1. Literacy Practice: PromotingLiteracy Practice: Promoting
Content Area ReadingContent Area Reading
Designed byDesigned by
Brenda StephensonBrenda Stephenson
The University of TennesseeThe University of Tennessee
2. At the end of thisAt the end of this
presentation studentspresentation students
should:should:
Define the concepts for promoting readingDefine the concepts for promoting reading
comprehension through content areacomprehension through content area
reading materials.reading materials.
Identify ways of using content area readingIdentify ways of using content area reading
materials to promote readingmaterials to promote reading
comprehension in the classroom.comprehension in the classroom.
List materials and resources available toList materials and resources available to
accomplish this practice.accomplish this practice.
3. Content Area ReadingContent Area Reading
……refers to therefers to the challenge ofchallenge of
readingreading in thein the academic areasacademic areas
such as science, socialsuch as science, social
studies, mathematics,studies, mathematics,
literature, and the arts.literature, and the arts.
4. Content Area ReadingContent Area Reading
ScaffoldingScaffolding
provides aprovides a
systematicsystematic
approachapproach toto
address theaddress the
challenges ofchallenges of
Content AreaContent Area
Reading.Reading.
5. Content Area Reading:Content Area Reading:
ScaffoldingScaffolding
instructional technique using teacher
modeling to introduce the desired learning
strategy or task, then gradually shifts
responsibility to the students
Scaffolding Graph
6. Content Area Reading:Content Area Reading:
ScaffoldingScaffolding
supports students beforebefore, duringduring, and afterafter they
read.
enablesenables students to accomplish what is
normally beyond their abilitiesbeyond their abilities.
provides enough helphelp so students can succeedsucceed
with a task that otherwiseotherwise would be impossibleimpossible.
(Graves & Graves, 1994)
8. Content Area Reading:Content Area Reading:
ScaffoldingScaffolding
Temporary
Task-oriented
Support to extend reach
Steps to Teaching:Steps to Teaching:
• Preparation • Assistance • Reflection •
9. TeacherTeacher TextText
Prior to LessonPrior to Lesson
AssessesAssesses ReadabilityReadability
ModifiesModifies text if necessarytext if necessary
Identifies KeyIdentifies Key VocabularyVocabulary & Concepts& Concepts
Identifies ExpositoryIdentifies Expository Text StructuresText Structures
Identifies Relation toIdentifies Relation to Prior KnowledgePrior Knowledge
AnalyzesAnalyzes
Preparation
10. PreparePrepare students to read the material bystudents to read the material by
consideringconsidering readabilityreadability factorsfactors
……readability
readability refers
refers
to all the factors that
to all the factors that
affect success in reading
affect success in reading
and understanding a text.
and understanding a text.
interestinterest && motivation of the readermotivation of the reader
legibility of the printlegibility of the print && illustrationsillustrations
complexitycomplexity of words and sentencesof words and sentences
in relation to the reading ability ofin relation to the reading ability of
the readerthe reader
TeacherTeacher Text:Text: ReadabilityReadability
11. Analyze Word & Sentence ComplexityAnalyze Word & Sentence Complexity
run a readability analysis at interventionrun a readability analysis at intervention
central.org using thecentral.org using the
OKAPl! Reading Probe GeneratorOKAPl! Reading Probe Generator
use Microsoft Word spell & grammar checkuse Microsoft Word spell & grammar check
with the readability tool option turned ‘on’with the readability tool option turned ‘on’
TeacherTeacher Text:Text: ReadabilityReadability
13. If…If…
Text Level is higher than InstructionalText Level is higher than Instructional
LevelLevel
Then…Then…
ParaphraseParaphrase (rewrite)(rewrite)
TeacherTeacher Text:Text: ModifyModify
Many textbooks now have companion readers/study guides developed
specifically as content area reading supplements. These are often ordered by
schools for the ELL students. Check. It will save you a lot of time and work!
14. Limit the number of words introduced…Limit the number of words introduced…
Choose wordsChoose words
– critical to understanding the main ideascritical to understanding the main ideas
– not likely to be learned independentlynot likely to be learned independently
TeacherTeacher Text:Text: VocabularyVocabulary
15. Analyze Word & SentenceAnalyze Word & Sentence
ComplexityComplexity
Researchers have found thatResearchers have found that instructioninstruction
in expositoryin expository text structuretext structure has ahas a
positive effect on recall andpositive effect on recall and
comprehension.comprehension.
(Armbruster, Anderson, & Ostertag, 1987; Roller & Schreimer, 1985; Taylor(Armbruster, Anderson, & Ostertag, 1987; Roller & Schreimer, 1985; Taylor
& Beach, 1984).& Beach, 1984).
TeacherTeacher Text:Text: Text StructuresText Structures
16. TeacherTeacher Text:Text: Text StructuresText Structures
Social StudiesSocial Studies
chronologicalchronological
eventsevents
definition/definition/
explanationexplanation
cause and effectcause and effect
compare/contrastcompare/contrast
question & answerquestion & answer
ScienceScience
problem-solvingproblem-solving
classificationclassification
experimentalexperimental
cause and effectcause and effect
definition/explanationdefinition/explanation
PatternsPatterns
23. Content Reading:Content Reading:
TechniquesTechniques
ABC brainstormABC brainstorm
carouselcarousel
clock buddiesclock buddies
column notescolumn notes
comparison-contrastcomparison-contrast
history frameshistory frames
inquiry chartinquiry chart
K - W - LK - W - L
opinion-proofopinion-proof
power thinkingpower thinking
(Click the links below for information from
Reading Quest on each strategy. Check out the Print
Charts!)
24. Content Reading:Content Reading:
TechniquesTechniques
questioning the authorquestioning the author
RAFT papersRAFT papers
reciprocal teachingreciprocal teaching
underliningunderlining
semantic featuresemantic feature
analysisanalysis
story mapsstory maps
summarizingsummarizing
thesis-proofthesis-proof
think-pair-sharethink-pair-share
(More links from Reading Quest Check out the Print
Charts!)
25. Content Reading:Content Reading:
TechniquesTechniques
3-minute pause3-minute pause
3 - 2 – 13 - 2 – 1
venn diagramsvenn diagrams
word mapsword maps
QARsQARs
(More links from
Reading Quest)
word splashword splash
word sortsword sorts
anticipation guideanticipation guide
(Links to other
successful programs &
techniques)
26. Materials and MediaMaterials and Media
http://www.timetabler.com/reading.htmlhttp://www.timetabler.com/reading.html
http://www.gopdg.com/plainlanguage/readability.htmlhttp://www.gopdg.com/plainlanguage/readability.html
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htmhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm
27. BibliographyBibliography
Mora, Jill Kerper. “Content Area Reading for English LanguageMora, Jill Kerper. “Content Area Reading for English Language
Learners” March 16, 2006.Learners” March 16, 2006.
http://coe.sdsu.edu/people/jmora/ContentReadMM/>http://coe.sdsu.edu/people/jmora/ContentReadMM/>
““Reading in the Content Areas: Strategies for Success”Reading in the Content Areas: Strategies for Success” March 21,March 21,
2006.2006.
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12
““Literacy Strategies” March 21, 2006Literacy Strategies” March 21, 2006
http://www.litandlearn.lpb.org/strategies.htmlhttp://www.litandlearn.lpb.org/strategies.html