Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 0 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. 1 Chapter 5 Planning Instruction for Content Literacy

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 2 Frame of Mind How can content area teachers plan and design instruction so that students will actively engage in literacy- and subject-related activities? What planning components are involved in explicit strategy instruction? What is involved in designing a text lesson based on a B–D–A instructional framework? How does designing a unit of study help teachers plan a variety of instructional activities that connect literacy and learning as well as explore the interrelatedness of content? How do teachers create an inquiry/research emphasis within units of study? How can teachers incorporate collaborative/cooperative learning activities within lessons and units of study? How are guided discussions different from reflective discussions?

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 3 Three Levels of Knowledge Declarative Procedural Conditional

Understanding levels of knowledge helps us to understand how students learn Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 4

Explicit Strategy Instruction Describe how instruction can be designed so that students can become actively engaged in literacy-related activities? Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 5

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 6 Assessing Strategy Use – Strategy Awareness, explanation, assessment Assign students a 500- to 1,500-word passage. Direct students to use a particular strategy. Observe use of the strategy. Ask students to respond in writing to several key questions about the use of the strategy.

Share with a partner… Identify questions teachers need to consider when planning lessons. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 7

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 8 Lesson Plan Formats Standards (benchmarks) Instructional goals Essential questions Instructional strategies and activities Instructional materials and resources New literacies Assessment

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 9 B-D-A Instructional Framework Before Reading Motivate readers. Activate prior knowledge. Introduce key vocabulary and concepts. Develop metacognitive awareness of task. During Reading Distinguish important ideas from less important ideas. After Reading Extend and elaborate ideas from the text.

Planning Units of Study Share with a partner…. Discuss the benefits of designing and implementing units of study in content area classes. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 10

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 11 Components of a Well-Designed Unit A title reflecting the theme or topic of the unit The major concepts to be learned The texts and information sources to be studied by students The unit’s instructional activities Provisions for assessing what students have learned from the unit

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 12 Integrating Research into the Classroom Make identifying questions and problems as important in your classroom as finding answers. Provide frequent opportunities to compare, contrast, and synthesize information from multiple sources. Present findings of research in a variety of products and formats, including charts, graphs, and visual or performing arts. Discuss possible sources for information presented in the class or for answering questions posed by the teacher or students (e.g., personal interviews, diaries, experiments).

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 13 Procedures for Guiding Inquiry/Research Projects Raise questions, identify interests, organize information. Discuss interest areas related to the units of study. Engage in goal setting. Pose questions relating to each area and/or subarea. Organize information; have students make predictions about likely answers to gaps in knowledge.

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 14 Procedures for Guiding Inquiry/Research Projects Select material. Use visual materials. Use nonvisual materials. Use human resources. Encourage self-selection of materials.

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 15 Procedures for Guiding Inquiry/Research Projects Guide the information search. Encourage active research. Facilitate with questions. Have students keep records.

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 16 Procedures for Guiding Inquiry/Research Projects Consider different forms of writing. Initiate a discussion of sharing techniques. Encourage a variety of writing forms.

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 17 Procedures for Guiding Inquiry/Research Projects Guide the writing process Help students organize information Guide first-draft writing Encourage responding, revising, and rewriting “Publish” finished products

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 18 Structure of a Research Project Research projects must have just enough structure to give students: A problem focus Physical and intellectual freedom An environment in which they can obtain data Feedback situations in which to report the results of their research

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 19 When Using Multiple Texts… Identify salient concepts that become the content objectives for the unit. Identify appropriate trade books, websites, and software that will help in the teaching of these concepts. Teach the unit. Follow up.

With a partner… Share the small-group processes that underlie cooperative learning. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 20

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 21 Collaborative Interactions Cooperative learning Jigsaw groups Student Teams Achievement Divisions (STAD) Learning circles Group investigation Small-group processes

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 22 Conditions to Consider with Team Learning Group size Group composition Group goals and tasks Team building Group roles and division of labor

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 23 Group Roles in Cooperative Learning Leader Reader Writer-recorder Checker Encourager

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 24 Types of Discussions Guided discussion (informational) Reflective (critical and creative thinking)

Critical Praxis Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 25

Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 26 Creating the Ideal Environment for Discussion Arrange the classroom to facilitate discussion. Encourage listening. Establish a goal for the discussion. Focus the discussion. Avoid squelching discussion.