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CONTENT AREA READING 3081
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Table of Contents
Content Area Reading 3081
1
Standard
3
Learning Expectations
4
Strategies for Explicit Instruction
5
Reading Terms to Know
6
Framework for Reading (Graphic)
9
B-D-A Lesson Format (Graphic)
10
Reading Strategies - Instructional Teacher Strategies (Graphic)
11
Reading Strategies - Learner Strategies (Graphic)
12
K-W-L Plus
13
K-W-L Plus (Graphic)
14
K-N-W S (Graphic)
15
Chunking the Text
16
Directed Reading and Thinking Activitiy (DR-TA)
17
Read Aloud
19
Think Aloud
21
Survey Question Read-Recite-Review (SQ3R)
23
Retelling
24
Mathematics Retelling Rubric
26
Literary/History Retelling Rubric
27
Science Retelling Rubric
28
Question/Answer Relationship (QAR)
29
Graphic/Visual Organizers
30
Venn Diagram
31
Venn Diagram (Graphic)
32
T-Notes
33
2 Column/T-Notes (Graphic)
34
Discussion Web
35
Math
36
Social Studies
37
Discussion Web (Graphic)
38
Cause and Effect Graphic Structure
39
Cause and Effect Graphic Structure (Graphic)
40
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Sequential Order
41
Sequential Order (Graphic)
42
Concept Maps
43
Concept Maps (Graphic)
44
Frayer Model
45
5 Step Problem Solving
Writing To Learn
46
Academic Journaling Connected to Content Area
Response Journals
47
Double-Entry Journals
49
Learning Logs
50
Sample Learning Log Assignment
52
Point-Of-View Study Guides
53
Gist Statements
54
Express Writing
55
Exit Slips
56
Vocabulary Development
57
Word Bench - Prefixes
58
Word Bench - Roots I
59
Word Bench - Roots II
60
Word Bench - Suffixes
61
Word Sorts
62
Supporting Strategies for Teacher Use
63
Anticipation Guides
64
Reciprocal Teaching
65
Guided Reading Procedure (Fountas & Pinnell, 1996)
66
Guided Reading Procedure (Manzo, 1975)
67
Interactive Reading Guides
68
Example of an Interactive Reading Guide
69
Jigsaw
70
Visual-to-Print
71
Bibliography
72
Other Sources
73
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1
CONTENT AREA READING 3081
Full or Half Credit Elective Course Option
Taught by certified teacher of language arts, mathematics, science, or social studies
Course Description:  The students will learn, practice, and internalize strategies that are essential
life-long learning skills for reading, writing, understanding, and interpreting content specific
materials.  The strategies will be applied in the content areas of English, mathematics, science, and
social studies.  Skills will include previewing and reviewing print and non-print text, activating prior
knowledge, processing and acquiring new vocabulary, organizing information, understanding visual
representations, self-monitoring, and reflecting.
Strategies for Explicit Instruction
1.  K-W-L Plus
2.  Chunking
3.  DR-TA
Read Aloud
Think Aloud
4.  SQ3R
Retelling 
5.  QAR
6.  Graphic/Visual Organizers
Venn Diagram
2 Column/ T-notes
Discussion Web
Cause and Effect Chart
Sequential Order
Concept Maps
7.  Writing to Learn
Academic Journaling
Response Journals
Double-Entry Journals
Learning Logs
Point of View Study Guides
Gist Statements
Express Writing
Exit Slips
8.  Vocabulary Development
Concept Maps/Webs
Word Bench
Word Sorts
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Supporting Strategies for Teacher Use
1.  Anticipation Guide
2.  Reciprocal Teaching
3.  Guided Reading Procedure
4.  Guided Reading
5.  Interactive Reading Guides
6.  Jigsaw
7.  Visual-to-Print
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STANDARD
AND
LEARNING
EXPECTATIONS
4
STANDARD
Standard:  The student will develop the reading skills necessary for word recognition,
comprehension, interpretation, analysis, and evaluation of print and non-print text.
Learning Expectation:  Develop independent pre-reading strategies to facilitate comprehension.
a)  Develop strategies to access prior knowledge and to make predictions.
b)  Preview text for format and key elements.
c)  Identify and define content specific vocabulary.
Learning Expectation:  The student will use interactive strategies to derive meaning from text.
a)  Use interactive strategies to access vocabulary by decoding words or identifying words in
context.
b)  Use interactive comprehension strategies to enhance understanding and to respond to text
content.
Learning Expectation:  The student will use appropriate strategies to respond to text.
a)  Summarize content and filter relevant information in order to build a knowledge base.
b)  Interact with text to connect to and form personal interpretations.
c)  Interpret ideas, recognize logical relationships, and draw conclusions based on sufficient
evidence.
d)  Make connections to previous learning, other content areas, and personal experiences.
Learning Expectation:  The student will evaluate and reflect upon learning strategies utilized to
make meaning from text.
a)  Discern reading strategies appropriate to text and the individual.
b)  Apply the strategies and processes learned to a variety of texts and contents.
5
STRATEGIES
FOR
EXPLICIT
INSTRUCTION
6
READING TERMS TO KNOW
1.  Authentic assessment uses actual literacy tasks for the purpose of determining student
performance, as opposed to relying solely on traditional forms of testing.
2.  Balanced reading is a reading program which includes phonemic awareness, decoding, fluency,
calling on prior knowledge, vocabulary-building, comprehension, and motivation.
3.  Clustering is grouping information to help children remember it better; a form of brainstorming.
4.  Critical listening is listening for a specific purpose (e.g., evaluation, information, entertainment).
5.  Critical reading is reading “text in such a way as to question assumptions, explore perspectives,
and critique underlying social and political values or stances.”  (IRA and NCTE, 1996, p.71)
6.  Experience stories are teacher-directed stories written by the teacher and the students to reflect a
group experience.
7.  Expository writing refers to a precise, factual, informational writing style.
8.  Implied meaning is meaning which cannot be cited from the text but which may be drawn from
the reading; reading “between the lines.”
9.  Letter-sound correspondence means recognizing the corresponding sound of a specific letter
when that letter is seen or heard.
10. Metacognition is the awareness and knowledge of one’s mental processes such that one can
monitor, regulate, and direct them to a desired end; self-mediation; thoughts about thinking
(cognition); for example, thinking about how to understand a reading selection.
11. Non-print text means visual media other than printed material (e.g., photographs, movies,
symbols).
12. Paired reading means partners reading aloud to each other for the purpose of practicing, sharing,
developing fluency, communicating information, or modeling oral reading technique.
13. Paired writing refers to two students collaborating to create one piece.
14. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes.
15. Phoneme awareness is an understanding that speech consists of a series of small sound parts.
16. Phonics is the association of speech sounds with printed symbols.
17. Print text is a written, typed, or printed version of a piece of prose or poetry.
18. Reading is a complex developmental challenge that we know to be intertwined with many other
developmental accomplishments: attention, memory, language, and motivation, for example.
Reading is not only a cognitive psycholinguistic activity but also a social activity.
7
Being a good reader in English means that a child has gained a functional knowledge of the
principles of the English alphabetic writing system.  Young children gain functional knowledge
of the parts, products, and uses of the writing system from their ability to attend to and analyze
the external sound structure of spoken words.  Understanding the basic alphabetic principle
requires an awareness that spoken language can be analyzed into strings of separable words, and
words, in turn, into sequences of syllables and phonemes within syllables.
Beyond knowledge about how the English writing system works, though, there is a point in a
child’s growth when we expect “real reading” to start.  Children are expected, without help, to
read some unfamiliar texts, relying on the print and drawing meaning from it.  (Preventing
Reading Difficulties in Young Children, p.15)
19. Reading process is a process in which we construct meaning from print. Any of the sub-
processes, such as word identification or comprehension, that are involved in the act of reading.
20. Reflection  (1)The process or result of seriously thinking over one’s experiences, especially those
valued.  (2)An approach to problem solving that emphasizes the careful consideration of the
nature of the problem, the thorough planning of procedures to solve the problem, and the
monitoring of the processes used in reaching a solution.  (3)In Rosenblatt’s (1978) transactional
theory of reading, a late or final phase of the reading process in which the significance of the
reader’s evocation of the text is reviewed and evaluated.  (4)A sign.  (5)Introspection.
21. Scaffolding is the support and guidance provided by an adult that helps a student function on a
higher level; students develop new cognitive abilities when a teacher leads them through task-
oriented interactions.
The student is seen as constructing an edifice that represents her cognitive abilities.  The
construction starts from the ground up, on the foundation of what is already known and can be
done.  The new is built on top of the known.
The teacher has to provide this scaffold to support the construction, which is proceeding from the
ground into the atmosphere of the previously known.  The scaffold is the environment the teacher
creates, the instructional support, and the processes and language that are lent to the student in the
context of approaching a task and developing the abilities to meet it.
Scaffolding must begin from what is near to the student’s experience and build from what is
further from his experience. Michael Smith calls this moving from “near to home” to “far from
home”; you have to start from home when you journey somewhere new.  Likewise, at the
beginning of a new task, the scaffolding should be concrete, external, and visible.  This is why
math skills are learned from manipulatives, and fractions from pies and graphs.  Eventually, these
concrete and external models can be internalized and used for abstract thought.  One of the
problems of reading is that the processes are internal, hidden, and abstract.  Such strategies as a
DRTA make the hidden processes external, visible, and available to students so that they can be
scaffolded to use and master new reading strategies.
According to Berk and Winsler (1995), scaffolding is an interaction style that fosters cognitive
growth and success in performing specific tasks.  It is characterized by joint problem solving of
an interesting, meaningful, collaboratively approached problem.  Another quality of scaffolding is
“intersubjectivity”, which they defined as the process whereby two participants who begin a task
with different understandings arrive at a shared understanding.  In other words, a student adjusts
her perspective, strategy use, and understanding to gain a more mature approach to the problem,
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