A-2 Content Area Literacy Strategies for Middle School and High School ClassroomsKatherine S. McKnight, Ph.D.Katie@KatherineMcKnight.com

Assumptions Underlying Content Literacy

Subject MatterRole of the TextbookActive ReadersIndependent Readers

What is Content Literacy?

Generally defined as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna & Robinson, 1990, p. 184)

The Impact of Schema on Content Literacy

Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.

More on Schema

The notes were sour because the seam split.

Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.

More on Schema

The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one in four after another along with an occasional six. Not once did a ball look like it would hit their stumps or be caught.

Source: Alvermann, D. and Phelps, S. (2002). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms. (5th Ed.).Boston, MA: Allyn and Bacon.

Hints for Struggling Readers

Provide readers who struggle to decode with opportunities to hear the text read aloud (tape assist)

Give readers for whom word recognition is a problem supplemental materials that include visual clues to word meaning (or use manipulatives in math)

Allot additional time for readers who struggle to complete assignments

Encourage struggling readers to use the internet because often the symbols and icons that are quite bothersome to good readers provide a means for struggling readers to construct meaning

Schema and Comprehension

Activating prior knowledge with prereading guides Anticipation guides Content Reading Activities like: KWL,

SQ3R, and DRTA Story Impression Vocabulary Exercises

“THE CASK OF AMONTILLADO”Edgar Allan Poe----Sample Anticipation Guide

DIRECTIONS: Put an “X” in the space to indicate whether or not you agree or disagree with the corresponding statement.AGRE

EDISAGREE

STATEMENT

1) Revenge is a learned behavior.

2) It is OK to do something as long as you don’t get caught.

3) Time eases a guilty conscience.

4) Trust no one.

5) Pride goes before a fall.

6) Greed destroys.

7) Keep you friends close and your enemies closer.

KWL

K= What the reader already knows

L= What I learned

L= What the reader wants to learn or know.

SQ3R

DRTA

DRTA

Story Impression

introduces vocabulary taps into students’ prior knowledge catapults the reader into active

reading and comprehension

Six Ways to Use Textbooks More Effectively

1. Empathy- Do you remember when you had difficulty in a subject and the text was difficult?

2. Help the students to get started. We need to “front-load” our teaching.

3. Don’t leave kids alone with their textbooks.

4. Choose wisely. Be selective with assignments. Be strategic about what is most important.

5. Supplement richly.

How to Reach Me

Email: katie@katherinemcknight.com Website: katherinemcknight.com Twitter: @literacyworld Facebook: Katie Siewert McKnight

Literacy

If you liked this session, consider booking a full day of training in one of the following areas:

Visit us at the SDE Professional Development booth to learn more!