1 / 18

Content Literacy Strategies and Strategic Reading Interventions

Content Literacy Strategies and Strategic Reading Interventions. Adapted from Katherine S. McKnight, Ph.D. , Maria Robinson Banks and Jim Grant. Think, Pair, Share. Why do students struggle with content reading? What reading strategies help your students?.

shelly
Download Presentation

Content Literacy Strategies and Strategic Reading Interventions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Content Literacy Strategies and Strategic Reading Interventions Adapted from Katherine S. McKnight, Ph.D. , Maria Robinson Banks and Jim Grant

  2. Think, Pair, Share • Why do students struggle with content reading? • What reading strategies help your students?

  3. Assumptions Underlying Content Literacy • Subject Matter • Role of Textbook • Active Readers • Independent Readers

  4. What is Content Literacy? Generally define as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna & Robinson, 1990, p. 184)

  5. Schema • The notes were sour because the seams split. • The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one in four after another along with an occasional six. Not once did their ball look like it could hit their stumps or be caught. Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.) Allyn and Bacon.

  6. The Kingdom of Kay Oss Once in the land of Serenity there ruled a king called Kay Oss. The king wanted to be liked by all his people. So one day thx bxnxvolxnt dxspot dxcidxd that no onx in thx country would bx rxsponsiblx for anything. Zll of thx workxrs rxstxd from thxir dzily lzbors. “Blxss Kzy Oss,” thxy xxclzimed. Now thx lzw mzkxrs wxrx vxry wvsx. But zs wvsx zs thxy wxrx, thxy dxcvdxd thzt thx bxst form of govxrnmxnt wzs nonx zt zll. Ibid.

  7. Schema • Prior knowledge • What I know about text • Vocabulary • Context clues • Fluency

  8. Play, pass, pass for now • Try this in your class! Always practice and see how it goes. • Consider your reading experiences. Jot down the last three things your read.

  9. Example We are completely in agreement with him on this point. That symbolization is constitutive of symbolic consciousness will trouble no one who believes in the absolute value of the cartesian cogito. But it must be understood that if symbolization is constitutive of consciousness, it is permissible to perceive that there is an immanent bond of comprehension between the symbolization and the symbol. (p.65)

  10. Remember: Everybody has trouble reading sometimes!

  11. Hints for Struggling Readers Provide readers who struggle with opportunities to hear the text read aloud. (paired reading, books on tape, cd of textbook) Give readers for whom word recognition is a problem supplemental materials that include visual cues to word meaning. (manipulatives in math, word wall, illustrate vocabulary) Allot additional time for readers who struggle to complete assignments.

  12. Comprehension Continued Activate prior knowledge using • anticipation guide • problem solving activity • vocabulary exercise

  13. Anticipation Guide • Disagree • Agree • William Shakespeare lived in London, England. • He only wrote plays. • He was married to Anne Boleyn. • His plays were performed at the Globe Theatre. • He was supported by Queen Elizabeth and King James.

  14. Problem Solving If polygons are multi-sided figures, why isn’t a circle a polygon?

  15. Directions: 1. Group yourselves in groups of five. 2. Send your materials manager to get markers and big paper. 3. Collaborate with your group and write a story using all of these words. You have 5-7 minutes. 4. Be prepared to read your story. • Indistinguishable • Develop • Aggressive • Predispose • Apron • Evolution • Pertinent • Gender • Limit • Schema

  16. Story Impression • We did part one of the activity. • Next, give words and definition. • Then, read text!

  17. Self Reflection • Classroom strategies • Content reading strategies • Topics for further discussion

  18. All references came from the phenomenal presentations given at the Midwest SDE Conference!

More Related