Enhancing Content-Area Reading and Writingmoje/pdf/Teaching/CIERA... · July 2004 E. B. Moje Cueing Systems of Reading and Writing zGraphophonic—sound/symbol correspondences and

July 2004July 2004 E. B. E. B. MojeMoje

Enhancing ContentEnhancing Content--Area Area Reading and Writing Reading and Writing

Elizabeth Birr MojeElizabeth Birr MojeUniversity of MichiganUniversity of Michigan

Center for the Improvement of Early Center for the Improvement of Early Reading Achievement Institute Reading Achievement Institute

July 14, 2004July 14, 2004


Interactive Model of LiteracyInteractive Model of Literacy

Text Reader/Learner

Context

Broader Context

Broader Context


Cueing Systems of Reading and Cueing Systems of Reading and WritingWriting

GraphophonicGraphophonic——sound/symbol correspondences sound/symbol correspondences and phonemic awarenessand phonemic awarenessSyntacticSyntactic——parts of speech and sentence parts of speech and sentence structurestructureSemanticSemantic——word meaningsword meaningsPragmaticPragmatic——contexts, purposes, history, contexts, purposes, history, sociocultural meanings and traditionssociocultural meanings and traditionsVisualVisual——iconic images, pictures, charts, graphsiconic images, pictures, charts, graphsDiscursiveDiscursive——ways of knowing, doing, reading, ways of knowing, doing, reading, and writingand writing


How Cueing Systems WorkHow Cueing Systems Work——ExampleExample

He stood perfectly still, alert to the He stood perfectly still, alert to the sounds of the woods.sounds of the woods.

His attention focused on the sounds of His attention focused on the sounds of his approaching prey.his approaching prey.

As the delicate footsteps approached, As the delicate footsteps approached, saliva dripped from his sharp teeth.saliva dripped from his sharp teeth.

Soon he was able to see the little girl Soon he was able to see the little girl and her redand her red--hooded jacket.hooded jacket.


Physiological structures, by contrast, operate more Physiological structures, by contrast, operate more efficiently when they are well within the extreme limits set by efficiently when they are well within the extreme limits set by external mass transport. external mass transport.

Animals, for example, do not metabolize to the point of Animals, for example, do not metabolize to the point of collapse between meals, or between breaths. In ecological collapse between meals, or between breaths. In ecological communities, behavioral mechanisms may mediate mass communities, behavioral mechanisms may mediate mass and energy flow; for example, in the division of nutrient flow and energy flow; for example, in the division of nutrient flow among speciesamong species--specific tropic niches. specific tropic niches.

Such behavioral mediation may cushion the Such behavioral mediation may cushion the physiochemical boundaries of community stability and thus physiochemical boundaries of community stability and thus appear to be conceptually independent of such boundaries. appear to be conceptually independent of such boundaries.

However, behavior specialization simply allows more However, behavior specialization simply allows more matter to be entrained in the cycles of the biological matter to be entrained in the cycles of the biological community, and thus allows the domain (in ecological community, and thus allows the domain (in ecological hyperspace) occupied by living matter to fit more efficiently hyperspace) occupied by living matter to fit more efficiently within whatever physicochemical limitations (for example, of within whatever physicochemical limitations (for example, of temperature, isolation, or chemical potential) may bound a temperature, isolation, or chemical potential) may bound a habitable habitable hypervolumehypervolume. . Blackburn, T. R. (1973). Information and Blackburn, T. R. (1973). Information and the ecology of scholars, the ecology of scholars, ScienceScience, CIXXXI, #4105, 1141, CIXXXI, #4105, 1141--1146.1146.


Research Findings, In BriefResearch Findings, In Brief

Young people’s uses of textsYoung people’s uses of textsExtensive reading and writingExtensive reading and writing

Magazines, community newspapers, websites, letters, music Magazines, community newspapers, websites, letters, music lyrics, poetry, journalslyrics, poetry, journals

Lateral readings of textsLateral readings of textsIntegration of visual images, oral texts, and Integration of visual images, oral texts, and performancesperformances

Classroom uses of textsClassroom uses of textsRelatively little reading and writingRelatively little reading and writing

Textbooks (assigned), novels, some newspapers, some Textbooks (assigned), novels, some newspapers, some essays, some journalsessays, some journals

Longitudinal readings of textsLongitudinal readings of textsPrint text in isolation OR accompanied by images Print text in isolation OR accompanied by images without explanationwithout explanation


Learning to Work Learning to Work with Complex Textswith Complex Texts

Translating Across Text FormsTranslating Across Text FormsProducing TextsProducing Texts

Writing from Textual InvestigationWriting from Textual InvestigationWriting from Physical InvestigationWriting from Physical Investigation

Synthesizing Across TextsSynthesizing Across Texts


Learning to Work with Complex TextsLearning to Work with Complex Texts

Exploring Multiple Genres of Text and Exploring Multiple Genres of Text and Discourse CommunitiesDiscourse CommunitiesOvercoming Challenges in Reading TextsOvercoming Challenges in Reading Texts

Inconsiderate TextsInconsiderate TextsUnderstanding and Navigating Text Understanding and Navigating Text StructuresStructuresVocabulary, Technical Language, Technical Vocabulary, Technical Language, Technical ConceptsConcepts


Translating Across Textual FormsTranslating Across Textual FormsGraph translation activityGraph translation activityDrawing one’s understanding of a conceptDrawing one’s understanding of a conceptUsing images to convey emotions, beliefs, Using images to convey emotions, beliefs, values, eventsvalues, eventsTeach target skills using texts drawn from lives of Teach target skills using texts drawn from lives of youth (e.g., engage youth in analysis and youth (e.g., engage youth in analysis and representation of data related to record sales of representation of data related to record sales of music artists with which they are familiar)music artists with which they are familiar)Explicitly teach youth how to transfer the skills Explicitly teach youth how to transfer the skills they demonstrate in such activities to the they demonstrate in such activities to the analysis of contentanalysis of content--area data (e.g., analyze and area data (e.g., analyze and represent rates of bacteria growth in a science represent rates of bacteria growth in a science investigation)investigation)


1.Make a claim about the problem.2.Provide evidence for the claim.3.Provide reasoning that links the evidence to the claim.4.Use precise and accurate scientific language.5.Write clearly so that anyone interested in science can understand the explanation.

Producing Texts: Producing Texts: Explanation Writing Rubric (Science)Explanation Writing Rubric (Science)


Synthesizing Across TextsSynthesizing Across Texts: : TextText--Search ProtocolSearch Protocol

Pick Sub QuestionPick Sub QuestionSEARCH

using key words

VIEW ABSTRACT

helpful? NOT?

pull up article NOT?helpful?

record/save informationrepeat until information needed is gathered!

Choose new abstract/article


Synthesizing from Texts: Synthesizing from Texts: Questions Into ParagraphsQuestions Into Paragraphs

Sub-Questions Source 1 Source 2 Source 3 SUMMARY

Adapted from:McLaughlin, E. M. (1986). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher.

1. What are the sources of this material?

2. What are the effects of this material in the air?

3. How much of this material is typically found in air?

SUMMARY:

Driving Question: What affects the quality of air in my community?Learning Set Question: Is material X a pollutant?


Multiple Text Genres and Discourse Multiple Text Genres and Discourse CommunitiesCommunities

– Discourse as the ways that we use language, which reflect our beliefs about, values we hold, and practices in the world, which get enacted in language (Gee, 1996)

– Discourses (both the language and the uses of language) differ in different disciplines

– Discourses differ in and out of school– Discourses differ from culture to culture or

social group to social group– Moje, Collazo, Carrillo, & Marx, 1999


Content Areas as Discourse Content Areas as Discourse CommunitiesCommunities

Hornworms sure vary a lot in how well Hornworms sure vary a lot in how well they grow.they grow.Hornworm growth displays a significant Hornworm growth displays a significant amount of variation.amount of variation.

Gee, J. P. (2001, December). Gee, J. P. (2001, December). Reading in new timesReading in new times. Paper presented at the . Paper presented at the National Reading Conference, San Antonio, TX.National Reading Conference, San Antonio, TX.


Genre and Discourse TeachingGenre and Discourse Teaching

• Expose students to texts that present disciplinary concepts in different ways (scientific or research reports, fiction, news media, television, and movies)

• Engage students in writing and reading disciplinary concepts in the different genres and for different discourse communities






AAAS®, SCIENCE®, Science Online, Science's STKE, and SAGE KE aretrademarks of the American Association for the Advancement of Science.

Serotonin Transporter Genetic Variation and the Response of the Human AmygdalaAhmad R. Hariri,1 Venkata S. Mattay,1 Alessandro Tessitore,1 BhaskarKolachana,1 Francesco Fera,1 David Goldman,2 Michael F. Egan,1 Daniel R. Weinberger1* A functional polymorphism in the promoter region of the human serotonin transporter gene (SLC6A4) has been associated with several dimensions of neuroticism and psychopathology, especially anxiety traits, but the predictive value of this genotype against these complex behaviors has been inconsistent. Serotonin [5- hydroxytryptamine, (5-HT)] function influences normal fear as well as pathological anxiety, behaviors critically dependent on the amygdala in animal models and in clinical studies. We now report that individuals with one or two copies of the short allele of the serotonin transporter (5-HTT) promoter polymorphism, which has been associated with reduced 5-HTT expression and function and increased fear and anxiety-related behaviors, exhibit greater amygdala neuronal activity, as assessed by BOLD functional magnetic resonance imaging, in response to fearful stimuli compared with individuals homozygous for the long allele.


Talking and Writing in Discourse Talking and Writing in Discourse Communities: Inner/Outer CircleCommunities: Inner/Outer Circle

Inner/Outer Circle(Fishbowl)—focus on using language in ways valued by the discipline (e.g., science)– Framing questions for study– Generating hypotheses– Providing evidence for claims– Questioning findings– Examining and synthesizing information from

multiple sources


Challenges in Using TextChallenges in Using Text——Inconsiderate TextInconsiderate Text

Text ConsideratenessText Considerateness----Features of Features of Inconsiderate TextInconsiderate Text

Excessive numbers or types of new words Excessive numbers or types of new words Unclear referentsUnclear referentsIrrelevant informationIrrelevant informationChallenging vocabulary undefined in contextChallenging vocabulary undefined in contextDense informationDense informationPoor organization of ideasPoor organization of ideasInappropriate prior knowledge expectationsInappropriate prior knowledge expectations

Text StructureText Structure——Expository and Narrative TextsExpository and Narrative Texts


Addressing Inconsiderate Text: Addressing Inconsiderate Text: Reading GuidesReading Guides

6. Is it bad that sea lampreys feed on trout?

5. Is the sea lamprey a long fish?

4. Are there male and female sea lampreys?

3. Do people eat sea lampreys?

2. Are sea lampreys attractive?

1. Do sea lampreys have teeth?

Before Reading:Guess Answer




Addressing Inconsiderate Text: Addressing Inconsiderate Text: Reading GuidesReading Guides

After Reading:1. Would you want to swim in the Great Lakes after reading this article? Why or why not?2. Do you think sea lampreys would be a good zoo attraction? Why or why not?3. Would you ever eat a sea lamprey? Why or why not?4. Why should we care about sea lampreys?


Teaching Text StructuresTeaching Text Structures

ExpositionNarrationCharacteristic

People

Tone

Purpose

Parts of Speech

Point of View

Print

Structure

Illustration


Text Structures/Text FramesText Structures/Text Frames((BuehlBuehl, 2001, p. 14), 2001, p. 14)

Cause/EffectCause/EffectProblem/SolutionProblem/SolutionProposition/SupportProposition/SupportSequence/Process/ChronologySequence/Process/ChronologyGoal/Action/OutcomeGoal/Action/OutcomeDescription/DefinitionDescription/DefinitionComparisonComparisonEnumerationEnumerationExemplificationExemplificationProblematic SituationProblematic Situation


Technical Terms of Texts: Technical Terms of Texts: Vocabulary CardsVocabulary Cards

July 2004July 2004 E. B. E. B. MojeMojeNewspaper Textbook Dictionary Activity

Definitions

Characteristics

Examples

Uses

Technical Concepts: Concept of Technical Concepts: Concept of Definition Map for LiteracyDefinition Map for Literacy(Schwartz, 1988)


Technical Terms: Semantic Feature Technical Terms: Semantic Feature AnalysisAnalysis

VirusVirus

Bacterium/Bacterium/BacteriaBacteria

Target Conceptshas nucleus

has DNA

is micro-scopic

responds to antibiotics

makes people sick

is spread by physical contact

Documents

Enhancing Content-Area Reading and Writingmoje/pdf/Teaching/CIERA... · July 2004 E. B. Moje Cueing Systems of Reading and Writing zGraphophonic—sound/symbol correspondences and