2. Contextual Analysis in Math and Science WHAT IS THE ROLE OF READING IN THE CONTENT AREAS (MATH & SCIENCE)? WHAT IS THE ROLE OF READING IN THE CONTENT AREAS (MATH & SCIENCE)?

3. Respond to the Question: WHY DO MATH/ SCIENCE TEACHERS NEED TO TEACH READING? WHY DO MATH/ SCIENCE TEACHERS NEED TO TEACH READING?

4. How important are the factors below related to the reasons why Math and Science Teachers need to teach reading? 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

5. What is your opinion? 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

6. 1.The fact that they are “Struggling Readers”? 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

7. What is your opinion? 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

8. 2. The fact that the students are two or more grade levels below in reading? 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

9. 3. The fact that special needs students & English Learners need DIFFERENTIATED INSTRUCTION? 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

10. 4. The fact that Student Textbooks are NOT “User Friendly”? 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

11. 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 5. The fact that Content Area Vocabulary is DIFFICULT AND ABSTRACT ( HARD TO UNDERSTAND)?

12. 6. The fact that the students are unfamiliar with the use of ACADEMIC language (Formal Register)? 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

13. 7. The fact that students lack “Background Knowledge” information to construct new learning (including primary language) 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure 1.Very Important 2. Somewhat Important 3. Not Important 4. Not Sure

14. Comprehending Non Fiction Text (Dr. Brenda Parks, CRA, 2005) Currently, reading and writing has centered around narrative text. Expository is critical In the information age 2007 given the following: 80% of reading and writing used IS NONFICTION NONFICTION accounts for a major part of all TESTING We read and communicate more NONFICTION Currently, reading and writing has centered around narrative text. Expository is critical In the information age 2007 given the following: 80% of reading and writing used IS NONFICTION NONFICTION accounts for a major part of all TESTING We read and communicate more NONFICTION

15. Group Activity 1.Count Off 2.Move to your group (reader/recorder/reporter) 3.Review reading 4.Discuss main points 5.Prepare to Oral Share Summary 1.Count Off 2.Move to your group (reader/recorder/reporter) 3.Review reading 4.Discuss main points 5.Prepare to Oral Share Summary

16. Topics for Group Discussion 1. Elements of Nonfiction Books 2. Points that Readers need to know and understand 3. Using prior Knowledge and Experience 4. Looking For Detail in Photographs 5. Reading and Comprehending Specialized Language 1. Elements of Nonfiction Books 2. Points that Readers need to know and understand 3. Using prior Knowledge and Experience 4. Looking For Detail in Photographs 5. Reading and Comprehending Specialized Language

17. Topics continued 6. Reading Captions and Labels 7. Integrating Information from Print and Diagrams 8. Monitoring Comprehension 6. Reading Captions and Labels 7. Integrating Information from Print and Diagrams 8. Monitoring Comprehension

18. WHY DO MATH / SCIENCE TEACHERS NEED TO TEACH READING? Struggling Readers Students are two or more grade levels below Special needs students & English learners Need DIFFERENTIATED INSTRUCTION Student Textbooks are NOT “User Friendly” Content Area Vocabulary is DIFFICULT AND ABSTRACT ( HARD TO UNDERSTAND) (Students are not familiar with the contextual use) Students are unfamiliar with the ACADEMIC language use (Formal Register) Struggling Readers Students are two or more grade levels below Special needs students & English learners Need DIFFERENTIATED INSTRUCTION Student Textbooks are NOT “User Friendly” Content Area Vocabulary is DIFFICULT AND ABSTRACT ( HARD TO UNDERSTAND) (Students are not familiar with the contextual use) Students are unfamiliar with the ACADEMIC language use (Formal Register)