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KSRA Conference Sessions 2007. Focus on Integration Across the Curriculum By Catherine Mentzer. Reading in the Content Areas: One School’s Comprehensive 3 Year Plan October 22, 2007. 10% of what you read 26% of what you hear 30 % of what you see 50 % of what you see and hear
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KSRA Conference Sessions 2007 Focus on Integration Across the Curriculum By Catherine Mentzer
Reading in the Content Areas: One School’s Comprehensive 3 Year PlanOctober 22, 2007 • 10% of what you read • 26% of what you hear • 30 % of what you see • 50 % of what you see and hear • 70 % of what you say And • 90 % of what you say and do Not like this is new to us…… Pamela.Bernardo@svpanthers.org Saucon Valley School District 2095 Polk Valley Road Hellertown PA 18055 610.838.7071 ext 3704
From NMSA • Literacy Across Content AreasReading and writing are the foundation of the entire school curriculum. They serve as bridges between various subject areas. Students' thinking and communication skills improve when educators collaborate to integrate the processes, vocabulary, and teaching of reading and writing throughout the school day. Pamela.Bernardo@svpanthers.org Saucon Valley School District 2095 Polk Valley Road Hellertown PA 18055 610.838.7071 ext 3704
Reading in the Content Areas: Pre reading • Understanding some principles from schema theory can help in your work. Here are some principles to apply: • It is important to teach general knowledge and generic concepts. A large proportion of learner difficulties can be traced to insufficient general knowledge, especially in cross-cultural situations. • Teachers must help learners build schemata and make connections between ideas. Discussion, songs, role play, illustrations, visual aids, and explanations of how a piece of knowledge applies are some of the techniques used to strengthen connections. • Since prior knowledge is essential for the comprehension of new information, teachers either need to • help students build the prerequisite knowledge, or • remind them of what they already know before introducing new material. Pamela.Bernardo@svpanthers.org Saucon Valley School District 2095 Polk Valley Road Hellertown PA 18055 610.838.7071 ext 3704
Reading in the Content Areas: Pre reading - Schema The procedure is actually quite simple. First, you arrange items into different groups. Of course, one group may be sufficient depending on how much there is to do. If you have to go somewhere else due to a lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one can never tell. After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is a part of life. What are you doing? Try re-reading and figure it out
Reading in the Content Areas: Pre reading - Schema Laundry of course, what did YOU think!
A Marsden Giberter Glis was very fraper. She had dernarpen Farfle’s marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger. “Clorsty marsden!” she boffed. “That ‘s a crouistish marsden binky,” boffed Farfle, “but my marsden is on Stansan. Agsan is Kelsan.” “In that ruspen,” boffed Glis, “I won’t wank you your giberter until Stansan.” • Why was Glis fraper? • What did Glis plimp? • Who jibbed the gorger when Glis sparved the blinky? • Why didn’t Glis wank Farfle his giberter?
Believe it or not, you can read it. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?
Reading in the Content Areas : Schema Theory Here is a diagram that describes how a person's schema of "egg“ might include the components shown: Pamela.Bernardo@svpanthers.org Saucon Valley School District 2095 Polk Valley Road Hellertown PA 18055 610.838.7071 ext 3704
Literacy Across the Curriculum Toolkit See Handouts- Booklets per grade & Exploratory
Reading and Writing Across the Curriculum: During Reading • 1 = "I understand well. I could explain it to someone else." • 2 = "I sort of understand. I couldn't explain it." • 3 = "I don't understand."
Reading and Writing Across the Curriculum: During Reading Use the colored dots or other “tools” to notate with – • I understand ? I have a question ! I made a connection while I was reading Pamela.Bernardo@svpanthers.org Saucon Valley School District 2095 Polk Valley Road Hellertown PA 18055 610.838.7071 ext 3704
Reading in the Content Areas: During Reading – Review of QAR Strategy
Second graders can do it- can we? Research Speaking skills Writing skills Presentation Organization Creative (multiple dimensions of learning) Using Technology to get boys Excited about Writing
One more thing about vocabulary …………. The common thread that keeps everything together………….
A two-letter word that has more meaning than any other word… “UP” It’s easy to understand UP, meaning toward the sky or at the top of the list, but when we waken in the morning, why do we wake UP? At a meeting, why does a topic come UP? Why do we speak UP and why are the officers UP for election and why is it UP to the secretary to write UP a report? We call UP our friends. We use it to brighten UP a room, polish UP the silver, we warm UP the leftovers and clean UP the kitchen. We lock UP the house and some guys fix UP the old car.
The Word “UP…” At other times, the little word has real special meaning. People stir UP trouble, line UP for tickets, work UP an appetite, and think UP excuses. To be dressed is one thing but to be dressed UP is special. And this UP is confusing: A drain must be opened UP because it is stopped UP. We open UP a store in the morning but we close it UP at night. We seemed to be pretty mixed UP about UP!
The Word “UP…” To be knowledgeable of the proper uses of UP, look UP the word in the dictionary. In a desk size dictionary, the word takes UP almost 1/4th of a page and definitions add UP to about thirty. If you are UP to it, you might try building UP as list of the many ways UP is used. It will take UP a lot of your time, but if you don’t give UP, you may wind UP with a hundred or more. When it threatens to rain, we say it is clouding UP. When the sun comes out we say it is clearing UP.
The Word “UP…” When it rains, it wets UP the earth. When it doesn’t rain for awhile, things dry UP. One could go on and on, but I’ll wrap it UP, for now my time is UP, so I’ll SHUT UP! Exactly HOW messed UP is the English Language?!?! (personal opinion here)
Parents Make the Difference • Utilize variety of Handouts
