1. Dr. Beth Christian Tennessee State University Adapted from a Powerpoint Presentation prepared by Dr. Pamela Petty Reading to Learn: Strategic Instruction in the Content Areas

2. Every teacher is a teacher of reading. William S. Gray Reading is essential in every content subject … “In fact, rapid progress in these subjects depends in a large degree on the ability of pupils to read independently and intelligently. It follows that good teaching must provide for the improvement and refinement of the reading, attitudes, habits, and skills that are needed in all school activities involving reading.” Farstrup, A. E. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, Delaware: IRA, p. 186.

3. Textbooks/Informational Books/Expository Texts Text Books Nonfiction Genres Biographies Student must be taught strategies to navigate and comprehend content area texts and other expository texts Content Area Texts are organized in ways that differ from narrative texts…incorporating specialized vocabulary (academic language), charts, graphics, etc… Teachers must consider both the reader and the structure of the text

4. Reading is … construction of meaning from text. It is an active, cognitive, and affective process. Each reader brings his/her own background experiences, academic abilities, language, culture, attitude etc…to the text

5. Background knowledge … And prior knowledge are critical to the reading process.

7. Reading is Social! Social Interaction … is essential to learning. Communities of learners. Vygotsky

8. Best practices in Content Areas Constructivist approach Addresses multiple intelligences Builds on Prior Knowledge Involves guided reading experiences Inquiry-based Allows for student choice Involves authentic literature/trade books in addition to expository texts

9. Content area lessons involving reading should include: Pre-reading activities During-during reading activities Post-Reading Activities http://www.ncrel.org/sdrs/areas/issues/students/learning /lr2befor.htm http://www.ncrel.org/sdrs/areas/issues/students/learning /lr2befor.htm

10. Effective Comprehension Routines Expository Text Stuctures Reciprocal Teaching Questioning the Author Directed Reading-Thinking Activities KWHL and Concept Mapping Using Trade Books/Literature in the Content Areas Problem and Inquiry-Based Learning

11. Figure 9--10 The Five Expository Text Structures Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

12. Figure 9--10 continued Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

13. What the Research Says About Reciprocal Teaching adapted from Mary Haller March 20,2004 Palincsar and Brown 1986 when reciprocal teaching was used for just 15 days students reading increases from 30- 80%. According to a study by Palinscar and Klenk 1991, students not only improved their comprehension skills immediately, but they also maintained improved comprehension skills when tested a year later. Lubliner 2001 points out that reciprocal teaching is an effective teaching technique that can improve on the kind of reading comprehension that is necessary not only for improved test scores but also for an information age.

14. QTA: Questioning the Author “Questioning the Author is a protocol of inquiries that students can make about the content they are reading. This strategy is designed to encourage students to think beyond the words on the page and to consider the author's intent for the selection and his or her success at communicating it.” “The idea of "questioning" the author is a way to evaluate how well a selection of text stands on its own, not simply an invitation to "challenge" a writer. Students are looking at the author's intent, his craft, his clarity, his organization...in short, if the author has done well, students can say so, and they can identify why they say so. Likewise, if students are struggling over a selection of text, it may be because it hasn't been written very clearly. Students can see this, and say so, but then they are invited to improve on it.”invitation http://www.readingquest.org/strat/qta.html [McKeown, Beck, & Worthy, 1993]

15. The Five Reciprocal Teaching Strategies adapted from Mary Haller March 20,2004 Reciprocal Teaching is powerful researched based technique. It is NOT a stand alone method for teaching comprehension. Predicting Questioning Clarifying Summarizing Visualizing Reciprocal Teachin Bookmarks and other Resources Reciprocal Teachin Bookmarks Resources

16. Content-Area DR-TA Directed Reading/Thinking Activity Activate prior knowledge (Brainstorm) Predict what will be discussed in the text Read Confirm and Revise Predictions

17. KWL What you KNOW What you WANT to know How you Learned what you want to know What you Learned KWH L

18. Verbal Demonstrations Think-Aloud- Demonstrating thought processes Demonstrating Summarizing http://www.indiana.edu/~crls/rogerfarr/mcr/usingta/usi ngta.html

19. QAR-Question Answer Response Students learn to locate many sources of information. Right There Think Aloud and Search On my own

21. Charting Students take more responsibility in their learning Summarize key ideas Visually sense the interrelationships between these ideas

22. DRAW Activity Draw (a question from a hat/box) Reflect/Review (in order to answer the question) Attend (and participate in a class discussion) Write (answers to questions in the form of a quiz)

23. Discussion Webs To encourage critical and elaborative thinking Visual/graphic representation of thinking processes Examining alternative points of view Question should be stated so that there is more than one point of view

24. School Uniforms Should School Uniforms be Mandatory in all Sumner County Schools NO YES Conclusion

25. 20 Strategies20 Strategies to support comprehension of Non-Fiction Texts

26. In Tennessee State Curriculum Standards: http://www.tn.gov/education/ci/english/reading.shtml Content Area 3081: www.tn.gov/education/ci/english/doc/ENG_3081.pdf www.tn.gov/education/ci/english/doc/ENG_3081.pdf

27. Literature Literature across the curriculum that relate to the various content areas http://www.pampetty.com/adolescentlit.htm http://www.pampetty.com/ http://www.prenhall/brozo

28. Fix-Up Strategies Techniques that active learners use when they are trying to increase their understanding of a particular content-area concept 1. Rereading 2. Reading more slowly 3. Reading ahead 4. Looking back at previous paragraphs/headings 5. Refer to visual aids 6. Make a mental picture 7. Draw of sketch concept 8. Look for examples in the text 9. Check alternative sources