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tara 2008 content area reading

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Information about tara 2008 content area reading
Education

Published on March 11, 2008

Author: Susett

Source: authorstream.com

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A Wonderful Astonishing, Marvelous Look At:  A Wonderful Astonishing, Marvelous Look At Content Area Reading Three things to get you involved:  Three things to get you involved Movement/Music A Task Anticipation Music – in the background.:  Music – in the background. Movement – I will group you and you will be working on the TASK There will be a reward at the end of our session. Task – Each group will decide the correct category for each book. :  Task – Each group will decide the correct category for each book. Group roles: 1. Book holder – holds so that all in the group can see. 2. Writer – fills in the chart 3. Speaker – will tell us what your group decides. 4. Reader(s). Will orally read some pages to your group. Chart to be filled in. Category possibilities Description, Sequence, Cause and Effect, Problem and Solution, Compare and Contrast :  Chart to be filled in. Category possibilities Description, Sequence, Cause and Effect, Problem and Solution, Compare and Contrast Content Area Literacy is:  Content Area Literacy is the level of reading and writing skill necessary to read, comprehend, and react to appropriate instructional materials in a given subject area. Textbooks and nonfiction books contain valuable information. :  Textbooks and nonfiction books contain valuable information. Informational Text Structure:  Informational Text Structure There are at least 5 patterns used in informational text. Knowing how authors use these can help students better understand what they read in textbooks and informational books. Knowing about structures will improve students’ organization of factual writing. BUT!:  BUT! Not every book or textbook has one particular structure. Some have intricate combinations. Some do not have a clear structure. Two ways to deal with no overall structure or a combination. :  Two ways to deal with no overall structure or a combination. Teacher provides structural information prior to asking children to read. Give them a graphic organizer you have designed to aid in understanding. Procedures:  Procedures Start with sentences. Move to paragraphs. Move to longer passages or sections of text. Attempt to identify entire book. Have students write with a particular structure. Five Patterns:  Five Patterns Description Sequence Cause and Effect Problem and Solution Compare and Contrast Description :  Description A topic is depicted by listing characteristics, features and examples. Bartlett(1978) says that this is the most often used textbook structure. Another name is fact-packing, which explains it rather well. CUE WORDS for instance, for example, also, most importantly. Example::  Example: The tiger is a beautiful large cat. It is also the master of the Indian jungle. It stalks its prey in deadly silence. For half an hour or more, it carefully watches and then slowly, placing one foot softly in front of the other, closes in. Your Turn – Yes or No? :  Your Turn – Yes or No? All bats are mammals. Bats sleep upside down in the daytime. Also, these animals make sounds to know where they are going as well as for other purposes. For example, bats find food by sending out soundwaves. More suggestions:  More suggestions Prereading Do KWL Prereading Do I-chart During reading DRTA During reading Study guide with different levels of questions. During reading - Tab with post-its when find a CUE word Post reading - Discussion group, reaction guide. Entire book – DRTA Directed Reading Thinking Activity:  Entire book – DRTA Directed Reading Thinking Activity Prereading KWL – What do you know about what’s under the sand? During Silent Reading – attempt to determine if your predictions were correct. So read the next slide to yourselves. Post reading – discuss with partner whether you remembered the items mentioned on next slide. Under the Ground:  Under the Ground The desert sun is burning hot. Many animals hide by day in cool burrows dug underground. They wait for the cool of night to come out and hunt. (Fox, Jerboa, Snake, Scorpion, Ants, Lizard) What can you find hiding under the sand at the seashore when the tide is out? (Clam, Lobworm, Cheatopteris, Sand-shrimp, Sea Cucumber, Prawn, Crab) Discuss what you remembered with your partner. Last practice on description Yes or No?:  Last practice on description Yes or No? A butterfly makes a lot of changes in its life. First the male and the female mate. Next the female lays eggs. The eggs stick to milkweed leaves for three days. Then the eggs hatch into little caterpillars. For five weeks, the caterpillar eats and grows. After shedding its skin several times the caterpillar forms a chrysalis. After two weeks, the butterfly hatches out of the chrysalis. Then it starts all over again when a butterfly finds a mate. Sequence:  Sequence Another name for this is time order. This type of structure shows sequential relationship(s) between events. History books use this a lot. Cue Words On this date Now Before first, second, then, last Example:  Example At the beginning of its day, the tiger actively seeks his prey. Not long after he has eaten, he will search for a quiet place in the sun to await his next meal. Finally, he has a restful night of sleep to hunt again the next day. Your Turn: Yes or No?:  Your Turn: Yes or No? After about five weeks of growth, a tadpole begins to change. First, it starts to grow hind legs, which are soon followed with forelegs.   Next, bulges appear behind its head where its front legs are growing. Not long after this, its tail becomes smaller.  Lungs begin to develop, preparing the frog for its life on land. Eleven weeks after the egg was laid, a fully developed frog with lungs, legs, and no tail emerges from the water. This frog will live mostly on land, with occasional swims. Entire book :  Entire book Preread – I chart (next slide) During reading – post it notes Post reading – small group discussion I Chart:  I Chart Cause and Effect :  Cause and Effect This structure gives reasons for why things happen and explains results when particular actions occur. Science texts often have this. CUE WORDS So Since Because Therefore Consequently As a result Cause and Effect Example:  Cause and Effect Example Do you know what causes volcanoes? The plates of the earth’s surface rub together and make hot liquid rock underneath the plates. The hot rock pushes up between the plates. Sometimes it makes a big explosion and the lava comes out onto the earth. Your Turn – Yes or no?:  Your Turn – Yes or no? We observed the tiger from our vehicles as it stalked a herd of deer. As result of the slight noise from our camera, the tiger turned and knew we were there. However, this didn’t stop it. The deer were initially unaware of its presence, but because of the shifting winds, they caught the tiger’s scent which was more than enough to frighten them away. Entire Book :  Entire Book Preread – discuss title and known information During reading – list the reasons for flowers that you hear as I read. Post reading – share and compare lists. Problem - Solution:  Problem - Solution One factor will cite a problem and another factor is the answer to the problem. It is similar to cause and effect. Science texts use this. CUE WORDS Problem is…puzzle is solved Question….answer Example::  Example: One problem to be resolved in tiger watching is transportation. How is it possible for observers to get close enough to a tiger without scaring it away or being attacked? Nature has helped solve this problem by making the tiger and the elephant friends. It is possible for an elephant carrying several people to get very near a tiger without even being noticed. Yes or No?:  Yes or No? One problem with the modern Olympics is that it has become very expensive to operate. The city that hosts the games often loses a lot of money. All the facilities that must be built are used for only 2 weeks. In 1984, Los Angeles solved this problem by charging a fee for companies who want to be official sponsors of the games. Entire book:  Entire book Preread – Anticipation guide(next slide) During reading – check to see if your predictions are correct, based on the text. (slide after anticipation guide) Post reading – reaction guide(next slide) Anticipation/Reaction Guide:  Anticipation/Reaction Guide Ben Franklin :  Ben Franklin Ben believed that lightning was nothing more nor less than pure electricity. So he set out to prove it. First he made a silk kite with a wire on top to attract some lightning. Next, he added a kite string, tied a key to the bottom, and knotted a silk ribbon below the key. Ben and his son William stood out of the rain inside the doorway of a shed on the side of a field. To keep from getting shocked, Ben held on to the dry silk ribbon. Then he flew his kite straight up toward a big rain cloud. For the longest time, nothing happened. Just as they were about to give up, the hair on that wet kite string began to rise up. Ben put his knuckle near the key and YIKES!!! Out jumped a spark of genuine electricity. Real lightning had traveled all the way down that kite string! (Of course, we now know that if the storm had been stronger, the great inventor would have been toast.) Compare and Contrast:  Compare and Contrast Compare – discusses similarities Contrast – discusses differences. Cue Words However But as well as on the other hand likewise. Example::  Example: Mars is most like Earth than any other planet in the solar system. The characteristics that make Mars most like Earth are the seasons, the length of day, and the tilt of the planets' axes. The characteristics that make Mars most unlike Earth are the temperatures, the atmosphere, the ozone layer, and the gravitational field. Your turn:  Your turn The modern Olympics is very unlike the ancient Olympic games. Individual events are different. While there were no swimming races in ancient games, there were chariot races. There were no female contestants at all. Of course, ancient and modern Olympics are also alike in many ways. Some events, such as the javelin and discus throws are the same. And according to the ancient Greek writers, there were many cases of cheating, nationalism, and professionalism in their Olympics, too. Venn Diagrams:  Venn Diagrams Entire Book:  Entire Book Preread – chart (next slide) explained and what to look for During reading – look for items to put in chart (slide after chart) Post reading – discuss and fill in items on a group chart Compare and Contrast:  Compare and Contrast Damselflies and Dragonflies:  Damselflies and Dragonflies Dragonlies are usually bigger and heavier than damselflies. Also, a dragonfly’s hind wings are bigger than its forewings. Damselflies have two sets of wings that are both the same size. Both insects begin life underwater, hatching from eggs. As soon as they are adults, they take to the air and begin hunting for flying insects. Teacher Actions:  Teacher Actions Explain the structures. Use think alouds and do guided practice. See the Readers’ Handbook. Explain how a structure is used before students see any textbook. Use passages from their textbooks to clarifiy. More suggestions:  More suggestions Use nonfiction read alouds and point out nonfiction features. Ask kids to predict and infer from headings or titles. Use a “talking partner.” Teacher reads and when he/she stops, children turn to partner and share something. Compare and contrast fiction and nonfiction on same topic. L A S T B O O K:  L A S T B O O K A combination Prereading – I would do a Think-Aloud During Reading - You will have a talking partner. I will stop as I go along and you will talk to your partner as to which of the structures I have shown you. After reading – discuss what to do with this type of book. Writing connection:  Writing connection Students have a journal for a particular subject area. Quickwrite. After class, work with a part of the textbook, tell students to write down what they remember from the class. Or they write down something they would like to discuss in next class. Possible sentences Write items based on the graphic organizers. Questions:  Questions

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