Dr. Beth Christian Tennessee State University
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Transcript of Dr. Beth Christian Tennessee State University
Reading to Learn: Strategic Reading to Learn: Strategic Instruction in the Content AreasInstruction in the Content Areas
(Facilitating learning through strategic instruction in Social Studies(Facilitating learning through strategic instruction in Social Studies))
Dr. Beth Christian
Tennessee State University
Adapted from a Powerpoint Presentation prepared by Dr. Pamela Petty
Reading is …Reading is …construction of
meaning from text. It is an active, cognitive, and affective process.
Every teacher is a Every teacher is a teacher of reading.teacher of reading.
William S. GrayWilliam S. Gray• Reading is essential in every content subject …
“In fact, rapid progress in these subjects depends in a large degree on the ability of pupils to read independently and intelligently. It follows that good teaching must provide for the improvement and refinement of the reading, attitudes, habits, and skills that are needed in all school activities involving reading.” Farstrup, A. E. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, Delaware: IRA, p. 186.
Principles of Language-Based Principles of Language-Based TeachingTeaching
Language-Based teachers understand that learning is a social process.
Language-Based teachers know that the best learning occurs when it is whole, functional, and meaningful.
Language-Based teacher know that students improve their reading and writing when given abundant opportunities to use reading and writing as vehicles for learning.
Principles of Language-Based Principles of Language-Based Teaching, cont’d. Teaching, cont’d.
Language-Based teachers understand the importance motivation plays in learning.
Language-Based teachers are continually moving toward better literacy and content teaching.
Background knowledge …Background knowledge …And prior
knowledge are critical to the reading process.
Social Interaction …Social Interaction …is essential to
learning.Communities
of learners.
Vygotsky
Reading is social … Reading is social …
Communities of learners support literacy development.
Best practices in Social Best practices in Social Studies Studies Constructivist approach Addresses multiple intelligences Builds on Prior Knowledge Involves guided learning
experiences Inquiry-based Allows for student choice (project
method) Involves authentic literature/trade
books in addition to expository texts
LiteratureLiterature
Literature across the curriculum that relate to the various content areas
http://www.pampetty.com/adolescentlit.htm
http://www.pampetty.com/
http://www.prenhall/brozo
Readiness StrategiesReadiness Strategies
Direct experiences-tangible connections to abstract ideas– Experiential referents—shared, concrete, first-hand
learning activities (film, field trip, hands-on, etc.) -ex. Pizza activity to teach the scientific process
– Role-Playing/Simulations- ex. Carbon Bonding Hoedown, marriage bonding as analogy to covalent bonding
– Read young adult literature about content-area topics– Guest Speakers and Performers- (most underused
resources)
Effective Comprehension Effective Comprehension RoutinesRoutines
Reciprocal TeachingQuestioning the AuthorDirected Reading-Thinking ActivitiesCreative ThinkingKWHL and Concept MappingProblem and Project-Based LearningInquiry-Based Instruction
Building a Comprehension Building a Comprehension CurriculumCurriculum
PredictionsThink-AloudsText StructureVisual Representation of TextSummarizationQuestioning
Literature lessons should Literature lessons should include:include:
Pre-reading activitiesDuring-during reading activitiesPost-Reading Activities
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htm
KWLKWL
What you KNOWWhat you WANT to knowHow you Learned what you want to knowWhat you Learned
K W H L
Content-Area DR-TAContent-Area DR-TADirected Reading/Thinking Directed Reading/Thinking
ActivityActivityActivate prior knowledge (Brainstorm)Predict what will be discussed in the textReadConfirm and Revise Predictions
Verbal DemonstrationsVerbal Demonstrations
Think-Aloud- Demonstrating thought processes
Demonstrating Summarizing
http://www.indiana.edu/~crls/rogerfarr/mcr/usingta/usingta.html
Process GuidesProcess Guides
“Written suggestions that “walk” students through the processes involved in reading like an expert in biology or in history” (Brozo & Simpson, 2002)
QAR-Question Answer QAR-Question Answer ResponseResponse
Students learn to locate many sources of information.
Right ThereThink Aloud and SearchOn my own
Reciprocal Teaching/Self-Reciprocal Teaching/Self-MonitoringMonitoring
Good readers monitor their understanding as they read
Reciprocal teaching-the student and teacher take turns generating questions and summaries and leading a discussion about sections of a text
Teachers model self-monitoring and what active learners do
DRAW ActivityDRAW Activity
Draw (a question from a hat/box)Reflect/Review (in order to answer the
question)Attend (and participate in a class
discussion)Write (answers to questions in the form of a
quiz)
ChartingCharting
Students take more responsibility in their learning
Summarize key ideas Visually sense the interrelationships
between these ideas
Discussion WebsDiscussion Webs
To encourage critical and elaborative thinking
Visual/graphic representation of thinking processes
Examining alternative points of viewQuestion should be stated so that there is
more than one point of view
Standardized TestingStandardized Testing
Is standardized testing beneficial to
student learning?NO YES
Conclusion
Other Graphic OrganizersOther Graphic Organizers
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
Links from:
http://edtech.tph.wku.edu/~bchristi
http://www.pampetty.com/
Additional StrategiesAdditional Strategies
History as Perspective takingConcept muralingWebQuestsE-sheets
Fix-Up StrategiesFix-Up Strategies
Techniques that active learners use when they are trying to increase their understanding of a particular content-area concept
1. Rereading
2. Reading more slowly
3. Reading ahead
4. Looking back at previous paragraphs/headings
5. Refer to visual aids
6. Make a mental picture
7. Draw of sketch concept
8. Look for examples in the text
9. Check alternative sources