Content Literacy Strategies Content Literacy Strategies and Strategic Reading and Strategic Reading

InterventionsInterventions

Adapted from Katherine S. Adapted from Katherine S. McKnight, Ph.D. , Maria McKnight, Ph.D. , Maria

Robinson Banks and Jim GrantRobinson Banks and Jim Grant

Think, Pair, ShareThink, Pair, Share

Why do students struggle with Why do students struggle with content reading?content reading?

What reading strategies help your What reading strategies help your students?students?

Assumptions Underlying Assumptions Underlying Content LiteracyContent Literacy

Subject MatterSubject Matter Role of TextbookRole of Textbook Active ReadersActive Readers Independent ReadersIndependent Readers

What is Content Literacy?What is Content Literacy?

Generally define as “the Generally define as “the ability to use reading and ability to use reading and

writing for the acquisition of writing for the acquisition of new content in a given new content in a given discipline” (McKenna & discipline” (McKenna & Robinson, 1990, p. 184)Robinson, 1990, p. 184)

SchemaSchema

The notes were sour because the seams split.The notes were sour because the seams split.

The batsmen were merciless against the The batsmen were merciless against the bowlers. The bowlers placed their men in slips bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit and covers. But to no avail. The batsmen hit one in four after another along with an one in four after another along with an occasional six. Not once did their ball look like occasional six. Not once did their ball look like it could hit their stumps or be caught.it could hit their stumps or be caught.

Source: Alvermann, D. and Phelps, S. (2002). Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. Succeeding in Today’s Diverse Classrooms. (5th Ed.) Allyn and Bacon.(5th Ed.) Allyn and Bacon.

The Kingdom of Kay OssThe Kingdom of Kay Oss Once in the land of Serenity there ruled a Once in the land of Serenity there ruled a

king called Kay Oss. The king wanted to be king called Kay Oss. The king wanted to be liked by all his people. So one day thx liked by all his people. So one day thx bxnxvolxnt dxspot dxcidxd that no onx in bxnxvolxnt dxspot dxcidxd that no onx in thx country would bx rxsponsiblx for thx country would bx rxsponsiblx for anything. Zll of thx workxrs rxstxd from anything. Zll of thx workxrs rxstxd from thxir dzily lzbors. “Blxss Kzy Oss,” thxy thxir dzily lzbors. “Blxss Kzy Oss,” thxy xxclzimed.xxclzimed.

Now thx lzw mzkxrs wxrx vxry wvsx. But zs Now thx lzw mzkxrs wxrx vxry wvsx. But zs wvsx zs thxy wxrx, thxy dxcvdxd thzt thx wvsx zs thxy wxrx, thxy dxcvdxd thzt thx bxst form of govxrnmxnt wzs nonx zt zll.bxst form of govxrnmxnt wzs nonx zt zll.

Ibid.Ibid.

SchemaSchema

Prior knowledgePrior knowledge What I know about textWhat I know about text Vocabulary Vocabulary Context cluesContext clues FluencyFluency

Play, pass, pass for nowPlay, pass, pass for now

Try this in your class! Always practice and see Try this in your class! Always practice and see how it goes.how it goes.

Consider your reading experiences. Jot down the Consider your reading experiences. Jot down the last three things your read.last three things your read.

ExampleExample

We are completely in agreement with We are completely in agreement with him on this point. That symbolization is him on this point. That symbolization is constitutive of symbolic consciousness will constitutive of symbolic consciousness will trouble no one who believes in the absolute trouble no one who believes in the absolute value of the cartesian cogito. But it must be value of the cartesian cogito. But it must be understood that if symbolization is understood that if symbolization is constitutive of consciousness, it is constitutive of consciousness, it is permissible to perceive that there is an permissible to perceive that there is an immanent bond of comprehension between immanent bond of comprehension between the symbolization and the symbol. (p.65)the symbolization and the symbol. (p.65)

Remember:Remember:

Everybody has trouble Everybody has trouble reading sometimes!reading sometimes!

Hints for Struggling ReadersHints for Struggling Readers

Provide readers who struggle with Provide readers who struggle with opportunities to hear the text read opportunities to hear the text read aloud.aloud.(paired reading, books on tape, cd of textbook)(paired reading, books on tape, cd of textbook)

Give readers for whom word recognition Give readers for whom word recognition is a problem supplemental materials is a problem supplemental materials that include visual cues to word that include visual cues to word meaning.meaning.(manipulatives in math, word wall, illustrate vocabulary)(manipulatives in math, word wall, illustrate vocabulary)

Allot additional time for readers who Allot additional time for readers who struggle to complete assignments.struggle to complete assignments.

Comprehension Continued Comprehension Continued

Activate prior knowledge usingActivate prior knowledge using

anticipation guideanticipation guide problem solving activityproblem solving activity vocabulary exercisevocabulary exercise

Anticipation GuideAnticipation Guide

1.1. William Shakespeare lived in London, William Shakespeare lived in London, England.England.

2.2. He only wrote plays.He only wrote plays.

3.3. He was married to Anne Boleyn.He was married to Anne Boleyn.

4.4. His plays were performed at the His plays were performed at the Globe Theatre.Globe Theatre.

5.5. He was supported by Queen He was supported by Queen Elizabeth and King James.Elizabeth and King James.

Agree

Disagree

Problem Solving Problem Solving

If polygons are multi-sided If polygons are multi-sided figures, why isn’t a circle a polygon?figures, why isn’t a circle a polygon?

Directions: 1. Group yourselves in groups of five. 2. Send your Directions: 1. Group yourselves in groups of five. 2. Send your materials manager to get markers and big paper. 3. materials manager to get markers and big paper. 3.

Collaborate with your group and write a story using all of Collaborate with your group and write a story using all of these words. You have 5-7 minutes. 4. Be prepared to read these words. You have 5-7 minutes. 4. Be prepared to read

your story. your story.

1.1. IndistinguishableIndistinguishable2.2. DevelopDevelop3.3. AggressiveAggressive4.4. PredisposePredispose5.5. ApronApron6.6. EvolutionEvolution7.7. PertinentPertinent8.8. GenderGender9.9. LimitLimit10.10. SchemaSchema

Story ImpressionStory Impression

We did part one of the activity.We did part one of the activity. Next, give words and definition.Next, give words and definition. Then, read text!Then, read text!

Self ReflectionSelf Reflection

Classroom strategiesClassroom strategies Content reading strategiesContent reading strategies Topics for further discussionTopics for further discussion

All references came All references came from the from the

phenomenal phenomenal presentations given presentations given at the Midwest SDE at the Midwest SDE

Conference!Conference!