Reading in the Content Area
3 likes968 views
This document outlines an agenda for a professional development session on reading in content areas. It includes times for independent reflection, partner and group discussions, readings on related topics, and activities using graphic organizers. The session is designed to help educators understand the challenges students face with comprehension, recognize patterns to help organize information, and implement note-taking strategies and organizers in the classroom. Color-coded partners and rotating expert roles are utilized to facilitate collaboration among participants.
Reading in the Content Area
- 1. Reading in the Content Areas If Not Me, Then Who? Title of presentation & some resources swiped from McRel’s Rachel Billmeyer & Mary Lee Barton... Other credits will be noted on slides and documents.
- 2. Clock Partners • If you have not done so already, be sure your clock is complete. • How many of us are there? How many hours will we fill? I.e. If we have 20 participants, we will not use hours 11:00 and 10:00; so, cross them out to save confusion.
- 3. What you need: • 10:05-10:15 - If you have not completed the survey that is in your email, please do so yesterday. :) • 10:05-10:15 - Open the document, “Reading in the Content Areas PD,” type your name where prompted, and complete the Expectations portion. • Your charged computer with the G-T PD Wikispace open to the Reading page for journaling. • Be prepared to move around 3-4 times. • To start, sit next to your 1:00 partner. • Smile. This is fun.
- 4. Participants • Darci 1 • Brent 6 • Natasha 5 • John 4 • Tiffany 2 • Mel 1 • Tyler 6 • Anne 5 • Barb 3 • Marlys 2 • Karlton 1 • Marlana 6 • Todd 4 • Stephanie 3 • Mark 2 • Corey 1 • Joann 5 • Carol 4 • Marc 3
- 5. Share with 1:00 Partner • You have one minute: • Why are you in education?
- 6. Survey Results • https://docs.google.com/spreadsheet/gform? key=0An3QUJx16hqPdDlndERjZnlFeVdHcTl GVVRBREpackE&hl=en_US&gridId=0#chart
- 7. Common Themes • Student motivation & parent support are no doubt factors that either make our jobs a little easier or a little harder, but the fact is that what we plan, implement, require, and follow-through with in cadence have far greater influence than what we cannot control... • Worrying about the first two variables only weighs us down and wastes our time. • We have to play the hand we are dealt.
- 8. Expectations • What do you expect students to do? • If you expect students to be lazy, disregard the importance of academics, and hand in work late if at all; if you have settled for less... • then you are probably going to get what you expect. • If you expect students to make improvements, take learning in your classroom seriously, and get work in with effort and on time... • then you are probably going to get what you expect.
- 9. What’s really going on... When students lack the skills necessary to comprehend what they are reading, they struggle with text. Over time, this struggle can lead to their lack of enthusiasm when it comes to reading. Reading in the content areas involves the use of prior knowledge to connect what students know to new information being presented. It is also requires an understanding that authors use patterns to organize their writing. When students are able to recognize these patterns, they can more readily comprehend the text, especially if they use a note taking strategy and a graphic organizer to help them frame their thinking. So... ... ... ...What?
- 10. To blame or not to blame... The point is that we might be the only positive light in some of our students’ lives, even if they don’t realize it or thank you for it now... It’s what we do with that power that makes the difference. In preparing for the journey and in recognizing that students and families have all sorts of baggage, we have to provide the most structured and smooth learning ride we possibly can for students to learn how to organize their education in a way that sets them up for success.
- 11. Share with 2:00 Partner • You have one minute: • Why are you in education?
- 12. In Front of You Supporting Documents • Graphic Organizers (To be completed with each reading) • Red Flags & Green Flags for Implementation Reading Strategies for Independent Strategic Readers (Break down learning with one organizer with your clock partner) • Roles for Collaborative-Based Learning (to be used for the “New Learning & Share Out” activity) Literature • Getting Started with Reading Documents (Read with your clock partner) • Strategy Articles (Read with your color-coded partners) • BG on Reading Comprehension (Read with your color-coded partners)
- 13. Timeline 10:15 - Pre-assessment/Journal - Wiki Independent Reflection-Expectations 10:20 - Intro & Survey Independent Reflection-Prior Knowledge 1:00 & 3:00-Education 5:00-Red&Green/Strategies 10:30 - Getting Started with Reading + G.O. 7:00-2 Pieces of Literature to Consider Individually, and as needed, you may 10:50 - 2-Readings & a Strategy + G.O. slip in a quick break during your color-coded collaboration time. Color-Coded Friends-Reading Comprehension Please be responsible to your partners, 11:10 - Expert Roles Create to your colleagues, and to the activities scheduled for this session. Color-Coded Friends-Reading Comprehension In other words - make it 11:30 - Expert Roles Share quick please. Color-Coded Friends-Reading Comprehension 9:00-One Major Take-Away 11:50 - Post-assessment/Journal - Wiki (Please post your response before you leave today.) Independent Reflection