This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Content Area Reading Strategies
1. Welcome to Content Area Reading Strategies and Vocabulary Development
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9. Before Reading Strategies Anticipation Guide Chapter Walk ABC’s of ______________ KWL/ KNL Below the Line
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Notas do Editor
8:00-8:30 collect materials from classrooms. Begin at 8:30 sharp NEED 6 copies of student texts from any subject
Why are we here? Any other concerns to discuss about students literacy needs. share PSSA reading scores--- they are all of our responsibilities, not just English teachers.
Secondary teachers have not “signed up” to teach reading, but reality has hit that literacy skills are the make or break. We are training students for jobs that have not yet been created. Not only is it important to have them learn the content, but to think critically and have the ability to read, write and respond to a variety of text.
Fighting your expertise and knowledge is difficult, I do believe that all students can learn maybe not to the extent of the top, but when given the skills they can be part of the class and the knowledge shared in that class.
Referred to as B D A’s, the cognitive learning process, activating prior knowledge (before reading strategies, graphic organizers for during strategies, note-taking etc. After strategies can include summarization, but many other creative ways for students to show and share what knowledge they gained and questions they still have.
HAND OUT PACKETS!
Rethinking the Problem: Crisis and Opportunity Hand out article and Anticipation guide
Hand out text features
Hand out Blank ABC (2 copies each)– Brainstorm prior knowledge if topic is vacation destinations
Copy of KNL
No example needed- it is a blank page to begin with
Hand out envelopes with words and have them sort into categories
Show example of the circle and then return to the slide
Hand outs- blank vocab circle and example
Hand out blank Magnet summary and example
Hand out vocab chart and example Do NOT USE ANY ONE STRATEGY EVERY TIME- RETURN TO THE ONES THAT WORK- BUT DO NOT BORE THE STUDENTS.
Add link to slide for think aloud about vocabulary
Models of the note taking
Read article and model how to complete the role- whole group –article from Meeting the challenges of adolescent literacy
Continue with information about Adolescent Literacy Continue to use the article on Adolescent Literacy
Notes/article on swine flu
Using info from swine flu
See Handouts and teacher editions of textbooks. Swine flu vs. flu
Printed instructions--- I use forms instead of notecards- either are fine -- article from anticipation guide “Rethinking the Problem: crisis…” handout form for STLWFM
Using the article from the during activity Four Square –why a schoolwide literacy focus is critical?
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