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Increasing Interdisciplinary Reading and Writing Skills Presentation

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... Decoding Morphology Fluency Vocabulary Text comprehension Reading and writing Motivation & relevance * Jump ... Engaging ESL Students Participant ... – PowerPoint PPT presentation

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Title: Increasing Interdisciplinary Reading and Writing Skills Presentation


1
Increasing Interdisciplinary Reading and Writing
SkillsPresentation Brain Storming Audience
Participation
  • Collected resources for new teachers
  • Sharon Orr Duncan
  • http//www.austincc.edu/teacher/public.php

2
Objectives
  • To provide new teachers with the basics of
    reading and writing skills to immediately apply
    to their content pedagogy.
  • To provide a resource for veteran teachers and
    mentors to use for new teacher review and study.
  • To collect successful teacher strategies,
    activities, tips for new teachers.
  • Share as we go!
  • Use index cards or PPT notes

3
Teaching Reading Writing Skills
  • Elementary teachers are well-trained to teach
    reading in Texas, using specific models and
    resources. One of the best models comes from the
    Higher Education Collaborative, the University of
    Texas at Austin. Listed are key points
  • Essential Components of Reading Instruction
  • Phonological Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • Features of Effective Instruction
  • Instructional Strategies for reading and writing
  • Response to Intervention
  • English Language Learners
  • Hougen, Marty, PhD. "Essential Components of
    Reading Instruction and Supporting Research." The
    Meadows Center for Preventing Educational Risk,
    UT, Austin, 2010.

4
Basic Strategies
  • Make connections to prior learning and to
    real-world knowledge.
  • Introduce vocabulary words before starting text
    reading.
  • Ensure that students understand the parts of a
    text (heading, title, subsection, glossary, table
    of contents, graphics, summary statements, quick
    self-assessment of activities and practice
    questions. Students then grasp how the text works
    in their favor toward managing their reading.
  • ENGAGEMENT The words and concepts must come
    alive for students to LEARN. Research shows that
    writing together builds skills by using
    engagement and multiple viewpoints. Consider
    these ideas from the National Writing Project
    http//www.nwp.org/cs/public/print/doc/resources/w
    rite_together.csp
  • Others that work ________________________________
    ___________________
  • __________________________________________________
    ________________
  • __________________________________________________
    ________________
  • __________________________________________________
    ________________
  • __________________________________________________
    ________________
  • __________________________________________________
    ________________

5
Reading and Writing Activities
  • What works best for you?
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • QSP trains students to internalize information
    and make it more relevant.

6
Letters
  • Bring words to life using letters Teachers have
    access to sources, supplementary texts,
    out-of-adoption or not-adopted textbooks, and
    primary sources widely available on the internet.
    Writing letters becomes motivational and engaging
    when students can make applications to famous or
    personal family letters. Bring personal letters
    or ask friends for samples of important letters
    so students can study the format, cursive
    handwriting, a little writing analysis, and
    analysis of voice. My own family letters provided
    insight for students when combining history,
    geography, educational levels, economic status,
    and simply the centuries-old language used in
    former generations. Collect letters from your own
    family that will "show and tell" the past.
  • A Civil War letter from a farmer to his wife
    instructs
  • "...plant best ground in corn and make
    all the corn you can see to the stock well and
    fail not. Shore get 2 par of cotton cards from
    the Yankys if you can atall buy one spinning
    wheel. Be suhre to make cloth a plenty. I think
    you the little girls can make plenty manage for
    the berry est. I dont want you and the children
    to suffur..."
  • A letter acknowledging a marriage offer states
  •  "You asked me a decided question and also
    for a decided answer which I dont feel competent
    to answer now. It is a very delicate and solemn
    question, which should be well-considered, will
    give you a decided answer one way or the other
    when I get home and as for your jesting on the
    subject I believe you too much of a gentleman to
    do such a thing. Will be home on the first Oct."
  • A letter informing children of family death
  • "I address you a few lines in much love
    but in a disconsolate state of mind. The Lords
    doings is right. Behold, he taketh away, who can
    hinder him? Who will say unto him, what doest
    thou? Mr. Orr died on the 5th and was buried at
    the McKnight buring ground at 4 o clock the
    6th..."
  • A letter to my Uncle Johnny Stovall from the
    Chicago Bears Football Club in 1937, written by
    George Halas
  • "We would like to have you play with
    the Bears and for the first year will give you a
    contract calling for 115.00 per game. You must
    take into consideration not only the regular
    League schedule of about twelve games, but also
    the fact that the Bears play more exhibition
    games than any other team in the League. This, of
    course, affords you extra salary." 
  • Other letters to use______________________________
    _______________________________________

7
Reading Basic Skills Strategies
  • Content area teachers must provide scaffolding
    activities for students. Specific areas include
  • Decoding
  • Morphology
  • Fluency
  • Vocabulary
  • Text comprehension
  • Reading and writing
  • Motivation relevance

8
Oral Reading Activities
  • Jump-in reading
  • Guided oral reading
  • Choral reading
  • Partner reading
  • Speeches
  • Other
  • ______________________________________
  • ______________________________________

9
Comprehension Questioning Strategies
  • Train students to ask and answer questions!
    Inner-Outer circle is a strategy that focuses
    students on asking questions.
  • Generate
  • Answer
  • Higher Critical Thinking Skills

10
I. Explicit Instruction
  1. The name of the strategy,
  2. How to use the strategy,
  3. Explicit modeling of the strategy,
  4. Examples of when to use the strategy,  
  5. Possible adjustments to the strategy for
    different tasks, and
  6. The usefulness of the strategy.

11
II. Guided Practice
  • During this phase, students practice the
    strategies that they learn with support from the
    teacher and other students. As the guided
    practice phase proceeds, the teacher assumes a
    less active role in student strategy use.
    Supporting students in collaborative work to
    learn new strategies is a critical part of guided
    practice. Teachers can support strategy use
    during this phase by
  • Breaking the strategy into simplified steps,
  • Giving cue cards or checklists for strategy
    steps,
  • Reverting to explicit instruction and modeling as
    necessary, and
  • Allowing students to work in small groups to
    practice a strategy together.

12
III. Independent Practice Debriefing
  • Best practices for interdisciplinary reading and
    writing
  • ____________________________________
  • ____________________________________
  • ____________________________________
  • ____________________________________
  • ____________________________________
  • ____________________________________

13
Teaching Vocabulary
  • Word identification and word analysis
  • Pragmatic awareness
  • Multi-syllable words
  • Various meanings of words
  • Text structure (cause and effect)
  • Pronunciation
  • Visual aids - computer-generated
  • Other __________________________

14
Interventions using Data
  • Assess
  • Analyze
  • Plan
  • Group, Team and Pair
  • Deliver with Effective Instruction
  • Progress Monitor

Study table How many students need help with 4
or more math objectives? How could you pair
students to peer tutor? Which students need
small grouping with the teacher? How many
students need reading assistance?
15
Participant Tips Engaging ESL Students
  • _______________________________________
  • _______________________________________
  • _______________________________________
  • _______________________________________
  • _______________________________________
  • _______________________________________

16
Participant Tips Interdisciplinary Reading
  • ___________________________________
  • ___________________________________
  • ___________________________________
  • ___________________________________
  • ___________________________________
  • ___________________________________
  • ___________________________________

17
Participant Tips Interdisciplinary Writing
  • _________________________________
  • _________________________________
  • _________________________________
  • _________________________________
  • _________________________________
  • _________________________________
  • _________________________________

18
Participant Tips Content area Teacher Miracles
  • _______________________________
  • _______________________________
  • _______________________________
  • _______________________________
  • _______________________________
  • _______________________________
  • _______________________________

19
What Parents Can Do
  • Read to children 
  • Tell stories 
  • Ask questions about reading material 
  • Talk about the text, words and sounds, and new
    words 
  • Encourage children to scribble and make pictures
    as they pretend to write 
  • Make connections between books, pictures, and
    stories and the real world and school 
  • Create positive interactions for children 
  • Join school activities and groups 
  • Stay in touch with teachers about student
    progress and needs. 
  • Select a school with an intentional reading and
    writing program.
  • Other ______________________________________
  • ____________________________________________

20
Presentation Evaluation
  1. Identified new information for my own classroom.
  2. Identified new information and a resource for
    other teachers at my campus.
  3. Practiced everything presented but can use it as
    a resource for others.
  4. Judged everything presented and cannot use the
    information provided.

21
Thanks! Feel free to contact me!
  • Sharon Duncan
  • Austin Community College
  • 5930 Middle Fiskville Rd.
  • Austin, TX 78752
  • 512.223.7650
  • sduncan_at_austincc.edu
  • http//www.austincc.edu/teacher
  • This training is a draft. Will go live December 1
    with interactive material and certificate for 7
    hours professional development.
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