Jeanette Hodges Curriculum Consultant jhodges@insightbb

1. Reading in the Content Areas Jeanette Hodges Curriculum Consultant jhodges@insightbb.com

2. Agenda Topics • KWWL • Reading Process/Reading Proficiency • Prereading Strategies • Difficulty of Content Area Reading * Vocabulary * Text Features * Organizational Patterns • Evaluation/Next Steps

3. Workshop Goals Participants will: • Identify skills that are needed in order for students to be proficient readers • Determine teaching strategies that promote proficiency in reading in the content areas • Identify next steps to ensure implementation

4. KWWL

5. Reading Passage Richmond was in dire straits against St. Kilda. The opening pair who had been stroking the ball with beautiful fluency on past occasions were both out for ducks. Once again the new ball pair had broken through. Then Smith turned on surprising pace and moving the ball off the seam, beat Mazaz twice in one over. Inverarity viciously pulled Brown into the gully but was sent retiring to the pavilion by a shooter from Cox.

6. Jones in slips and Chappell at silly mid on were superb, and Daniel bowled a maiden over in his first spell. Yallop took his toll with three towering sixes, but Thompson had little to do in the covers.

7. Grant was dismissed with a beautiful yorker and Jones sent from a brute of a ball. Wood was disappointing. The way he hung his bat out to the lean-gutted Croft was a nasty shock. The rout ended when McArdle dived at silly leg and the cry of “How’s that!” echoed across the pitch.

8. Vocabulary Terms dire superb brute

9. Summary ?????

10. What is “reading?” Text Context Reader

11. The Reading Process What do “proficient” readers do?

14. Ineffective Lesson Planning Traditional Format Assignment is given. Students read independently. Students are assessed on what they “should have” learned.

15. Effective Lesson Planning Strategic Teaching Format Prereading strategies: to set a purpose for reading, motivate to read, and activate prior knowledge and experience During reading strategies: to scaffold the learning process After reading strategies: to clarify, reinforce, extend, and apply knowledge

16. Strategic Teaching through Scaffolding • Activity • taught in isolation • focus on content only • accidental connections • to outcomes • vague expectations • teacher-directed • no connection toprior • knowledge • little or no transfer Strategy • taught as process • focus on process and content • intentional connections to outcomes • clear expectations • teacher-directed/ student-directed • connects new knowledge to prior knowledge • process transferred to real life and other content

17. Anticipation Guide • Please complete the anticipation guide for the article entitled, “Reading and Writing Enhances Learning in All Classes” (pp.103-105 in the Literacy Across the CurriculumGuide). Then make changes to your anticipation guide as you read. • Do you see “ping-pong” readers, “mindless” readers, and “forgetful” readers in your classroom? How can you address their needs as readers? • How can you use the anticipation guide method in your classroom?

18. Prereading Strategies Individually examine the prereading strategies in your packet. • Which prereading strategies do you currently use? • Which strategies will you implement during the rest of the semester? • Are there 2-5 prereading strategies that you could urge your school, your grade level, or your department to use during the rest of this semester?

19. Comparing Narrative and Informative Text Please read the narrative and informational text passages in your print packet. • Working with your table group, compare narrative and informational texts using the compare/contrast graphic organizer. (Consider such characteristics as vocabulary, organizational patterns, reader engagement, etc.) • How can you use this graphic organizer in your classroom?

20. Vocabulary Strategies Individually examine the vocabulary strategies listed in your print packet. • Which vocabulary strategies do you currently use? • Which strategies will you implement during the rest of the semester? • Are there 2-5 vocabulary strategies that you could urge your school, your grade level, or your department to use during the rest of this semester?

21. Text Features Please work with your table group to sort the cards relating to text features. • Can you use the SQ3R method or variations found in your print packet? What other methods do you use to teach text features? • How can you use the card sort strategy in your classroom? When would it work as a prereading strategy? A during reading strategy? An after reading strategy?

22. Determining Predominate Organization Patterns Working with your table group, determine the predominate pattern for these topics: • Facts about the Mississippi River • Directions for installing a computer program • Ways to resolve excess water pollution • Uses of wheat • Phases of the moon • How a circuit works • Climate of Mexico • Pros and cons of a vegetarian diet • Building dams to stop flooding • Causes of the Civil War • Differences between line graphs and bar graphs • Biography of Martin Luther King, Jr. • How sedimentary rock is formed

23. Strategies to Teach Organizational Patterns Please read about the ROW strategy in your print packet. • How can you use this strategy in your classroom? • What other methods could you use to teach organizational patterns?

24. Exit Slip • What actions will you take to incorporate these new strategies in your classroom/school? • What additional help/support do you need to take the above actions?