Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start 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.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Reading strategies in the content areas

No description
by

Ms. Acconzo

on 18 May 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Reading strategies in the content areas

Module 1:
Reading Strategies & Primary sources in The Content Areas
Reading
strategies
in the
content areas

Module 3:
Cross-Curricular Interventions:
Advanced
Module 4:
Vocabulary Strategies to Support Reading Comprehension
Module 2:
Cross-Curricular Interventions

Module 1:
Importance of Reading Strategies
"Students will need to spend more time engaged in close reading of texts with increasing complexity as well as answering text-dependent questions and less time listening to the teacher lecture, copying notes, and completing worksheets " (Dove & Honigsfeld, 2013, p. 93).
"Apart from learning required subject area content, the Common CCSS outline a set of skills for all students to be able to think more deeply about what they read, critically analyze information from different media, evaluate the evidence and reasoning behind the work of various authors, and present details arguments as well as support their opinions concerning diverse issues"
(Dove & Honigsfeld, 2013, p. 93).
Module 2:
Module 3:
Module 4:
Common core and literacy
Strategies for students to closely read:
Students who struggle with text complexity are unaware of the strategies that will help them more effectively comprehend and make meaning (Vacca, Vacca, & Mraz, 2013).
-Closely Reading Photographs
-Text Annotations & Text Codes
-Meaning & Tone Chart
Text Annotations & Text Codes:
Text annotations and text codes are reading strategies that can help students understand more complex texts BEFORE, DURING, and AFTER reading and become more engaged in reading as they focus on the content and structure of a text
(Honigsfeld & Dove, 2013, p. 129).

For students with disabilities and English Language Learners, teachers should introduce more structured text annotations and model text coding through modeled reading and focus on one or two codes at a time, gradually building up to all eight codes (Honigsfeld & Dove, 2013, p. 98).

Text Annotations:

Text Codes:
Meaning & Tone Chart:
This strategy supports students to analyze the impact of word choices on the meaning of and tone of the text in primary sources.


Meaning & Tone Chart:




(Dove & Honigsfeld, 2013, p. 113)
Closely Reading Photographs:
"When text-dependent questioning needs some visual support for some learners, consider photographs"
(Dove & Honigsfeld, 2013, p. 180).

Students answer who, what, where, when, why, and how, but also examine photographs as primary sources related to events.

Photo-Based Questions:



Closely Reading
Photographs Activity:
Closely reading photograph Questions:
What is the central idea in this photograph?

What details do you see that made you think that?

What other details can you find when you take a deeper look?

What questions do you have about this photograph?

Create a caption:


"Common Core For The Not
So Common Learner"
(Dove & Honigsfeld, 2013)
-Students find literacy
tasks challenging
-Students will shut down when
asked to read independently
-Above reading and
comprehension levels
-High vocabulary
Coffee Klaustch
Supports students make decisions, gather important information, and identify the main ideas of a text in order to create a summary of events
(Dove & Honigsfeld, 2013, p. 105).

The goal is to have the students create their own graphic organizer to summarize the primary source.

Questioning The Author:
QTA is a strategy that allows students to think critically about a text and evaluate the author's intent
(Dove & Honigsfeld, 2013, p. 120).


Self-Questioning:
Self-questioning is a reflective process that encourages students to think more critically while they read. Students focus on questioning that examine the features and organization of informational texts.
(Dove & Honigsfeld, 2013, p. 117).
Common Core Reading Strategies:

As students begin to use the previous strategies independently in their reading, challenge them by building on their skills with these reading strategies:
- Coffee Klaustch
- Questioning The Author
- Self-Questioning

Implementation Description:

Whole Group
Small Group
Pairs
Individual
Knowledge Ratings:
BEFORE READING ACTIVITY
Activating prior knowledge and text previewing strategies improve student reading comprehension

Teachers present students with a list of vocabulary in a survey-like format in which students analyze individually what they know about the topic.
Vocabulary with Reading Strategies:
There is a strong connection between vocabulary knowledge and reading comprehension.

"If students are not familiar with most words they meet in print, they will undoubtedly have trouble
understanding what they read"
(Vacca, Vacca, & Mraz, 2013, p. 238).

Common Core State Standards Initiative. (2014). Common core state standards initiative. Retrieved from: http://www.corestandards.org/.
Dove, M. & Honigsfeld, A. (2013). Common Core for the not-so-common learner: English Language Arts strategies grades K- 5. Thousand Oaks, CA: Corwin.
Library of Congress. (2008). The learning page: Using primary sources in the classroom.
Ruffin, E., & Capell, L. (2009). Dispelling the myths: Using primary sources in the K - 12 classroom. Children & Libraries: The Journal of The Association For Library Service to Children, 7(1), 26 - 31.
Vacca, R., Vacca, J., & Mraz, M. (2013). Content area reading: literacy and learning across the curriculum. New York, New York: Pearson.



please complete this brief Survey:
OPIN
Students are allowed be to opinionated, creative, and informative at the same time during this strategy.

The strategy works by dividing the class into groups.

Each student must complete each exercise individually and then each group member must convince the other members that his or her word choice is the best.

When all groups have finished, the class discusses all word choices.

List-Group-Label:
Students list vocabulary terms from the unit.
Students group the terms into logical arrangements
Students label each arrangement.

Based on readiness and grade level, teacher can provide vocabulary terms or labels. Students can do this individually, pairs, or groups. Students share their list-group-label with the entire class. Allows students to synthesize information in
different ways.

Common Core and Literacy
Example:
Example:
Example:
Example:
Example:
Example:
References:
Vocabulary Strategies:
The following strategies are used to activate prior knowledge, clarify understanding, and build strategy awareness
-
List Group Label
- Knowledge Ratings
- OPIN
Type of Texts:
Textbooks
Trade Books
Digital Texts
Primary & Secondary Sources
Arts & Media Literacy
Multicultural Literature
Picture Books

Primary Sources:
Documents
Speeches
Diaries
Photographs
Audio & Video Recordings
Why Primary Sources:
Library of Congress states,
"Primary sources are original items or records that have survived from the past. . . .
They were part of a direct personal experience of a time or event."

"Allows students to step back in the past and explore it from a perspective that is far more meaningful than mere words and images in a textbook" (Ruffin & Capell, 2009).
Primary Sources & Common Core:
Cite specific textual evidence to support analysis of primary sources
Determine the central ideas or information of a primary and provide an accurate summary of the source distinct from prior
knowledge or opinions.
Analyze the relationship between a primary and
secondary source on the same topic.
Analyze in detail how a complex primary source is structured
Compare and contrast treatments of the same topic in several primary sources.

Relevant content
Close Reading
Different Perspectives
Inquiry-based learning
Evaluate information
Critical Thinking Skills
Complex Texts

developed
by Danielle Acconzo
Georgian Court University
EDC6202:20:OL
Research-Based Techniques for
the Correction of Reading Problems

Spring 2015
https://www.surveymonkey.com/s/DQ6QJ8C
Examples:
The Perils of Indifference
by Elie Wiesel (1999)
The Perils of Indifference

by Elie Wiesel (1999)
thank you,
Danielle Acconzo
Full transcript