Content Area Literacy Development K-8

Front 1

Think Aloud

Back 1

- Aloud pondering

- I wonder why...?

- This makes me think...

-I was confused by...

Front 2

Reciprocal Teaching

Back 2

- Predicting, Clarifying, Questioning, Summarizing

-student led

- teacher is facilitator

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Question Answer Relationships (QAR's)

Back 3

-Right there

- Think and search

-Author and you

- On your own

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Questioning the Author (QtA)

Back 4

- What is the author trying to tell me?

-Deeper meaning and understanding

- Critical thinking

- Bias?

Front 5

Directed Reading- Thinking Activity (DR-TA, DL-TA)

Back 5

- What do you think

- Why do you think so?

- Can you prove it?

- Making predictions about a text

- Were they correct or incorrect?

- Reflect on reading

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Directed Reading Activity

Back 6

- Expository texts

- make predictions

- discuss new vocab

- background/prior knowledge

- concrete purpose for reading

- follow up activity

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Shared Reading

Back 7

- Whole class/group

- Everyone can see (large book or text)

- Re-reading text

- Multiple readings with different focus's

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Story Impressions

Back 8

- Clue words in a book or text

- Anticipate story content

- Compare story to the Author's

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Guided Imagery

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- Visualizing what is being read

- Students rely on previous experience and knowledge to visualize

- "What do you see/smell/feel/hear?"

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Pre-reading Plan (PreP)

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- Wiggle wiggle stop

- Provide a word or picture and brainstorm words, thoughts

- Why did that thought/word come to mind?

- What knowledge did you learn?

- Brainstorming using previous experience and background knowledge

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Anticipation Guides

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- Activate prior background knowledge

- multiple statements to respond and predict

- statements revisited to correct misconceptions and re-evaluate

- Diary of a Worm

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Reciprocal Questioning (ReQuest)

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- Both students and teachers read text

- Students then question teacher about reading

- Teacher questions students about text

- (Do for multiple mpassages)

-(students can make predictions)

- Follow up discussion

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Imagine, Elaborate, Predict and Confirm (IEPC)

Back 13

- visual imagery to enhance comprehensions

- brief synopsis or intro to text to introduce setting

- close eyes and imagine scene

- encourage students to use experiences y thinking about feelings, sights, smells and taste

- share experiences

- elaborate after hearing respond and add to charts

- use above to make predictions on text

- confirm after reading

Front 14

KWL

Back 14

- WHat I know

- WHat I want to know

- WHat I leaned and still need to learn

- Brainstorming

Front 15

KWL Plus

Back 15

KWL extension including

- concept mapping

-summarizing

Front 16

Discussion Web

Back 16

-Graphic display

- Center of "web" has a Q?

- pro's cons (yes/no)

- Conclusion/ solution

- first in pairs, then fours

Front 17

Guided Reading

Back 17

- prepare students for reading (ignite background knowledge)

-assign reading with a purpose ("remember all you can")

- Have students recognize they haven't remembered everything and some recognition's might be incorrect

- return to books to add further info or correct misconceptions

- organize and create outline of reading

Front 18

Intra-Act

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- Experience rather than just talk about

- valuing reading

- comprehension- important ideas

- relating- personal reactions

- valuing- disagree or agree

- reflection- share and reflect on learning

Front 19

Cognitive strategies

Back 19

used to help an individual achieve a particular goal. (Understading a text). Enables one to understand text and build knowledge.

Front 20

Metacognitive strategies

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Used to ensure that the goal has been reached. (Quizzing oneself to evaluate one's understanding of that text)

Front 21

Similie

Back 21

Comparison using "like" or "as"

Front 22

Metaphor

Back 22

Comparison not using like or as. Ex. She is a flower that blooms in the spring.

Front 23

SIOP

SHeltered Instruction Observation Protocol Lesson

Back 23

8 steps of instruction

1. Preparation (clearly defined instructions and objectives)

2. Building background knowledge (Key vocab emphasized. ex. word walls, personal dictionaries)

3.Comprehensible input (Appropriate speech, clear explanation)

4. Strategies (Provide opportunities to use strategies, scaffolding)

5. Interaction (discussion, groups, wait time)

6. Practice Application (Hands on, writing/speaking/listening, activities)

7. Lesson delivery (Clearly supported content and objectives, engage students, enough time)

8. Assessment: (review key vocab, key concepts and variety of quick reviews)

Front 24

Content Literacy

Back 24

The ability to use reading, writing, speaking and discussion to construct and retain knowledge. "reading to learn" not "learning to read"

Front 25

Reader Response Theory

Back 25

the meaning one gains from text is the result of a transaction between the reader and the text.

Front 26

Connotative meaning

Back 26

The emotions and associations connected to a word

Front 27

Denotative meaning

Back 27

The dictionary meaning of a word

Front 28

Fry Readability

Back 28

1. Randomly select three 100-word segments ofyour writing.

2. Count the number of syllables in each 100-word block and calculate the average.

3. Count the number of sentences in each 100-word block and calculate the average.

Front 29

trade book

Back 29

a book designed for the general public and available through an ordinary book dealer, as distinguished from a limited-edition book,textbook, mass market paperback, etc.

Front 30

DEAR

Back 30

drop everything and read

Front 31

Story grammar

Back 31

Characters, setting, beginning, middle, end

Front 32

Semantic mapping

Back 32

Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students prior knowledge or schema. While it draws on prior knowledge it recognizes important components and shows the relationships among the components.

Front 33

SQ3R

Back 33

Survey, Question, Read, Recite, Review

Front 34

Guided reading

Back 34

Teacher led, small groups (generally grouped by ability)

Front 35

Four Square

Back 35

1. Wrote vocabulary word in center box.

2. Filled in an accurate definition of the word.

3. Recorded synonyms or antonyms.

4. Used the word correctly in a sentence.

5. Drew an illustration that represented the word

Front 36

Knowledge ratings

Back 36

This graphic organizer can be used as an assessment for learning. The teacher determines the vocabulary words related to the topic being introduced and has students place them in the chart. Students are then asked to rate their knowledge of the meaning of the word. The Adapted Knowledge Rating Scale features a column where students can write the meaning of the word after they encounter it and learn it. The definition should be written in the student’s own language.

Front 37

Concept Map

Back 37

Fully understanding a word through mapping a chart : examples:

-Part of speech?

- synonym?

-definition in your words

- Examples of the word

- The word in a sentence

- Illustration

Front 38

CSSR

Context- structure-sound-reference

Back 38

Step 1: ContextWhat is your initial reaction to the word? What is the narrator talking about at the moment? What is the chapter titled, or where is it in the text? Think about what is going on with text at the moment, and apply that to the word and any possible meanings. If no meanings jump out at you as sensible, move on to step 2.Step 2: StructureUnpack the word structurally. What are its prefixes, suffixes, etc., and what can you assume from their typical meaning (i.e., “pre” usually means before something, so “preview” can be deduced to mean ‘before” show).Step 3: SoundPronounce the word phonetically. What does it sound like? Combined with the above steps, can you infer what this word means yet? If you are still unsure, do not hesitate to move on to step 4.Step 4: ReferenceLook it up! Use a dictionary, encyclopedia, or just Google search the world in conjunction with the novel you are reading. Reference sources are reliable options for unknown vocabulary words—just remember to apply the definition you find to the context of the novel, and make sure it makes sense within the text.

Front 39

Typographic clues

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Typographic clues are often written in bold, italics, are underlined, footnoted and made obvious as to where and what the definition is.

Front 40

Syntactic clues

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order of the words in the sentence

Front 41

Semantic clues

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Using meaning from a passage to understand the meaning of a word

Front 42

Etymology

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the study of the origin of words and the way in which their meanings have changed throughout history.

Front 43

Vocabulary Self-Collection Strategy

Back 43

The student chooses vocab to further understand. They talk about the location of the word, the definition and the importance. They may incorporate an illustration to help with remembering.

Front 44

Teaching vocabulary in context

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1. Preview the story or material to be read, andselect four or five words to be taught.2. Write the words on the chalkboard or a chart.Write the whole sentences in which the words are found.3. Read the sentences aloud, and ask students tospeculate on the word meanings.4. Record the children’s ideas on the board.5. Arrive at an agreed-upon class definition of eachword. (Check a dictionary if necessary.)

Front 45

Context

Back 45

n.1. the sound, word, or phrasesadjacent to a spoken or written language unit; linguistic environment. 2. the social or cultural situation inwhich a spoken or written message occurs.y

Front 46

Conventions

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n.1. an accepted practice in a spoken or written language. (using periods, capitals, paragraphs) – inthe 6 traits of writing, conventions are referred to as mechanics. 7

Front 47

Denotative meaning

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–n. the relationship between a linguistic event and itsreferent, as book denotes the object “book”, referential meaning; cognitivemeaning.nor\n,

Front 48

Grammar

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thephonological, morphological, syntactic, and semantic description of both thelanguage’s structure and its evolution over time. The morphology and syntax of a language.d;i\

Front 49

Homonym

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1. a word with different originand meaning but the same oral or written form as one or more other words, as bear (an animal) vs. bear (to support) vs. bare(exposed)., or row (to propel a boat) vs. row(a line) vs. row(a brawl). Nt&?\

Front 50

Homograph

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–a word with the same spelling as another word, whether or not pronounce alike,as tear (crying) and tear (to rip)i-langu8j\

Front 51

Homophone

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.1.a word with different origin and meaning, but the same pronunciation as anotherword, whether or not spelled alike, as hareand hair. 2. two or more different graphemes thatrepresent the same sound, as /k/ spelled cin candy, k in king, ch in school.ex^\

Front 52

Phrase Cued text

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– using slashes or extra spaces to mark thought units in material to beread, as The man walked // into the room. Used to help with fluency.=g\

Front 53

Prosody

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thepitch, loudness, tempo, and rhythm patterns of spoken language

Front 54

Reader's workshop

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that part of a literature-based reading program in which studentsengage in reading and responding to trade books, including small-groupdiscussions with the teacher to learn or review key concepts about reading andliterature.! !?e\

Front 55

Semantic web/map/organizer

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– a graphic display of a cluster of words that aremeaningfully related. Note: Semantic mapping is especiallyvaluable in the prereading and vocabulary-building phases of content areareading.NX

Front 56

SSR

Back 56

Studentsquietly read for pleasure during a time of ‘sustained silent reading’. mapp[X

Front 57

Text structure

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the various patterns of ideas that are embedded in the organization of text. Note: Common patterns of text structureare expository, cause-effect, comparison-contrast, problem-solution,description, and sequence.JcX

Front 58

hello

Back 58

goobye