Literacy and Learning Across the Curriculum Content Area Reading Literacy and Learning Across the Curriculum Richard T. Vacca, Jo Anne L. Vacca, Maryann Mraz Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Activating Prior Knowledge and Interest Chapter 6 Activating Prior Knowledge and Interest Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Organizing Principle Activating prior knowledge and generating interest create an instructional context in which students will read with purpose and anticipation. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Frame of Mind Why do prereading strategies that activate prior knowledge and raise interest in the subject prepare students to approach text reading in a critical frame of mind? How can meaningful learning be achieved with content area reading? What are the relationships among curiosity arousal, conceptual conflict, and motivation? How and why does a prediction strategy such as use of an anticipation guide facilitate reading comprehension? Why is it important for content area teachers to develop a self-efficacy for teaching reading in their subject area? Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Self-Efficacy Self-efficacy refers to an “I can” belief in self that leads to a sense of competence. Not concerned with skills and strategies Focuses on students’ estimations of their ability to apply skills and strategies Supports teacher effectiveness Interrelated with motivation Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Motivation Student motivation to read typically declines by middle school. Student motivation increases when students perceive the texts as relevant to their own lives and when they feel that they are capable of generating credible responses to their reading. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Supporting Student Motivation Make connections between the text and students’ own lives. Help students understand that they are capable of generating credible responses. Note students’ curiosity and imagination. Understand students’ backgrounds, prior knowledge, and interests. Set clear goals and expectations for a reading. Provide a variety of reading materials. Allow students a choice in selecting texts. Provide opportunities for students to interact with one another about shared reading experiences. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

With a partner discuss Why before-reading strategies that activate prior knowledge and raise interest in a subject are useful to readers. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved.

Arousing Curiosity Creating Story Impressions Establishing Problematic Perspectives Guided Imagery Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Creating Story Impressions Introduce the strategy. Use large newsprint, a transparency, or a chalkboard to show students the story chain. Read the clues together, and explain how the arrows link one clue to another in a logical order. Demonstrate how to write a story. Invite the students to read the actual story silently, or initiate a shared reading experience. For subsequent stories, use story impressions to have students write individual story predictions. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Establishing Problematic Perspectives Teachers provide time to discuss the problem, raise questions, and seek solutions before reading. Teachers assign the reading materials that will help lead to resolution and conceptual development. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Guided Imagery Builds an experience base for inquiry, discussion, and group work Explores and stretches concepts Solves and clarifies problems Explores history and the future Explores other lands and worlds Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Making Predictions Anticipation guides Imagine, Elaborate, Predict, and Confirm (IEPC) Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

With a partner  What are some instructional strategies that engage students in making predictions about a text they are going to read. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved.

Anticipation Guides: Guidelines Analyze the material to be read. Write ideas in short, clear, declarative statements. Put statements in a format that elicits anticipation and prediction. Discuss the students’ predictions and anticipations before they read the text selection. Assign the text selection. Contrast the readers’ predictions with the author’s intended meaning. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Imagine, Elaborate, Predict, and Confirm (IEPC) Select a text passage that contains content appropriate for developing imagery. Have students imagine a scene for the text they are going to read. Once they’ve heard initial responses from their classmates, have students elaborate on their initial visualizations. Have students use their initial and elaborated images to make predictions about what they are going to read. During and after reading, encourage students to confirm or modify their predictions based upon their reading of the text. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.

Active Comprehension Ask questions that beget questions in return. Arouses interest and curiosity Draws learners into the material Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved.