activities

Sheltered 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 Assessment

Sheltered English for ELLs (continued) Sentence Walls Use for content areas Include vocabulary, topic, questions Function as language lesson, too

Reading To Remember Most Students Require Instruction Teaching Study Skills Improves Performance Study Habits Develop Early

Fostering Retention Three Stages of Memory Fostering Retention Encoding Storing Retrieving Fostering Retention Principles for Improving Memory Clear encoding Intention to learn Organization, elaboration Overlearning

Fostering Retention (Continued) Memory Devices Conceptual understanding Rehearsal Mnemonic devices: rhymes, acronyms, acrostics

SQ3R Principles of SQ3R Teaching SQ3R Survey Question Read Recite Review Teaching SQ3R Can be applied at all levels

Test-Taking Strategies Assessments -Extensive High-Quality Literacy and Intervention Programs Best Strategy Observe Student Test-Taking Skills Analyze observations Apply findings to instruction

Test-Taking Strategies (Continued) Effective Test Preparation Reading ability Content knowledge Motivation Provide Practice at Students’ Reading Level Locate and Recall Teach students this basic skill

Using The Internet To Obtain Information Help Students Narrow and Focus Topic Keywords Search Engines and Directories Student-friendly search engines Evaluate sites and data Assess reliability

Figure 9.13: Internet Search Form Adapted from Creighton University (2001). Conducting an Internet Search. Available online at http://www.creighton.edu.

Metacognitive Study Strategies Teach Students How To Direct Own Studies Integrate into all content areas Use scaffolding Students should self-regulate study behaviors

Tools 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 Habits