Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Overview of class
Transcript of Overview of class
1. Present content and processes concurrently.
2. Provide guidance in all aspects of the instructional lesson--before, during, and after reading.
3. Use all language processes to help students learn with text.
4. Use small groups to enhance learning.
5. Use technology to promote learning with text.
1. Teachers tailor the message.
2. Teachers activate prior knowledge.
3. Teachers focus attention.
4. Teachers monitor comprehension.
Reexamining the Roles of Teachers and Texts
1. Students have learned to read in elementary schools.
2. Students have sufficient prior knowledge to cope effectively with the important information in content textbooks.
3. The processes involved in reading and comprehending efficiently in content textbooks are identical to those utilized in reading from basal readers in elementary school.
4. Content reading means teaching phonics and other skills not directly related to their subject areas.
5. Teachers are information dispensers.
Assumptions and Misconceptions
1. Access to a wide variety of reading material that they can and want to read.
2. Instruction that builds both the skill and desire to read increasingly complex materials.
3. Assessment that shows them their strengths as well as their needs and that guides their teachers to design instruction that will best help them grow as readers.
4. Expert teachers who model and provide explicit instruction in reading comprehension and study strategies across the curriculum.
5. Reading specialists who assist individual students having difficulty learning how to read.
6. Teachers who understand the complexities of individual adolescent readers, respect their differences, and respond to their characteristics.
7. Homes, communities, and a nation that will support their efforts to achieve advanced levels of literacy and provide the support necessary for them to succeed.
IRA Position Statement on Adolescent Literacy
All students will attain proficiency in reading and mathematics by 2013-2014.
By 2013-2014 all students will be proficient in reading by the end of third grade.
All students with limited proficiency in English will become proficient in English.
All students will be educated in safe and drug-free learning environments.
By 2005-2006 all students will be taught by highly qualified teachers.
All students will graduate from high school.
No Child Left Behind
Content Area Literacy is defined as the level of reading and writing skill necessary to read, comprehend, and react to appropriate instructional materials in a given subject area.
What is Content Area Literacy?
Directions: Read each statement and decide whether you agree (A) or disagree (B).
1. The Federal government should establish the standards for public education.
2. A content teacher’s prime responsibility is to deliver subject matter information.
3. Reading instruction should be left to reading teachers.
4. Providing students with a purpose for reading will improve their reading performances.
5. Upon leaving elementary school, students should have mastered the skills necessary for content literacy.