# Presentation: 360225

## Reading in the Content Areas—It’s Just Different

- Differentiating to Meet the Needs of All Learners in the Content Areas
- Archived Information
- Theresa Hinkle

## Why is content area reading so different/difficult?

**Text/assignment features**
- Technical/specialized vocabulary
- Variance of readability
- Different organization from narrative
- Multiple concepts

## Reader variables

Varied levels of experience

Lack of instruction in expository reading

Varied interest/motivation

Gaps in knowledge of study techniques

Previous emphasis on skills not process

- Varied levels of experience
- Lack of instruction in expository reading
- Varied interest/motivation
- Gaps in knowledge of study techniques
- Previous emphasis on skills not process

**Why is content area reading so different/difficult?**

## Metacognitive Readers

**Tacit readers**
- Lack awareness of process
- Unconsciously incompetent
- “Don’t know that they don’t know”
**Aware readers**
- Realize there is a problem with reading
- Don’t know how to fix the problem
- Consciously incompetent
- “Know they don’t know, but...”

## Levels of metacognition

**Strategic readers**
- Know and use a variety of comprehension strategies
- Consciously competent
- “Usually know what to do”
**Reflective readers**
- Apply strategies as needed
- Reflect, revise, adjust
- Consciously competent
- “Know what to do and do it regularly”
*	**	**	**	**                     ** **(Perkins and Swartz, 1992)*

## Shifting Paradigms

**Change from “learning to read” to “reading to learn”**
- Requires that reader has better understanding of process
- Requires teacher to modify instruction to “front end loading” model
- Emphasis on pre-reading activities
- Differentiated activities
- Connected to students’ prior knowledge
- Establishes focus and purpose
- Builds scaffolding for struggling students
- Explores/expands vocabulary

## Front End Loading Model

**During reading activities**
- Guided, structured
- Requires active participation of reader
- Silent/independent
- Utilizes/builds on pre-reading activities
**Post reading activities**
- Check for understanding
- Clarify comprehension
- Extend and expand knowledge

## Vocabulary Activities

**Address technical/specialized vocabulary**
- Adding Up the Pieces activity
**Connect to known words and concepts**
- Family Ties
**Builds on strengths/prior knowledge**
- List/group/label

## List/Group/Label Activity

**Students look for relationships among words**
**Group words according to relationships**
**Identify overall concept**
**desertification      Bedouins       oasis**
**loss of culture      fellaheen****	****        Islam**
**Berbers                 souks             role of        ****	****	****	****                                   women**
**	****	**

## Making ConnectionsPre-Reading Activities

**Prediction/Anticipation Guide**
**	****Before reading the passage on India, indicate with a “T” or “F” if you believe the statement is True or False.**
**When a member of the Parsi religion dies, he is placed on a high platform so the vultures will pick his bones clean.**
**Many Indians bathe or brush their teeth in the Ganges River.**

## Prediction/anticipation guide

**Because there are so few trees in India, cow dung is often used as a fuel.**
**Women in India cannot vote or hold public office.**
**	****As you read, cite the page and paragraph where information is found.**

## Text-to-self Connections

**Indicate with an “A” or “D” if you agree or disagree with each of the following statements.**
**  ****Life involves suffering.**
**  ****If you don’t try to accumulate a lot of**
**     ****material wealth, you’ll be happier.**
**3.  It is important to think good thoughts.**

## connections

**How you act toward others can have a big impact on your life now and in the future.**
**	****As you read, determine how a Buddhist would respond to these statements.**

## During reading activities

**Must be structured to support struggling reader and guide reader to proficiency**
- REAP (Read, Encode, Annotate, Ponder)
- (Eanet and Manzo, 1976)
- Interactive Reading Guide
- (Wood, 1988)
**May confirm and/or adjust pre-reading activities**
**Must actively engage the reader**
- Design and completion of graphic organizer
- Note taking
- Two column notes

## Post reading activities

**Check for understanding**
**Clarify**
**Extend knowledge**
**Build on pre and during reading activities**
**Reinforce skill and strategy development**
**Address variety of strengths and needs**