Teaching Reading in the Content Areas - ASCD Reading in the Content Areas If Not Me, ... in the section labeled Explanation. ... Aurora, CO: Mid-continent ...Authors: Karl KoenkeAffiliation:

Teaching Reading in the Content Areas

If Not Me, Then Who?

Supplements from Teaching Reading in the Content Areas, Teaching Reading in Mathematics,

Teaching Reading in Science, and Teaching Reading in Social Studies

Jane K. DotyGregory N. Cameron

Rachel BillmeyerMary Lee BartonClare HeidemaDeborah Jordan

4601 DTC Blvd, Suite 500 Denver, Colorado 80237(303) 337-0990 FAX (303) 337-3005

BLACKLINE MASTERS3rd Edition

Distributed by ASCD. To order additional copies, call 1-800-933-2723 or go to www.ASCD.orgStock number 305159

“Teaching Reading in the Content Areas: If Not Me, Then Who?”Blackline Masters3rd Edition

Jane K. DotyGregory N. CameronMary Lee BartonRachel BillmeyerClare HeidemaDeborah Jordan

Copyright 2005 McREL (Mid-continent Regional Education Laboratory), 4601 DTC Blvd., Suite 500, Denver, Colorado 80237, (303) 337-0990, fax (303) 337-3005. All rights reserved.

This publication, although not directly funded by the Institute of Education Sciences, U.S. Department of Education, draws on the work of projects previously completed under contract numbers RP91002005 and R319A000004B; specifically, Teaching Reading in the Content Areas: If Not Me, Then Who?, Teaching Reading in Mathematics, Teaching Reading in Science, and Teaching Reading in Social Studies. The content of this publication does not necessarily reflect the views of the Institute of Education Sciences, the U.S. Department of Education, or any other agency of the U.S. Government.

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Blacklines for TrainingRationale ....................................................................................................... 2

Three Interactive Elements of Reading ........................................................ 7

Reader .............................................................................................. 12

Climate ............................................................................................. 18

Text Features (Vocabulary) ...............................................................21

Text Features (Text Style) ................................................................ 23

Strategic Processing .................................................................................... 26

Strategic Teaching ...................................................................................... 30

Six Assumptions ......................................................................................... 33

Vocabulary Strategies .................................................................................. 35

Narrative Text Strategies ............................................................................ 66

Informational Text Strategies ..................................................................... 76

Reflection Strategies ................................................................................. 133



Rationale


TRICA RationaleAnticipation Guide

Directions: Read each statement below. In the column labeled Me, place a T if you believe that the statement is true and an F if you believe that the statement is false. Tell why you think it is true or false in the section labeled Explanation. Then read the TRICA Rationale on pages iii–vi. In the column labeled Text, place a T by the statements that the text considers true and an F by the statements that the text considers false. Compare your opinions about those statements with information contained in the text.

Me Text1. More than half the books in this country are read by most of the population. Explanation:

2. Preservice teachers have a high comfort level with reading and are excellent models for lifelong reading. Explanation:

3. Many students lack effective reading and self-regulation skills needed to persevere and succeed in school. Explanation:

4. Teachers prefer to tell students information rather than struggle with unmotivated students and difficult textbooks. Explanation:

5. Teaching reading in specific content areas occurs naturally for teachers who know their content. Explanation:

Rationale: TRICA Rationale


TRIM RationaleAnticipation Guide

Directions: Read each statement below. In the column labeled Me, place a T if you believe that the statement is true and an F if you believe that the statement is false. Tell why you think it is true or false in the section labeled Explanation. Then read the TRIM Rationale on pages iii–vi. In the column labeled Text, place a T by the statements that the text considers true and an F by the statements that the text considers false. Compare your opinions about those statements with information contained in the text.

Me Text1. Mathematics textbooks have fewer words per page than social studies texts, so you can read them more quickly. Explanation:

2. You need to use different reading skills when you read a mathematics textbook than the skills you use to read textbooks in other content areas. Explanation:

3. You can skim over or skip most worded passages in mathematics textbooks because the diagrams, graphs, number lines, and symbols contain all the important information on the page. Explanation:

4. Mathematics textbooks are most often written with a readability level at or below the grade level in which they are used. Explanation:

5. Reading in mathematics includes reading symbols, reading all kinds of graphs, and reading worded passages. Explanation:

Rationale: TRIM Rationale


Reader

Three Interactive Elements of Reading

Climate

Text Features




How’s Your Schema?

Directions: Read the paragraph below and fill in the missing words.

The questions that p___________ face as they raise ch___________

from in____________ to adult life are not easy to an____________.

Both fa____________and m____________ can become concerned

when health problems such as co____________ arise any time after

the e___________ stage to later life. Experts recommend that young

ch____________ should have plenty of s___________ and nutritious

food for healthy growth. B____________ and g____________

should not share the same b____________ or even sleep in the same

r____________. They may be afraid of the d___________.

Note. Adapted from Madeline Hunter.

Source. Billmeyer, R., & Barton, M. L. (2002). Teaching reading in the content areas: If not me, then who? (2nd ed.), p. 4. Aurora, CO: Mid-continent Research for Education and Learning.


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How’s Your Schema?

The questions that poultrymen face as they raise chickens from

incubation to adult life are not easy to answer. Both farmers and

merchants can become concerned when health problems such as

coccidiosis arise any time after the egg stage to later life. Experts

recommend that young chicks should have plenty of sunshine and

nutritious food for healthy growth. Banties and geese should not

share the same barnyard or even sleep in the same roost. They may

be afraid of the dark.


Directions: Read the paragraph below and fill in the missing words.

Note. Adapted from Madeline Hunter.


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Discussion to see if students learned main concepts, what they “should have” learned

Independent reading

Reading assignment

given

Prereading activities Discussion Predictions Questioning

Brainstorming Setting purpose

Guided ACTIVE silent reading

Activities to clarify, reinforce,

extend knowledge

The LessonResearch Suggests a New Format

Traditional Format New Format

Three Interactive Elements of Reading: Reader


Before you begin a reading assignment, what do you do to develop a plan of action? Do you

• Understand the purpose for reading the text selection?

• Ask yourself what you might already know about this topic?

• Preview the text by looking at headings, bold print, illustrations, graphics, and maps?

• Make any predictions about what this selection is about?

• Consider what skills you will need to read and comprehend the text?

• Think about how to eliminate any distractions that would impact your reading?

When you are reading, do you monitor your thinking by asking yourself the following questions?

• Does the information make sense to me?

• Am I revising my predictions as I read?

• Am I using a graphic organizer to take notes on important information as I read?

• Am I asking questions or writing down questions to ask later?

• Am I looking for patterns in the text that will help me understand what I have read?

• Do I know what to do when I come to a word I do not understand?

• Do I stop and think about passages I have just finished?

• Do I think about my attitude and habits of mind as I am reading, and do I adjust them to successfully complete the work?

After you finish reading, do you

• Know if you learned what you were supposed to?

• Reread or review to seek clarity?

After you finish reading, are you able to • Summarize the major ideas?

• Give your opinion of the selection?

• Discuss how the text supported your prior knowledge?

• Discuss how reading in this class is different from reading in other classes?

• Find more resources about this topic?

Reflective Questions for Strategic Processing

Source. Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to Teaching Reading in the Content Areas Teacher’s Manual (2nd ed.), p. 44. Aurora, CO: Mid-continent Research for Education and Learning.

Strategic Processing

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Reader Climate

Text Features

Vocabulary

Text Style

Strategic Processing

Strategic Teaching

Three Interactive Elements of Reading: Strategic Teaching


Six Assumptions About Learning

Learning is: 1. Goal-oriented

2. The linking of new information to prior knowledge

3. The organization of information

4. The acquisition of cognitive and metacognitive structures

5. Nonlinear, yet occurs in phases

6. Influenced by cognitive development

Note. From Strategic Teaching and Learning: Cognitive Instruction in the Content Areas by B.F. Jones, A.S. Palinscar, D.S. Ogle and E.G. Carr, 1987, Alexandria, VA and Elmhurst, IL: Association for Supervision and Curriculum Development (ASCD) and North Central Regional Educational Laboratory (NCREL). Copyright © Palinscar 1987 by ASCD and NCREL.

Six Assumptions

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Narrative Text Strategies

©

Anticipation Guide(Language Arts Example)

Directions: In the column labeled Me, place a check next to any statement with which you tend to agree. Be prepared to defend and support your opinions with specific examples. After reading Animal Farm, place a check next to those statements with which you think George Orwell would agree.

MeGeorge Orwell

1. It is a good idea to be distrustful of political leaders.

2. Those who work harder than others should be paid more.

3. When someone is unable to work, s/he should be supported by the government.

4. People are generally motivated by self-interest.

5. Power eventually corrupts those who have it.

Source. Billmeyer, R., & Barton, M. L. (2002). Teaching reading in the content areas: If not me, then who? (2nd ed.), p 106. Aurora, CO: Mid-continent Research for Education and Learning.


Narrative Text Strategies

©

He took risks. He didn’t let the big guy scare him off. He had a strong belief in justice.

He worked hard. He was very resourceful and clever.

Rudy was a brave, honest, hard-working man.

Character MapRudy from The Rainmaker



Informational Text Strategies

©

Questions

1. What generalization is the author making or what principle is being explained?

2. What facts, examples, statistics, and expert opinions are given that support the generalization or that explain the principle?

3. Are these details written in a logical order? Why or why not? (Provide examples.)

4. Are there enough facts, examples, statistics, and expert opinion included to clearly support or explain the generalization/principle? Explain why or why not.

Signal Words additionally although...nevertheless always because of

clearly conclusively first for instance

for example furthermore generally however

if...then in fact it could be argued that moreover

most convincing never not only...but also often

second therefore third truly

Generalization/PrincipleOrganizes information into general statements with supporting examples

Source. Adapted from Billmeyer, R., & Barton, M. L. (2002). Teaching reading in the content areas: If not me, then who? (2nd ed.), pp. 33–36. Aurora, CO: Mid-continent Research for Education and Learning.


Reflection Strategies

©

QAR Questions

Right There

1. What year did President Kennedy announce his goal of sending an American safely to the moon before the end of the decade?

Think and Search

1. Was President Kennedy’s dream accomplished by the end of the decade?

Author and You

1. How do you think the author feels about the exploration of space?

On My Own

1. How has your life been impacted because of the research and development created by the space program?

Source. Doty, J. K. & Cameron, G. N. (2004). Teaching reading in social studies: If not me, then who? (3rd ed.). Aurora, CO: Mid-continent Research for Education and Learning.

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Teaching Reading in the Content Areas - ASCD Reading in the Content Areas If Not Me, ... in the section labeled Explanation. ... Aurora, CO: Mid-continent ...Authors: Karl KoenkeAffiliation: