1. Chapter # 9 Content Reading & Writing
Pre-reading & During Reading Frances Fraser Maria Alfonso

2. Meaning & Purpose Prior Knowledge
Six Elements That Created Content Learning for English Learners by Marine Mammals Project
Meaning & Purpose
Prior Knowledge
Integration of Opportunities to use Language & Literacy for learning Purposes
Scaffolding & Support
Collaboration
Variety

3. Research
SDAIE- instruction designed to be understandable to students with limited English proficiency and also appropriate to the students’ ages and academic levels.
Purposes of Sheltered Instruction
Subject Matter Learning
Second Language Development Related to Academic Work

4. Students Interaction With Texts
The text presents research and theory on:
Aesthetic & Efferent Stances Toward Text
Text Structure in Relation to Comprehension and Composition
Metacognition

5. Aesthetic & Efferent Interactions With Texts
Efferent comes from the Latin word effere, meaning “to carry away”.
Can you give me an example of efferent reading?
Aesthetic reading is aimed at experiencing or feeling a piece of writing.
Can you give me an example of aesthetic reading?

6. Effect of Text Structure on Comprehension and Memory
An important feature of longer, more complex expository texts is their organization or sequencing of ideas and arguments, often referred to as text structure. Some examples are:
Attributive
Enumerative
Compare/Contrast
Problem/Solution
Cause/Effect

7. Cohesive Ties/Signal Words

8. Comprehension & Memory Continued….
Headings & Subheadings – assist students in making predictions about the content of a text.
Teaching Text Structure: One Classroom
Pg. 343 Figure 9.3
Literary Structure- Pg. 343 Figure 9.4
Discussion of Story Elements
( Setting, Characters, Conflict, & Denouement)

9. Metacognition & Learning From Text
Metacognition means thinking about thinking.
Metacognition is knowing when and how to use strategies to assist in comprehension and composition.
Specifically, students need to use strategies to preview texts, to ask questions, to preview headings and subheadings, and to organize information for memory.

10. Matching Students and Texts
Readability Formulas
ivey2006_fig1.4.gif
This formula will give a grade level for an expository text you are using, but because readability formulas are simply based on sentence and word length. However, they do not give an accurate measure of your students ability to read a specific text.
Cloze Procedure
ample.html
The textbook does not recommend using a cloze procedure, in which words are systematically left out of a text and the student tries to replace them. The authors of the textbook have found that the cloze procedure is extremely frustrating for second language learners and others.

11. (GRI) Group Reading Inventory
First, choose a passage similar in content, length, and complexity to the readings you may require of your class.
Next, select the key concepts you would want your students to know after reading the passage.
Finally, make up a GRI based on the concepts and skills you have identified.

12. Strategies to Promote Reading Comprehension
Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge
During Reading Strategies: Monitoring Comprehension
Post Reading: Organizing and Remembering (more on Ch 10)

13. Prereading Strategy Steps
1. Motivate students’ interest and build background knowledge of the topic to be read.
2. Clarify their purpose.
-let them know what you expect them to gain from it
-what they are to do with the information
3. Help students gain a general idea of the text’s organization and content.
-headings, subheadings, table of contents, glossary, etc...

14. Direct and Concrete Experiences
Teacher Talk: making purposes clear
Field Trips and Films: builds students’ schema for a topic
Simulation Games: direct experience for learning
Experiments: enhance comprehension

15. Developing vocabulary before students read a text
Developing vocabulary before students read a text. Acquire new vocabulary through direct experiences and by discussing critical terms found in the text.
Structured Overviews are visual displays of information, i.e. flowcharts, maps, and power points. Provides a basic outline of important ideas before reading. See Fig 9.8 pg 353
Preview Guides are also used to help overview the important ideas of the text. See Fig 9.9 and pg 333
Anticipation Guides helps students’ make opinions/predictions about the text before reading then compare their views after reading. See Fig 9.10 pg 354

16. During Reading Strategies Monitoring Comprehension
“Most of the during reading strategies center on questioning strategies that you model or that build students’ self-questioning abilities.”
Using Headings and Subheadings helps guide students in monitoring comprehension by turning headings into questions.
Directed Reading-Thinking Activity (DR-TA) helps the student prepare for monitoring comprehension. You would model creating questions using headings and subheadings then let the students practice in a group then eventually work individually.

17. Vocabulary Strategies During Reading
Contextual redefinition/Preview in Context
-assists in comprehending and acquiring vocabulary within the context of the reading
Using Clustering to Develop Vocabulary in Context
a method used to help guess the meaning of a word in a passage. A cluster is formed without using the main word but synonyms are giving clue to what the main word could be. See Fig 9.13 pg 357

18. Jigsaw Procedure Learning Logs
Students formulate questions/notes about what they are learning or what might be difficult while they are reading, so later to ask and discuss it with the teacher.

19. Differentiating Instruction for Content Area Reading
Supplemental reading materials
Include graphic and pictorial cues to support text meaning