Why Teach Content Reading?

*We never stop learning to read. *Students don't, or can't, read their textbooks. *There are many problems with the textbook. --poor organization --sequence of events not in order --abrupt shifts in topic --headings, subheadings not related --subheadings not related to material contained in the section --too much material covered in one chapter --too many unrelated details --little depth on any topic --information biased --vocabulary not explained or poorly explained --pictures not explained --pictures and maps not related to information on the page --poor sentence structure --short, choppy sentences --questions at the end of chapters focus on details --some questions not answerable based on information given

What We Teach When We Teach Content Area Reading:

*information *vocabulary *organization *graphics *questions *bias

Previewing Text
(Ideas from the RAD Program) Previewing a Text book (beginning of the year): 1. 2. 3. 4. 5. 6. 7. What is the title? Who are the authors? How many pages are in the book? What are the chapter titles? In what color is the title of the chapter printed? In what color are the headings printed? How are the important terms marked?

8. Are there any visual aids? 9. Is there a glossary or dictionary? Where? 10. Are there any other special sections in the back of the book? Previewing ANY assigned text: 1. 2. 3. 4. 5. Read the title. Read the headings. Look at the visuals. Scan for special terms. Skim the review questions. --------------------------------------------------------------------------

THE SQRRR METHOD

(Deliberately slows down the reading process for greater-comprehension). 1. Survey--preview the chapter (headings, pictures, theme, vocabulary, headings, etc.) 2. Question--make questions out of the topic headings and generate questions from the predictions made after surveying 3. Read--(just one section at a time), stop and try to answer questions that were generated. Reread until questions have been answered. 4. Recite--recite the answer to yourself, make a note and go on to the next section 5. Review--at the end of the chapter, summarize the text and review regularly

Read, Cover, Remember, Retell

READ only as much as your hand can cover.* COVER the words with your hand. REMEMBER what you have just read. (It is okay to take another look). RETELL what you just read inside your head or to a partner.

Retelling Expository Text

What is the topic? What are the most important ideas to remember?

What did you learn that you didn't already know? What is the setting for this information? What did you notice about the organization and text structure? What did you notice about the visuals such as graphs, charts, and pictures? Can you summarize what you learned? What do you think was the author's purpose for writing this article? *While reading, you might want to code text as follows: * I already knew this! + New information ! Wow ?? I dont understand

Information Literacy
"...the ability to access, evaluate, and use information from a variety of sources." --Christina Doyle An information literate person accesses information... *recognizes the need for information *recognizes that accurate and complete information is the basis for intelligent *decision making *formulates questions based on information needs *identifies potential sources of information *develops successful search strategies *accesses print and technology-based sources of information *is a competent reader An information literate person evaluates information... *establishes authority *determines accuracy and relevance *recognizes point of view and opinion versus factual knowledge *rejects inaccurate and misleading information *creates new information to replace inaccurate or missing information as needed An information literate person uses information... *organizes information for practical application *integrates new information into an existing body of knowledge *applies information in critical thinking and problem solving The Research Process *explore/identify the need for information *formulate questions *relate question to prior knowledge *identify potential resources

*develop general search strategies to refine the questions *locate, analyze and select information needed *determine how to communicate information *evaluate results/process

Source: excerpt from "From Library Skills to Information Literacy: A Handbook for the 21 st Century" and the Instructional Technology Development Consortium

Be a Smart Reader!

Survey the passage.

Highlight the title, subtitle, and questions.

Make connections with what you already know about the topic. Ask the question, "Did I understand what I read?"

Cover each paragraph and silently summarize what you read.

Reread, if necessary.

Eliminate wrong answer choices.

Test yourself.

Prove answers by underlining them in the passage. Write the number of the question next to the proven answer.

Understanding Text Structure

Teach students to identify the following text structures: 1. Description Example: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill."

2. Problem/Solution Example: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?" 3. Time/Order Example: "Archaeologists have helped us to understand that the evolution of the crocodile began with ..." 4. Comparison/Contrast Example: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators." 5. Cause/Effect Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted..." 6. Directions Example: "When observing a crocodile, first you must..."

Ways to Scaffold Content Area Text For Students

(these are just a FEW examples)

discussions graphic organizers/webbing (there are lots of books on the market that are full of organizers to use with any text) I-Search papers (quest for information) Includes: -question -what I already know (list information) -how do I find the information I need? (list sources and what the sources said) -what did I discover?

journals KWL Chart

-What I Know, What I Want To Know/Wonder About, and What I've Learned -For a more detailed chart: Knowledge: What do you know about ? Questions: What do you want to know about ? New Knowledge: What did you discover after reading about ? Research: What do you still want to know about ? Reactions: How do you now think or feel about ?

semantic feature maps hot + + cold big small + life + rings moons +

Mercury Venus Earth

study guides study strategies Defining Learning Expectations

o o

previewing setting a purpose

summaries two-column notes vocabulary

-word work (see Words Their Way by Shane Templeton, et. al. for great examples) -thematic word walls -acronym studies -morpheme studies
sources: Nancy Lee Cecil: The Art of Inquiry David W. Moore, et. al. Developing Readers and Writers in the Content Areas K-12 David W. Moore, et. al. Prereading Activities for Content Area Reading and Learning

READING TO LEARN:
Scaffolding the Non-Fiction. Text for Students

WHY? It deliberately slows down the reading process for greater comprehension, helping students question, wonder, analyze, summarize, and synthesize.

WHEN?
Before Before During After Reading Reading < ------------------------------ Questioning/Analyzing ----------------------------- > -take notes -monitor comprehension -review -underline (metacognition) -summarize -survey -self-test -synthesize -outline -generate answers (group or -organize -generate more questions individual) HOW? Share the challenges of reading non-fiction text with the students ("inconsiderate" vs. "considerate" text, to quote Keene/Zimmerman from Mosaic Of Thought). Share strategies they can use to "scaffold" text (SQRRR, RAD Survey, notes, outlines, etc.). Let students know before they read what it is that you expect them to know when they are finished. Show students that reading is interactive! "The research shows that children who struggle as readers tend not to ask questions at any time as they read -- before, during, or after... They're inert as they read. They read -- or I should say they submit to the text -- never questioning its content, style, or the intent of the author." Keene/Zimmerman Mosaic Of Thought

Questioning The Author

Goal: to help students understand the underlying messages in text FEATURES

addresses text as the product of a fallible author, as "someone's ideas written down" deals with text through general teacher-posed Queries such as "What is the author trying to say? " and "What do you think the author means by that?" takes place in the context of reading as it initially occurs encourages discussion in which students are urged to grapple with ideas in the service of constructing meaning

ADVANTAGES

Students do the work. They wrestle with ideas and consider ways information connects to construct meaning. Text becomes an ally to students. Students refer back to the text to verify, argue, and interpret. Students acquire a deeper understanding of major text ideas.

PLANNING 1. Identify the major understandings students should construct from a text and anticipate problems. 2. Segment the text: decide where to stop reading and initiate a discussion to construct meaning. 3. Develop queries: formulate Initiating and Follow-Up Queries that will promote student construction of meaning. QUERIES

To Get Things Rolling: What's the author trying to say? What's the author's message? What's that all about? What's going on here? What do you think the author wants us to know from this? What's the big idea the author is trying to get across?

For Following Up:

That's what the author says, but what does the author mean? How does that add to the ideas we're talking about? What do you think about X's comment? What's X getting at? What did the author say to make X think of that? X is on to something--what's that all about? So, is that it? Is that all there is to it? X said ... Did anyone else pick that up? Can anybody take that a little further? How does that strike you? What's X remembering? How does that help us here?

Source: The Wright Group Questioning the Author participant manual based on Questioning the Author by Isabel Beck, Ph.D. and Margaret McKeown, Ph.D.

How To Take Notes

Notes are short. Use your own words. Write down what is important. After reading a paragraph, decide on the topic. Under the topic, write the important ideas. Do not copy the author's sentences. Highlighting important words also works.
Source: Lois Laase in Instructor, May/June 1997

Informational Text
The Teacher: Before Reading

Engages students in in-depth conversations, demonstrations, and hands-on experience with the concepts dealt in the reading assignment. Provides time for students to make predictions about the reading and formulate "I Wonder" questions about the topic. Supports the students in identifying good reader strategies such as midstream summarizing, using picture clues, or identifying key points in each section of text. Conferences with readers about their reading strategies as when as the content. Ensures that students read silently, with partners, or in unison. Avoids "round robin" reading.

During Reading

After Reading

Directs students to take time to reflect on the learning and provides time for students to talk and/or write about their understandings. Supports students in considering their "I Wonder" questions. Debriefs with students about good reader strategies that they feel helped them make meaning and retain information. Avoids rote answering of questions and focuses on using the information gained in some meaningful way.

The Reader: Before I Read

I take time to think about what I already know on this topic. I look through the pages to think about charts, boldfaced headings, and pictures. I ask myself "I Wonder" questions before reading. I stop often to think about what I understand. I continue to consider my questions about the topic. I use context and all possible clues to get to the meaning of unknown words. I try to identify key ideas and concepts. I turn back through the pages and reflect on what I have learned. I think about my "I Wonder" questions. I use what I have learned by writing or talking about it.
--Source: Linda Hoyt, Revisit, Reflect, Retell

While I Read

After I Read

Questioning The Author: Discussion Moves

Marking Drawing attention to an idea that has come up in order to emphasize its importance. Example: Student: "Grandfather makes excuses for coyote, so he doesn't feel too badly about coyote." Teacher: "Oh, so Grandfather actually makes excuses for coyote he actually likes coyote."

Turning Back To Students Turning responsibility back to students for thinking through and figuring out ideas. Example: Student: "Grandfather is trying to tell Antonio that coyotes chase each other and play games and dance." Teacher: "Dancing, playing games--how does that connect with what Grandpa said about coyote before?" Turning Back To Text Turning students' attention back to the text as a source for clarifying their thinking. Example: Student: "I dont think that coyote means to scare anyone." Teacher: "What did the author tell us about coyote that connects to Samantha's suggestion?" Revoicing Interpreting what students are struggling to express and rephrasing the ideas so that they can become part of the discussion. Example: Student: "Because they needed jobs. Some of them weren't born here and they didn't have anything to do and they need money to provide for their family and get a roof over their head." Teacher: "So they were coming to look for a job because they needed the money to live." Modeling Making public some of the processes in which readers engage in the course of reading. Example (affective response): Teacher: "Oooh, let me read that again, 'The army marched up the hill in perfect rows slowly, deliberately, and determined to win this battle and place their flag upon it in victory.' That sentence really lets me picture what is happening. I can imagine how set they were on winning this battle." Example (response to confusing text): Teacher: "What could the author mean by 'it's hard to enjoy a supper of rocks and sand'? The coyote cant really eat rocks and sand, so this is a little

confusing. I guess the author is talking about how food can be hard to find for the coyote; it seems like all he has around him is rocks and sand which of course he can't eat. So the author is really saying coyote is in danger of starving, he's pretty desperate, so that might explain why he's causing so much trouble." Annotating Providing information to fill in gaps or point out sources of confusion in a discussion (filling in information gaps and/or pointing out sources of confusion). Recapping Reviewing and highlighting the major ideas and understandings learned so far.
Source: The Write Group Questioning the Author participant manual based on Questioning the Author by Isabel Beck, Ph.D., and Margaret McKeown, Ph.D.

Research Skills 2000: Intermediate Grades

Define My Task

What do I know? What is my main question? What general questions do I have, and what specifications questions will help me answer those questions? How and to whom will I present my findings?

Plan

Where can I find the information I need? What kinds of resources might have the information I need (books, electronic resources, and expert)? How have I planned my time to meet my deadlines?

Gather and Record Information

How can I best answer my questions? How can I keep track of the information I find?

Have I kept track of my sources for my Works Cited list or Bibliography?

Evaluate Resources/Information

Does the information make sense? Have I used a dictionary to understand new words? Does this information help to answer my questions?

Organize Information

What am I missing? Am I keeping track of my sources? Have I checked and verified a third source if the first two sources gave me conflicting information?

Think and Apply

Can I answer my research questions? As I prepare a draft, have I introduced my topic? Used my own words? Used my resources to answer my questions in the order that make sense? Combined similar ideas? Formed a conclusion? Does my conclusion contain a summary, an opinion, and an evaluation? Have I revised and edited my work? Do I have a complete Works Cited list or Bibliography?

Reflect On My Work

Have I followed all directions? Is my work the best it can possibly be? Have I evaluated myself as a researcher?
Source: Linda Chapman/Joanne Marien in Instructor, Nov./Dec. 1999

Reading Comprehension:

STRATEGIES
(any text) Good readers: --activate prior knowledge (schema) --determine the most important ideas/themes --ask questions of themselves, the author, and the text --create visual/sensory images (use imagination) --make inferences --retell/synthesize what they have read --use "fix-up" strategies when comprehension breaks down -Grapho-Phonic System: ~sound out words (beginning/ending sounds) ~point and slide ~ask "do the Letters match the sounds"? -Lexical System: ~look for clues in surrounding text ~look for prefixes, suffixes, root words -Syntactic System: ~read-aloud (does it sound right?) ~read the word faster or slower ~exaggerate punctuation clues -Semantic System: ~substitute another word that would make sense ~reread or read ahead -Schematic System: ~ask "what do I already know?" (about text/author) ~imagine the seem

-Pragmatic System: ~ask "what do I need to know?" ~ask "what is important?" ~discuss text with another person
from Mosaic of Thought by Keene/Zimmerman

Reciprocal Teaching
The object is to teach this process to students so that they can later use it with each other in small reading groups. *PREDICT. What do you think the next section is going to be about? What information might be included? *CLARIFY. What did the author mean when he or she said mean on page ? *ASK YOURSELF QUESTIONS. What were the important ideas? *Orally SUMMARIZE the reading. State main ideas and important details up to this point in the reading.
Source: Linda Hoyt Revisit, Reflect, Retell Adapted from Palincsar and Brown

? What does the word

How To Read A Standardized Test

1. Read the first couple of sentences, the last couple of sentences, and the questions. This way you'll have an idea of what you'll be reading about, plus what you'll be asked to decide about this passage. 2. Read the passage and look for answers to the questions the general idea, supporting details, and so on.

3. When you answer the questions, start by eliminating the [choices] that show the least [importance]. Then reread the question and the [rest of the] answers. Always use a process of elimination. 4. Return to the selection whenever you need to, using a skimming/scanning approach. 5. When a question asks for the meaning of a word, read the whole sentence or passage in which the word appears. You're not so much being tested on whether you already know the [word] as whether you can figure out a word's meaning from context by using the words around it as clues. 6. Avoid spending a lot of time coloring the dots. One big, [dark] mark is enough.
From In The Middle by Nancie Atwell