Reading in the Content Area

1. Reading in the ContentArea ESA2 New Teacher Boot Camp August 2009

2. Just so you know…. • Every school day, more than 7,000 students drop out of high school (Pinkus, 2006) • Students who enter 9th grade in the lowest 25% of their class are 20 times more likely to drop out than are the highest performing students (Carnevale, 2001). • Writing remediation costs American businesses as much as $4.1 billion annually (National Commission on Writing). Graham, S. and Perin, D. (2007). Writing Next: Effective Strategies to Improve the Writing of Adolescents in Middle and High Schools.

3. Literacy is the most important thing we can give our children. Please share what you know about literacy and why this is/is not true

4. What is Literacy? • Reading • Writing • Speaking • Listening • Viewing • Nonverbal Communication • THINK CRITICALLY Research shows that being literate is closely linked to one’s ability to access power and negotiate the world around them. Alliance for Excellent Education, 2004

5. 5 Factors that Influence Literacy Development • Motivation • Factors relating to the alphabetic principle • Fluency • Vocabulary • Reading Comprehension Alliance for Excellent Education, 2004

6. 8 Strategies for Improved Learning • Use strategies when I encounter new words. • Connect new knowledge to make personal meaning. • Think ahead to what is happening and what is coming. • Evaluate my understanding as I read. • Create images in my mind as I read. • Use text structures to aid my understanding. • Approach my reading with a plan. • Summarize as I read.

7. The KEY PREDICTOR of reading success is the student’s background knowledge

8. 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?

9. Activity • Look at the article you have been given. What do you know about it? How would you approach determining what the text means? Spend a few minutes reading your article. • Share with your group how you approached this- what benefit do you have in approaching this material that a student may NOT have? • Discuss!

10. We are ALL Reading teachers! • If language arts and English teachers are the only ones teaching reading, students aren’t going to learn how to read different types of text. • Teachers of different contents read their text differently. That’s what we want to show our students. • Any teacher is the best reader of the content they are teaching. ~ Chris Tovani (2004)

11. Making Connections The brain only pays attention to meaningless information for a short time. If it cannot make sense out of it, it will not process the information further.

12. 3 Main Barriers to Reading in the Content Area • Content specific vocabulary • Prior knowledge about the content subject • Understanding of text features and organization of text.

13. Reading is the key to success in all content areas.

14. Nine Categories of Instructional Strategies That Affect Student Achievement

15. Reading in the Content Areas

16. 8 Strategies for Improved Learning • Use strategies when I encounter new words. • Connect new knowledge to make personal meaning. • Think ahead to what is happening and what is coming. • Evaluate my understanding as I read. • Create images in my mind as I read. • Use text structures to aid my understanding. • Approach my reading with a plan. • Summarize as I read.

17. Direct Vocabulary Instruction • Students must have 7-14 meaningful exposures to a word before it becomes part of their working vocabulary. • Content-specific vocabulary must be explicitly taught.

18. Word Learning Strategies Students must learn how to use… • use dictionaries to confirm and deepen knowledge of word meanings • use word parts to derive meanings of words • use contextual analysis to infer the meaning of words in text

19. Word Parts • Each curricular area has specific roots that are critical to their vocabulary • Prefixes change meaning • Suffixes change the part of speech (alter meaning in context)

20. Take a Break! You’ve earned it!

21. And what was literacy?

22. Reading Strategies • How will you support reading effectively in your content area?

23. The Brain likes… • Structure • Organization • To see what’s coming next

24. PRE-READING: Did you… • Set a purpose for reading – what is the focus of your reading? • Think about what you already know about the topic? • Make predictions about what the reading will be about? • Use text features like headings, pictures, bold face and italic type, and captions to help predict what might be coming? • Read the summary first or review the questions at the end of the chapter for clues about the content?

25. DURING READING: Did you… • Skip words you didn’t know – then read ahead to see if you could figure out its meaning? • Reread when you realize that you don’t understand the main idea of what you are reading? • Make mental pictures in your head of what you are reading? • Stop periodically to summarize what you have read? • Ask questions when you find that you can’t understand what you read?

26. AFTER-READING: Did you… • Think about the most important points about what you just read? • Reread sections that you didn’t feel you really understood, looking for new insights or information? • Develop questions about the text? • Check your predictions – were you right? What was different than what you expected?

27. Scanning the Text Get an idea about what you’re going to read by looking at the … • Title • Introduction • Subtitles • Bold-print and Italicized Words • Pictures and Captions • Charts • Maps • Graphs • Summary • Review Questions

28. What will I do to support reading? • Take a few minutes and write down 3-5 things that you will do to support reading in your content areas? • Share with the class.

29. Writing Strategies • How will you support writing effectively in your content area?

30. What will I do to support writing? • Take a few minutes and write down 3-5 things that you will do to support writing in your content areas? • Share with the class.

31. Take a Break! You’ve earned it!

32. 21st Century Skills

33. 21st Century Framework

34. Core Subjects & 21st Century Themes Core Subjects: English, Reading or language arts, World languages, Arts, Mathematics, Economics, Science, History, Geography, Government and Civics 21st Century Themes: Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, & Health Literacy DOE Initiatives SD Math Counts Standards-based curriculum Reading First SD Reads Personal Finance Writing to Win Virtual High Schools Health EDventures/Wellness 2010E Initiative 2025 HS Framework

35. So how does this look in a classroom?

36. What have you decided to incorporate next year? • Share with someone near you and then with the group as a whole.

37. THANK YOU!!! • Thank you for sharing. • Thank you for your willingness to learn. • Thank you for becoming teachers. • Thank you for understanding that while all of the subject areas are important for long term success, with out the ability to communicate (locally and globally) effectively- our students will fail.

38. Contact Information • Education Service Agency 2 • Pat Hubert Mary Teply • Lori Stoltenburg Vickie Venhuizen • Cate Sommervold Kim Dougherty • Melissa Goodwin East Dakota Cooperative (605) 367-7680 esa2@edec.org www.edec.org/esa