Reading Final: Content Area Reaading

Front 1

Content area reading (Reading to Learn) uses ______________ material:

Back 1

expository

usually from content-area books & factual articles in basals

Front 2

Content-area lessons should be designed to …

Back 2

Promote mastery of important information
Help students acquire critical-reading study skills
Foster independent learners

Front 3

Characteristics of Expository Materials
Vocabulary

Back 3

often more difficult to decode & pronounce.
New terms are represented more rapidly

Front 4

Characteristics of Expository Materials
Content

Back 4

beyond student experience
higher density of ideas

Front 5

Characteristics of Expository Materials
Style & organization

Back 5

headings & subheadings
not straightforward & linear
emphasize cause & effect relationships
charts, maps, etc..

Front 6

Typically, content area texts only survey topics;

Back 6

additional materials & activities need to be added to your lessons to provide depth and understanding.

Front 7

___________ and _________________are recommended with the textbook used as just___ source of reading material.

Back 7

Units
Multi-genre Themed Projects
one

Front 8

CORI –

Back 8

Concept Oriented Reading Instruction

Front 9

Concept Oriented Reading Instruction

Back 9

1. Teacher selects unit topic, reads intro story
2. Teacher explicitly models strategies
3. Students think of questions they want answers to.
4. students cummunicate finding to the class

Front 10

Reciprocal Teaching – a give and take between students to promote finding the meaning

Back 10

1. Ask questions
2. Clarify meaning
3. Summarizing
4. Predicting

Front 11

strategies

Back 11

webquest
quickwriting

Front 12

To Be Effective Teachers of Content-Area Reading

Back 12

Teach students the unique conventions of content-area textbooks, such as headings, graphs, maps….
Use content textbooks as one resource in themed units
Use a variety of activities and projects.
Provide students opportunities to talk and write about what they are reading.
Teach note-taking and study skills.
Use books, magazines, artifacts, internet sources, field trips, guest visitors, etc. to supplement instruction.
Focus on the main ideas in the content readings.
Teach content vocabulary using a variety of activities.
Students create projects to apply and share their knowledge with other students.

Front 13

recommendations from the institute of education scieinces

Back 13

Screen English learners with English language measures of phonological awareness, letter knowledge, and word and text reading at least 3x per year. Progress monitor every 2 weeks if below gr. lev
Use Small Groups
Instruction should include the 5 big ideas
Use explicit, direct instruction
Give clear feedback when students make errors.
Provide Vocabulary Instruction all day long!
Content words, common words, phrases, and expressions (idioms)
Work with Peers – pair Native speakers with ELL of different ability levels
Give multiple opportunities for students to practice reading both words and sentences, and respond to questions

Front 14

Reading in KDG, 1st, 2nd

Back 14

If child missed out on Kdg skills, teach them quickly first
Oral Language Activities – Building Vocabulary
Role playing or pantomiming , Use gestures
Showing real objects, Point to pictures, Do quick drawings on the board
Use the Spanish equivalent, then asking students to say the word in Eng
Phonemic Awareness of English Sounds & Syllables
Alphabet Knowledge
Once students have learned the sounds, they can begin to learn the names of the letters. For ELLs, it is easier to hear the sounds first and then label each letter.
Concepts of Print – Teach how books work

Front 15

Reading in KDG, 1st, 2nd
part 2

Back 15

Listening Comprehension – Building Vocabulary
Use pictures, maps, objects, or drawings on the board to build background.
Introduce story elements (characters, setting, problem, solution, plot).
Pre-teach 5 to 6 key words they will encounter frequently in the story
Model how a reader self-corrects when making a mistake.
Think aloud about what you are reading; stop periodically & summarize.
Provide opportunities for students to summarize or retell the story; or use picture cards to put the story's events in sequence.
Comprehension & Decoding
First Reading: Conduct guided reading so students follow along in their books as you model fluency.
Second Reading: Stop frequently to help students comprehend by clarifying concepts, teach unknown words, ask questions about the story, and let children connect stories to their own experiences.
Third reading : Child reads with a partner, taking turns by alternating sentences.

Front 16

Spanish & english

Back 16

Both languages use the Roman alphabet. Similar phonemic foundation.
Spanish has only 5 vowel sounds while English has more than 14
The consonants: v, ll, h, j, r, rr, z, ñ, x
The u is not pronounced unless it is written as ü; therefore, students may not be sure how to pronounce words like queen, quiet, or quick

Front 17

Spanish does not have the following sounds

Back 17

Vowel diagraphs: ou, ow, eigh, au, aw, oo
Consonant digraphs: sh, th, wh, ph
Consonant blends: sl, sm, sts, scr, spr, str
Initial sounds: kn, qu, wr, sk
Final sounds: ck, ng, gh
Endings: -ed (pronounced /d/ or /t/ or /ded/ or /ted/)
Endings: -s (pronounced /s/ or /z/ or /ez/ or /es/)
Suffixes/prefixes: un-, over-, under-, -ly, -ness, -ful, -est
Contractions: don't, isn't, weren't, etc.

Front 18

cognates

Back 18

30% to 40% of all words in English have a related word in Spanish with similar sound, appearance, and meaning

Front 19

programs with positive research results

Back 19

Enhanced Proactive Reading (Vaughn, Cirino, et al., 2006)
Instructional Conversations (Saunders, 1999)
Read Well (Denton, et al., 2004)
SRA Reading Mastery/SRA Corrective Reading