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Reading Comprehension for Content Literacy
Transcript of Reading Comprehension for Content Literacy
Reading Comprehension for Content Literacy
1. To build upon the comprehension concepts and strategies introduced in chapter nine
2. To introduce the concepts of reading comprehension
3. To illustrate the importance of reading comprehension strategies as they pertain to each content area
4. To apply the strategies discussed to real-life classroom situations
2012 Study from University of Oregon found that
"Word reading, inferences, strategies, vocabulary, and background knowledge all correlated with reading comprehension scores" and that "
on reading comprehension
scores" (McMillian, 2012)
more prior knowledge a reader has
, the better he or she is able to comprehend the text" (McMillan, 2012)
These three aspects (vocabulary, inferences, and background knowledge) are all concepts that can and should be covered during pre-reading.
Analogy: Pre-reading is like giving students the tools to learn before they need them
Expecting all students to read the material on their own may lead to disastrous consequences!
Having an educator work through the text with them can help make the material come to life!
Actively engaging students with the text can help increase information retention and will also encourage student involvement
Don't be afraid to think outside the box!
1. Review is one of the most important steps in making sure students retain information.
2. It is unfortunately underused in most classrooms
3. Teachers expect students to review on their own time.
4. Postreading activities can be made a natural part of a lesson and will help students remember the material
If you teach a child to read, you teach him or her how to learn.
Gillian V. McCary
4 September 2013
1. ______ Discussing a text before reading it is less important than discussions after reading.
2. ______ Some strategies are better than others for my subject area.
3. ______ Student-generated questions are too easy to be a productive activity.
4. ______ Study guides should mainly be used as aides to specific tests.
discussed prior to reading
can help bring students out of the passive role of memorizing facts and data
would work wonderfully in social studies, history, and English content areas
Reciprocal + Questioning
re = Latin prefix, "again;" reciproc = Latin for "us"
A. Choose sections of text that let the reader make a prediction for students and teacher to read individually
B. After reading, students and teacher take turns asking each other questions
i. Students ask first round of questions!
Directed Reading-Thinking Activity
1. Leads students to ask their own questions
2. Allows students to make predictions about the text
3. Students use other resources or discussion to make conclusions about things not explained in the text.
1. Teacher makes up analogies for key concepts in the classroom.
2. Helps students understand concepts by relating it to known ideas (experience-based)
3. Helps students remember information by exploiting experiences that are meaningful to the students.
Warning: Not your mother's study guide
1. Easy to make
2. Useful for many content areas
3. Helps students reorganize the information they have learned in a visually appealing format. (Good for visual learners)
consists of descriptive adjectives such as nice versus mean that are either supported or refuted based on information in the text
can help encourage critical reading because students must turn to the text for support
can be used in an entire classroom setting or broken up into smaller discussion groups
can help engage a wide array of students into discussion about a topic
November 19, 1963
Four score and seventy years ago our fathers and mothers brought forth on this nation, a new nation, dedicated to the suggestion that all men are created unequal.
Now we are enraged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long suffer. We are met on a great battle-field of that war...
Abraham Lincoln Towncar
1. Beneficial to both students and teachers
2. Can be used for various types of media
a. films, books, lectures, field trips
3. Can lead to group discussion before the subject is even covered
4. Can help motivate students to active participatory learning
5. Can be used in *almost any content area
6. Pairs well with other strategies
1. Can motivate students to become active and engaged learners
2. Displays Flipped Classroom model
3. Encourages students to make
in order to make predictions about what will happen
4. A great tool for ESL students
1. The best study guides incorporate
text explicit, text implicit,
2. Utilizing the
three levels of understanding
allows students of different levels to participate
3, Gives students a clear idea of the important concepts and ideas
4. Can help students learn to study
5. Serves as a study aid in the post-reading phase
1. Teacher creates a plausible --
but fallacy ridden
-- document for students to analyze for accuracy
a. Students are led to believe the document is authentic
3. Can be used in many different content areas
4. Great when used in conjunction with other strategies
5. Causes students to become aware of their own knowledge and apply it
There is more than one way to skin a cat
Be an active teacher! Help your students tackle content literacy head on!
The teacher will be responsible for analyzing the text for concepts that foreshadow upcoming events.
Teachers will develop one or two questions that will consider various options open to the characters in a story or groups in history.
Students will then break up into groups and discuss the options and to tell what they think will happen next.
Polar Opposites Guide Example
Harry Potter is....
good _ _ _ _ _ evil
brave _ _ _ _ _ cowardly
wise _ _ _ _ _ ignorant
faithful _ _ _ _ _ unreliable
Reading comprehension strategies that engage students lead to more active learners who feel a personal connection with the material.
There are many different strategies from which to choose, and even more choices if strategies are combined, to reach all types of learners.
Combining reading comprehension strategies with integrated approaches creates a lesson that is based upon student understanding, which is one of the ultimate goals of teaching.
Which strategy(ies) do you find the most interesting? The most relevant to your content area?
Do you have any personal experiences (that you would like to share) about these strategies?
Feel free to share your comments and ask questions!
Bean, T. W., Readence, J. E., Baldwin, R. S. (2011). Content area literacy: An integrated approach. Dubuque, IA: Kendall Hunt.
Dictionary.com Unabridged. (2013). Retrieved from http://dictionary.reference.com/browse/reciprocity
Phony document strategy. (2008). Retrieved from rwandateachers.wikispaces.com/file/view/Phony+Document+Strategy.rtf
Unsworth, N., McMillan, B. D. (2012). Mind wandering and reading comprehension: Examining the roles of working memory capacity, interest, motivation, and topic experience. <Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(3), 832-842. doi: 10.1037/a0029669