The Involvement of Reading in the Content Areas

1. The Involvement of Reading in the Content Areas Language Arts Math Social Studies Science

2. Reading & Academic Language are central to the overlapping disciplines. Language Arts Math Social Studies Science

3. The Arts & Music • Students in the arts & music also need to learn to read & comprehend instructions successfully.

4. NCLB • No Child Left Behind was a law signed in January 2002 by President George W. Bush • It was intended to improve teacher quality, use high-stakes testing, and use standards-based education. • “Highly qualified teacher” has a strong academic background in the subject area being taught. • Showing students how to learn content by reading texts is part of the solution for NCLB.

5. Read Texts for Learning

6. Learning with texts • Texts in content areas give information and guidance for learning. • Students can interact with texts to construct knowledge & make meaning. • Texts can guide instruction for real-life activities.

7. Reading Leads to Success! • Reading will help students to be successful in school and graduate. • Reading is an important key to a successful future!

8. Print Materials for the Classroom • charts • maps • posters • graphs • books • magazines • assignment sheets • quizzes • content-specific vocabulary • specialized materials, such as math formulas & music

9. Expand Your Horizons • Students need a wide variety of reading & writing materials to achieve higher test scores. • Response journals, essays, class newspapers, and non-fiction reading sources should be added to the curriculum.

10. Concept of Literacy • Literacy is a term with different connotations. • Computer literacy • Cultural literacy • Functional literacy • Illiteracy-cannot read • Aliteracy-chooses not to read • Workplace literacy

11. Informing Seeking information Comparing Predicting Justifying Analyzing Solving problems Evaluating Synthesizing Classifying Persuading Function of Effective Readers & Writers is to Communicate & Comprehend

12. Curriculum Adaptation for Students to Achieve Success in All Content Areas (Adapted from Diana Browning-Wright)

13. Chart of Grades Improving Through Reading • This chart is an example of how grades and ability levels can come up with recovery reading types of programs. • When reading levels go up, all grades go up!

14. Subword processes Phonological awareness Orthographic awareness Alphabet principle Syllable awareness Word processes Word specific mechanism-accuracy & automaticity Phonological decoding mechanism-accuracy & automaticity Morphological awareness compound words syllable segmentation roots & roots with affixes morphophonemic transformation of words stress & intonational patterns and their relationship to spelling rules. Necessary Instructional Components of Reading

15. Text Processes Oral Reading Accuracy Rate Fluency Comprehension Silent Reading Comprehension Rate Comprehension Background knowledge Language processes Cognitive processes Metacognitive strategies for comprehension monitoring and self-regulation of the reading process Necessary Instructional Components – Reading cont.

16. Activate Prior Knowledge • When you activate prior knowledge with an activity before reading, students connect schemata to text and make meaning from it.

17. Schema helps readers • Students need to seek & select information • Students need to make inferences about the text, such as, anticipating content & making predictions & filling in the gaps when reading. • Students need to organize text information • Students need to elaborate information

18. Reader Response Theory

19. Comprehension Levels Run Deep

20. In every content area, readers should answer questions for comprehension. Questions can be textually explicit or implicit. Textually explicit questions have answers that are easy to find “right there” in the text. Textually implicit questions have “think and search” answers. Questioning Techniques

21. Scaffold Instruction for Students to Have Success in Reading • Assess students reading skills, including decoding & comprehension. • Adapt curriculum to fit individual needs. • Teach concepts students need to learn. • Reassess students with a post-assessment. • Reteach concepts not learned.

22. Becoming Better Teachers • Support students in learning from activities outside the books. • Plan activities for learning outside and with textbooks.

23. Students who read well will do well in all subjects!

24. ReferencesBrowning-Wright, D. (n.d.). Curriculum Adaptation for Individual Students. ElkGrove, CA: Paper Presented by Bill Tollestrup.Grady, K. (2002). Adolescent Literacy and Content Area Reading. ERIC ED 4699330. Retrieved November 2, 2005, from http://www.ericdigests.org/2003-3/area.htmVacca, R. & Vacca, J. (2005). Content area reading: literacy and learning across the curriculum. Boston, MA: Allyn & Bacon.