Reading to Learn: Strategic Reading to Learn: Strategic Instruction in the Content AreasInstruction in the Content Areas

(Facilitating learning through strategic instruction in Social Studies(Facilitating learning through strategic instruction in Social Studies))

Dr. Beth Christian

Tennessee State University

Adapted from a Powerpoint Presentation prepared by Dr. Pamela Petty

Reading is …Reading is …construction of

meaning from text. It is an active, cognitive, and affective process.

Every teacher is a Every teacher is a teacher of reading.teacher of reading.

William S. GrayWilliam S. Gray• Reading is essential in every content subject …

“In fact, rapid progress in these subjects depends in a large degree on the ability of pupils to read independently and intelligently. It follows that good teaching must provide for the improvement and refinement of the reading, attitudes, habits, and skills that are needed in all school activities involving reading.” Farstrup, A. E. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, Delaware: IRA, p. 186.

Principles of Language-Based Principles of Language-Based TeachingTeaching

Language-Based teachers understand that learning is a social process.

Language-Based teachers know that the best learning occurs when it is whole, functional, and meaningful.

Language-Based teacher know that students improve their reading and writing when given abundant opportunities to use reading and writing as vehicles for learning.

Principles of Language-Based Principles of Language-Based Teaching, cont’d. Teaching, cont’d.

Language-Based teachers understand the importance motivation plays in learning.

Language-Based teachers are continually moving toward better literacy and content teaching.

Background knowledge …Background knowledge …And prior

knowledge are critical to the reading process.

Social Interaction …Social Interaction …is essential to

learning.Communities

of learners.

Vygotsky

Reading is social … Reading is social …

Communities of learners support literacy development.

Best practices in Social Best practices in Social Studies Studies Constructivist approach Addresses multiple intelligences Builds on Prior Knowledge Involves guided learning

experiences Inquiry-based Allows for student choice (project

method) Involves authentic literature/trade

books in addition to expository texts

LiteratureLiterature

Literature across the curriculum that relate to the various content areas

http://www.pampetty.com/adolescentlit.htm

http://www.pampetty.com/

http://www.prenhall/brozo

Readiness StrategiesReadiness Strategies

Direct experiences-tangible connections to abstract ideas– Experiential referents—shared, concrete, first-hand

learning activities (film, field trip, hands-on, etc.) -ex. Pizza activity to teach the scientific process

– Role-Playing/Simulations- ex. Carbon Bonding Hoedown, marriage bonding as analogy to covalent bonding

– Read young adult literature about content-area topics– Guest Speakers and Performers- (most underused

resources)

Effective Comprehension Effective Comprehension RoutinesRoutines

Reciprocal TeachingQuestioning the AuthorDirected Reading-Thinking ActivitiesCreative ThinkingKWHL and Concept MappingProblem and Project-Based LearningInquiry-Based Instruction

Building a Comprehension Building a Comprehension CurriculumCurriculum

PredictionsThink-AloudsText StructureVisual Representation of TextSummarizationQuestioning

Literature lessons should Literature lessons should include:include:

Pre-reading activitiesDuring-during reading activitiesPost-Reading Activities

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htm

KWLKWL

What you KNOWWhat you WANT to knowHow you Learned what you want to knowWhat you Learned

K W H L

Content-Area DR-TAContent-Area DR-TADirected Reading/Thinking Directed Reading/Thinking

ActivityActivityActivate prior knowledge (Brainstorm)Predict what will be discussed in the textReadConfirm and Revise Predictions

Verbal DemonstrationsVerbal Demonstrations

Think-Aloud- Demonstrating thought processes

Demonstrating Summarizing

http://www.indiana.edu/~crls/rogerfarr/mcr/usingta/usingta.html

Process GuidesProcess Guides

“Written suggestions that “walk” students through the processes involved in reading like an expert in biology or in history” (Brozo & Simpson, 2002)

QAR-Question Answer QAR-Question Answer ResponseResponse

Students learn to locate many sources of information.

Right ThereThink Aloud and SearchOn my own

Reciprocal Teaching/Self-Reciprocal Teaching/Self-MonitoringMonitoring

Good readers monitor their understanding as they read

Reciprocal teaching-the student and teacher take turns generating questions and summaries and leading a discussion about sections of a text

Teachers model self-monitoring and what active learners do

DRAW ActivityDRAW Activity

Draw (a question from a hat/box)Reflect/Review (in order to answer the

question)Attend (and participate in a class

discussion)Write (answers to questions in the form of a

quiz)

ChartingCharting

Students take more responsibility in their learning

Summarize key ideas Visually sense the interrelationships

between these ideas

Discussion WebsDiscussion Webs

To encourage critical and elaborative thinking

Visual/graphic representation of thinking processes

Examining alternative points of viewQuestion should be stated so that there is

more than one point of view

Standardized TestingStandardized Testing

Is standardized testing beneficial to

student learning?NO YES

Conclusion

Other Graphic OrganizersOther Graphic Organizers

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

Links from:

http://edtech.tph.wku.edu/~bchristi

http://www.pampetty.com/

Additional StrategiesAdditional Strategies

History as Perspective takingConcept muralingWebQuestsE-sheets

Fix-Up StrategiesFix-Up Strategies

Techniques that active learners use when they are trying to increase their understanding of a particular content-area concept

1. Rereading

2. Reading more slowly

3. Reading ahead

4. Looking back at previous paragraphs/headings

5. Refer to visual aids

6. Make a mental picture

7. Draw of sketch concept

8. Look for examples in the text

9. Check alternative sources