Reading Across the Curriculum

1. Content Area Reading Across the Curriculum Pat Hubert, ESA2

2. Essential Questions for Today: • Why do we have to teach this stuff??? • Why do students struggle with reading in the content area? • What strategies can we use to help them become better content area readers?

3. Content Literacy…… “The ability to use reading and writing for the acquisition of new content in a given discipline.” McKenna & Robinson, 1990

5. Goal: College & Career Ready

6. Common Core Standards

7. Activity 1 – Five minutes • Read your common core handout outlining • Anchor Standards • Content Area Standards

8. Reading in the Content Areas • Reading in content areas, such as science, history, and social studies, implies that students can read and understand expository texts. • These texts are typically factual in information but this information is often conveyed using multisyllabic technical words.

9. Pre-reading activities Activating Prior Knowledge Discussion Predictions Questioning Brainstorming Setting purpose Old School Reading assignment given ACTIVE reading Activities to clarify, reinforce, extend knowledge Vs. Silent or Round Robin reading New School Discussion/Activity to see if students learned main concepts, what they “should have” learned

10. How to Help Students Become Better Strategic Readers • All content knowledge teachers can help their students become better content readers by using reading strategies • Reading strategies draw on the different approaches that good readers use to read actual text in their classrooms.

11. BIG 6 Reading Skills • Summarizing • Paraphrasing • Categorizing • Inferring • Predicting • Recognizing Academic Vocabulary Linked to Literacy Across the Curriculum

12. Classroom Reading Strategies Strategic readers : • Use Prior Knowledge • Predict/Adjust/Confirm • Skim/Preview • Raise Questions • Visualize • Self-monitor • Distinguish Important ideas • Recognize and use text organization • Summarize • Interpret • Synthesize/Reflect • Evaluate/Apply

13. Activity 2

14. This task commonly is associated with mammals, genus; human. Their orientation toward the time for completing this task is influenced by how they acquire their subsistence. For some, this task is required anno meridian; for others, post meridian. Educational level appears not to be a factor in influencing this decision; those holding advanced medical degrees and those who fall into the category of unskilled labor alike often can be found performing this task at a time different from the majority of the population. Regardless of the time, a rather simple sequence seems to exist. First, they must rid themselves of all semblance of that which was used in the preceding time period. Next, they select from an assortment of choices those things that would be deemed most appropriate. (It should be noted that some find that the first two steps are better when reversed; others eliminate step two altogether, having made this decision earlier.) Before performing the third step, most people elect to engage in an act of purification, this having been recognized as a cultural norm in American society. Having done so, they first add to their persons those items that generally are not shared with the public. The exact choice here depends upon one’s gender. Unless an intermediary step of heat application is needed, the fourth step begins. They place component parts to achieve an overall composite that is appropriate to the anticipated activity and to the image they wish to project. In the vernacular, this often is is referred to as achieving “the look.” The final step is quite simple. They look into a full-length reflectoimagographum and check to see if any adjustments are necessary.

15. What Strategies Did YOU use?

16. What about kids who can’t read? 3 Main Barriers to Content Area Reading 1) Content-specific vocabulary. 2) Prior knowledge about the content area subject. 3) Understanding of text features and organization of the text.

17. Struggling with Text • Anyone can struggle given the right text • The struggle isn’t the issue; the issue is what the reader does when the text gets tough

18. Di Tri BerreseUansapponataimuas tri berrese: mamma berre, pappaberre, e bebiberre. Live innecontrinireforesta. NAISE AUS. (No mugheggiaJUannedeipappa, mamma, e beibi go toodabice, onie, a furghettelocchedidoore. BaiennebaicommeseGoldilocchese. Scigarranattinghetu do battemaichetroble. Scipuscieollefuddedaondimaute; no live cromme. Den scigosappesterreseenneslipse in ollebeddse. LEIEI SLOBBE! Beiennebaicommeseommedi tri berrese, ollesonnebronnde, enne send innescius. Dei garra no fudde; deigarra no beddse. En uradeigoine due to Goldilocchese? Troerreinnestrit? CollePuissemenne? FETTE CIENZE! Dei uasItalienBerrese, erne deislippeonnaflorre. Goldilocchesesteiderre tri uicase; itteauteausenomme, en guistebicosedeiesheerretumeichedibeddse, scisei "Go to elle," ennerunneommecriane to erre mamma, tellenerreuatsanificesedi tri berreseuer. Uatsiuse? Uaraiugoine du-go comlienesittiolle?

19. What Strategies Did YOU Use?

20. Three-part Learning Framework: Before, During and After Reading

21. Phases of Reading

22. Phases of Reading

23. Phases of Reading

24. Before Reading Instruction • Think aloud • Pose questions • Anticipation guide • Pre-teach vocabulary • Brainstorm/categorize • K-W-L • Use graphic organizers • Browse through texts • Preview analyze

25. Anticipation Guide What is it? • A graphic organizer used to create a sense of anticipation and help the reader connect background knowledge to new content • It’s a set of 3-5 statements pulled from the text • Students read the statements and agree or disagree.

26. “How Many Insect Parts and Rodent Hairs are Allowed in Your Food?” Agree Disagree • Insect parts/rodent hairs are a rarity in our food. • We eat at least one pound of insects per year. • There are no contaminants in orange juice. • Rodent hairs in food are dangerous to your health. • From www.SixWise.com

27. Vocabulary Activities Degrees of Meaning, My Personal Vocabulary List, Bingo

28. Use Reading Games • Crossword puzzle - practice vocabulary • Word search - word recognition and spelling • Can have students match terms with definitions first • Word maze – no list provided, find words on own • Word scramble – word recognition and spelling • Can have puzzle using numbers to go with it • Directions game – begin with one word and follow directions to end with another word • Analogies – two pairs of words with similar relationships

29. During Reading Instruction • Visualize • Take notes • Think aloud • Summarize • Retell • Reread • Infer • Use graphic organizers • Use context clues • Pose questions • Make connections • Identify confusing parts

30. Activity 4

31. Fill in the Blanks… The questions that p________ face as they raise ch_______ from in________ to adult life are not easy to an________. Both fa________ and m_________ can become concerned when health problems such as co_________ arise any time after the e_______ stage to later life. Experts recommend that young ch________ should have plenty of s_________ and nutritious feed for healthy growth. B________ and g________ should not share the same b________ or even sleep in the same r________. They may be afraid of the d_______.- from the work of Rachel Billmeyer

32. How’d you do??? The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. - Based on the work of Rachel Billmeyer

33. Lucy’s Dilemma After checking the log it was obvious that I had been doing far too much LSD. As a result my max VO2 was bound to suffer. It was obviously a time to attempt some fartleking. I wondered if the Gore-tex and polypropylene would hinder my attempt at using speed. If so, perhaps a quick deuce would, just as well, serve the purpose of the day.

34. Check for Understanding • How did Lucy know she had been doing too much LSD? • Flashbacks • Checking her log • Fatigue • How could she improve her max VO2? • Using more speed • Occasional marijuana use • fartleking

35. Game: Categories

36. After Reading Instruction • Skim • Reread • Think aloud • Pose questions • Reflect through talking, writing, drawing, drama, music, and/or movement • Infer • Retell • Synthesize • Self-evaluate • Connections • Note taking • Summarize

37. Synthesizing Activity Pass around Retells Students work in groups of 3-4. Each person has a piece of paper. As a signal, everyone begins writing a retell or summary of story of information on their own paper. After one minute, each student passes their paper to the right. The student reads the information on the paper and continues the story or adds to the information. After one minute, students pass their papers to the right. Continue to pass papers until student gets his paper back. Revisit, Reflect, Retell

38. Planning and Preperation Tools and Resources

39. Your Role: • Create an appropriate environment • Be sensitive • Make students aware of the need • Motivate students through interests • Assess students’ reading needs • Know what is required for entry level jobs • Identify students with possible problems • Know whether students can handle your materials

40. Wrap-Up:I Used to Think… Now I Think… I Used to Think ___________ about teaching reading/writing in my content area. Now I Think ______________ about teaching reading/writing in my content area.

41. Know your Reader!