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Copyright © Allyn & Bacon 2011This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.
Content Area Reading Literacy and Learning Across the Curriculum
By Richard T. Vacca, Jo Anne L. Vacca, and Maryann Mraz
PowerPoint™Presentation By Maryann Mraz and Jean Vintinner
Copyright © Allyn & Bacon 2011
Literacy Matters
Chapter 1
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Frame of Mind Explain the difference between content and process
knowledge. What are new literacies and how are they changing the way we
think about learning and literacy in the 21st century? What is adolescent literacy and why is it important to 21st
century society? Why do many adolescents have difficulty comprehending
academic texts? How are content literacy and disciplinary literacy alike? How
are they different? Why is reading to learn a meaning-making, strategic process? What comprehension strategies are critical to reading to learn? What role does prior knowledge play in comprehension?
Copyright © Allyn & Bacon 2011
Key Terms
Content literacy Disciplinary literacy Adolescent literacy New literacies Reading to learn Content versus process Standards Reading Next Striving Readers Program Response to Intervention
Decoding Fluency Comprehension Vocabulary Direct, explicit instruction Strategic reading Prior knowledge Prediction Inference Text structure
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Content and Process
Impact on student learning attributed to: Teachers who achieve major/minor in subject Students engaged in hands-on activities Students engaged in higher order thinking Teachers with professional development in
working with special populations
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Balancing Content and Pedagogical Knowledge Know the standards for your content area and
grade level.
Make instructional decisions based on authentic assessments throughout the school year.
Integrate content literacy practices and strategies into instructional plans and units of study.
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Defining literacy
“…the term literacy has morphed to characterize someone’s level of knowledge or competence in a particular area or subject in a multimodal society.” (p. 7)
“Literacy has come to represent a synthesis of language, thinking, and contextual practices through which people make and construct meaning.” (p. 7)
Copyright © Allyn & Bacon 2011
Defining text
“Texts include not only print forms of communication but also nonprint forms that are digital, aural, or visual in nature.” (p. 7)
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New literacies
Necessary for students to use information and communication technologies (ICT) effectively
Five functions Identify Navigate Critically evaluate Synthesize Communicate
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Fifteen Elements of Effective Adolescent Literacy Programsfrom Reading Next
Technology Ongoing formative
assessments Extended time Professional development Ongoing summative
assessments Teacher teams Leadership Comprehensive and
coordinated literacy program
Direct, explicit comprehension instruction
Effective instructional principals embedded in content
Motivation and self-directed learning
Text-based collaborative learning
Strategic tutoring Diverse texts Intensive writing
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RtI for Struggling Adolescent Learners
IDEA Individuals with Disabilities Education Act of 2004
School-wide assessments to identify struggling learners
All stakeholders contribute to instructional decision making
Tiered interventions
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Factors that Influence Content Literacy The learner’s prior knowledge of, attitude
toward, and interest in the subject.
The learner’s purpose for engaging in reading, writing, and discussion.
The language and conceptual difficulty of the text material.
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Factors that Influence Content Literacy The assumptions that the text writers make
about their audience of readers.
The text structures that writers use to organize ideas and information.
The teacher’s beliefs about and attitude toward the use of texts in learning situations.
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To comprehend text successfully, readers must decode or pronounce words quickly and
accurately.
read with fluency.
activate vocabulary knowledge.
use text comprehension strategies.
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Good readers are
active purposeful evaluative thoughtful strategic persistent productive
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Schema activation
Mechanism by which people access what they know and match it to information in the text Framework to seek and select information
relevant to purpose for reading Organization of information to promote
retention Allows reader to elaborate information
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