Here are the slides from the presentation in Warren, MI November 8, 2011.

1. Content Area Literacy Strategies
Katie McKnight, Ph.D.
Katie@KatherineMcKnight.com
www.KatherineMcKnight.com
Twitter: @LiteracyWorld
Facebook: Katie McKnight Literacy

2. Some Reminders about
Content Literacy

3. Assumptions Underlying Content
Literacy
 Subject Matter
 Role of the Textbook
 Active Readers
 Independent Readers

4. 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)

5. Schema and Comprehension
 Activating prior knowledge with prereading guides
 Anticipation guides
 Content Reading Activities like: KWL, SQ3R, and DRTA
 Story Impression
 Vocabulary Exercises

6. 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.

7. 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.

8. 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.

9. 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

10. Components of Reading
Alphabetics: understanding and using the sounds that
make up words (phonemic awareness) and the letters that
correspond to those sounds (decoding) and being able to
relate the letters and sounds to the particular words they
represent (word recognition)
Fluency: identifying words accurately in an effortless
manner and being able to read them in text with appropriate
intonation, stress and phrasing
Vocabulary: knowing and understanding the meanings of
words and using them with flexibility and precision
Comprehension: the process and product of constructing
meaning from what is read, involving an interaction between
a reader and a text, for a purpose and within a context 10

11. Sample Reading Activities
Before Reading (Pre Reading)
During Reading
After Reading

12. KWL
K= What the reader already knows
L= What the reader wants to learn or know.
L= What I learned

15. “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 DISAGREE STATEMENT
E
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.

16. Sketch
Through Text
Daniels, H. and Zimmerman, S. (2004). Subjects
Matter: Every Teachers‟ Guide to Content –Area
Reading. Portsmouth, NH: Heinemann, p 121.

17. Stop and Write

18. SQ3R

20. DRTA

21. DRTA

22. Story Impression
 Step One
 Make a 3 column chart on a sheet of paper.
 Label it like this:
Word Group The
Definition Dictionary
Definition
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23. Story Impression
Step Two
In your group, assign a definition to each word.
Step Three
Create a story using each word with the definition that your
group assigned.
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24. Story Impression
Step Four
We will now read the text from which the words were
selected. As we read, write the new definition for each
word in the 3rd column.
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25. Author‟s Chair
 Select a reader from your group.
 Volunteering for the “Author‟s Chair”
 Clap when author goes to the chair
 Read the piece
 Clap when the author has finished reading
 Discuss what we liked about the story
 Clap again when the author leaves the Author‟s Chair

26. Story Impression
 introduces vocabulary
 taps into students‟ prior knowledge
 catapults the reader into active reading and
comprehension

27. VOCABULARY AND TERMINILOGY

28. Samples are from: McKnight, K. (2010). The Teacher's Big Book of
Graphic Organizers: 100 Reproducible Organizers that Help Kids with
Reading, Writing, and the Content Areas. Jossey-Bass. 28

29. Samples are from: McKnight, K. (2010). The Teacher's Big Book of
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Graphic Organizers: 100 Reproducible Organizers that Help Kids
with Reading, Writing, and the Content Areas. Jossey-Bass.

30. Concept Sorts
 What is it?
 Introduces students to the vocabulary of a new topic or book.
 Students are provided with a list of terms or concepts from reading
material.
 Students place words into different categories based on each
word's meaning.
 Categories can be defined by the teacher or by the students.
 When used before reading, concept sorts provide an opportunity
for a teacher to see what his or her students already know about
the given content. When used after reading, teachers can assess
their students' understanding of the concepts presented.

31. Concept Map
You or the student selects a word or concept for the center box of the organizer.
In the box directly above, students should write the dictionary definition of the
word or concept.
Students should record key elements of the word or concept in each of the boxes
on the upper left side.
In each of the boxes on the upper right side, the students should record
information that is incorrectly assigned to the word or concept.
Examples of the word or concept are recorded in the boxes along the bottom of
the page.
The „„What is it like?‟‟ and „„What is it NOT like?‟‟ boxes can be particularly
challenging.
Be sure to model responses to these or allow students to work in pairs so that
they will have greater success in completing this activity.

33. Word Detective
 The importance of encouraging students to study
words cannot be emphasized enough.
 In this center, students are prompted to research the
etymology of words (and content area terms) and
connect visual images to the words that they encounter.

34. Creating Slide Shows
 www.photopeach.com
 Sample from an Algebra
teacher
http://photopeach.com/albu
m/tculv0?invitecode=b684e
a3b5c

35. Vocabulary Demonstration
Lesson
 http://www.adlit.org/media/mediatopics/vocab/
 http://www.adlit.org/media/mediatopics/vocab/

36. Visuals
 Graphic Organizers and other visuals support student
comprehension and understanding of text.
 Here is an example from a Social Studies teacher
 http://www.adlit.org/media/mediatopics/contentarea/

39. 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.

40. More Resources
www.readingquest.org
www.adlit.org
www.readwritethink.org

41. How to Reach Me
 Email: Katie@KatherineMcKnight.com
 Website: www.KatherineMcKnight.com
 Twitter: @literacyworld
 Facebook: Katie McKnight Literacy
For more materials and updated powerpoint,
see my blog at www.KatherineMcKnight.com
and http://goo.gl/J242X for additional
materials.
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