EDUC 551 presentation reading in specific contexts

EDUC 551 presentation reading in specific contexts

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  READING IN SPECIFIC CONTEXTS YadiraAponte EDUC – 551 Reading Processes Dulcinia Nunez, Ph. D.
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  Contents  Vocabulary  Choosinga text book for a context-area course  Roles  Differences between Developmental and Content area reading  Strategies to help student to read content material  Sequence in which the strategies should be presented  Graphic organizers and comprehension of content area reading
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  Vocabulary  Reading: Constructmeaning from the text by using decoding and fluency skills.  Developmental reading: It’s a reading program which consists of several periods or stages. These periods usually coincide with the developmental stages of growth of the student. It is believed that one progresses gradually in acquiring and developing certain skills. It’s emphasize the process (learning to read).  Content-area reading: Is the reading that a person (usually a student) needs to complete and understand in a particular subject area. On this program, teachers usually teach from a single text written at a certain reading level. It’s emphasize the application (reading to learn).
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  Choosing a textbook for a context-area course Brehn and Hasselbring (2013) Content  Is the textbook aligned with the appropriate state/district/Common Core standards?  Is the content accurate?  Is the content current?  Are cultural references accurate and free of stereotypes?  Is the language of the text appropriate for the students who will be using it?  Is the reading level appropriate for the students who will be using it? Instruction  Does the text’s organization convey a sense of purpose for each unit of study?  Does the textbook clarify the prerequisite knowledge that is required by the student?  Are common misconceptions identified and clarified?  Does the textbook show how the content relates to the real world?  Are the ideas developed to promote deep student understanding rather than fact memorization?  Do the activities in the text promote student thinking and reasoning?  Do formative and summative assessments accompany the text?  Are their supplemental materials available, such as videos, CDs, and online resources, to accompany the text?
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  Roles Student  Previous knowledgein at least developmental reading.  Be able to domain the course material.  Can read charts, tables, graphs, maps, globes, and technical instruments. Teacher  Combine the content area class with reading strategies (developmental).  Achieve content area knowledge in their students.  Determine which strategies will help the students to achieve the goal.  Determine the level of difficulty on their course and the ability of their student to read.
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  Differences Developmental area  Severalmultilevel texts.  Learning the process of reading.  Limited to a span of one or two grade levels.  The vocabulary acquisition occur in a natural way, in shorts pace.  Concepts are familiars.  Use mostly printed texts. Content area  A single text at a fixed reading level.  Learning to apply what has been read.  Span five or more grade levels.  Vocabulary is specific and technical, is quick, the student have little time to acquire and understand.  Unfamiliar and complex concepts.  Include reading chat, tables, graphs, maps, globes, etc.
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  Strategies to helpstudent to read content material  Using direct instruction  Conquering vocabulary  Helping with comprehension  Rewriting content material  Incorporating supplemental textbooks  Using audiovisual aids and the Internet  Promoting cooperative learning groups
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  Example: Yomar’s 7thgrader class - Holocaust Using direct instructions: • Important concepts and why are important: Holocaust, World war II, Adolf Hitler, etc. • Use organized manner: Explain first Hitler then your idea, then the holocaust, etc. • Unusual vocabulary: genocide, holocaust, Jewish, etc. • Specific textbook areas: read the chapter #1 for example • Summarize oral and writing • Explain and keep the student interested.
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  Example: Yomar’s 7thgrader class - Holocaust Conquering vocabulary  Learning a new meaning for a know word Example: Aryan : People who speak an Indo-European language. By the Nazis to describe people with physical characteristics (such as blonde hair and blue eyes) as racially “superior”.  Learning the meaning of a new word to describe a known concept. Killing of Jews = Holocaust  Learning the meaning of a new word for an unknown concept. Genocide = The deliberate killing of a large group of people, especially those of a particular ethnic group or nation.  Clarifying and enriching the meaning of a known word. Kill, assassinate, genocide
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   Helping withcomprehension Re-read to understand Example: The student’s can review the factors that cause the Holocaust, extract the main idea, use pictures, graph, etc. Takes notes while reading Try to figure the meaning of new words in the same text. Make connections between the main idea and the contents. Summarize in you own words. Group discussion Example: The teacher can create groups to discuss what they understand of the Holocaust Example: Yomar’s 7th grader class - Holocaust
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  Example: Yomar’s 7thgrader class - Holocaust • Rewriting content material This help the student gain confidence. • Incorporating supplemental text books and or internet sites Example: The teacher can provide to the students some webs sites who explain the Holocaust in a simple way, also can bring to the classroom novels like “Schlinder’s List” or “The diary of Anne Frank” to read in class.  Using audiovisual aids and the internet The teacher can recommended movies about the Holocaust or bring it to the classroom. Also can show pictures in a projector.  Promoting cooperative learning groups Example: The teacher can create group to discuss the consequences of the Holocaust on the 21th century.
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  Sequence in whichthe strategies should be presented Getting a feel for the text Questions to ask Select core vocabulary Predictions Analogies Concept maps Before reading Question to ask Reciprocal teaching techniques Summary notes During Reading Question to ask Vocabulary prediction Analyze good and bad example of writing Other reading related to the course After reading
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  Graphic organizers andcomprehension of content area reading Types of graphics Concept mapping Flowchart
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  Graphic organizers andcomprehension of content area reading Types of graphics Venn diagram Matrix
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  Graphic organizers andcomprehension of content area reading Types of graphics Webbing
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  Conclusion In the 21thcentury the content area teacher’s have a challenge, they have to be reading teacher’s too. This isn’t impossible, many content-area teachers must take courses in reading and writing to develop their students skills. Continuous education is necessary for all the educators.
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  References Sousa, D., (2014).(2nd ed.). How the Brain Learns to Read. Corwin Press How Your Brain Learns to Read: Professor Stanislaus Dehaene Posted by Peter Barnes on March 8, 2016 at 5:52 PM https://blog.learnfasthq.com/how- the-brain-learns-to-read-professor- stanislaus-dehaene