Reading to Learn: Strategic
Instruction in the Content Areas
(Facilitating learning through strategic instruction in Social Studies)
Dr. Beth Christian
Tennessee State University
Adapted from a Powerpoint Presentation prepared by Dr. Pamela Petty
Reading is …
 construction
of
meaning from
text. It is an
active, cognitive,
and affective
process.
Every teacher is a
teacher of reading.
William S. Gray
• Reading is essential in every content
subject …
“In fact, rapid progress in these subjects depends in a
large degree on the ability of pupils to read
independently and intelligently. It follows that
good teaching must provide for the
improvement and refinement of the reading,
attitudes, habits, and skills that are needed in
all school activities involving reading.”
Farstrup, A. E. & Samuels, S. J. (2002). What research has to say about reading instruction.
Newark, Delaware: IRA, p. 186.
Principles of Language-Based
Teaching

Language-Based teachers understand that learning is
a social process.
 Language-Based teachers know that the best
learning occurs when it is whole, functional, and
meaningful.
 Language-Based teacher know that students improve
their reading and writing when given abundant
opportunities to use reading and writing as vehicles
for learning.
Principles of Language-Based
Teaching, cont’d.

Language-Based teachers understand the
importance motivation plays in learning.

Language-Based teachers are continually
moving toward better literacy and content
teaching.
Background knowledge …
 And
prior
knowledge are
critical to the
reading
process.
Social Interaction …
 is
essential to
learning.
 Communities
of learners.

Vygotsky
Reading is social …
Communities
of learners
support
literacy
development.
Best practices in Social
Studies

Constructivist approach
 Addresses multiple intelligences
 Builds on Prior Knowledge
 Involves guided learning
experiences
 Inquiry-based
 Allows for student choice (project
method)
 Involves authentic literature/trade
books in addition to expository
texts
Literature

Literature across the curriculum that relate
to the various content areas
http://www.pampetty.com/adolescentlit.htm
http://www.pampetty.com/
http://www.prenhall/brozo
Readiness Strategies

Direct experiences-tangible connections to
abstract ideas
– Experiential referents—shared, concrete, first-hand
learning activities (film, field trip, hands-on, etc.) -ex.
Pizza activity to teach the scientific process
– Role-Playing/Simulations- ex. Carbon Bonding
Hoedown, marriage bonding as analogy to covalent
bonding
– Read young adult literature about content-area topics
– Guest Speakers and Performers- (most underused
resources)
Effective Comprehension
Routines

Reciprocal Teaching
 Questioning the Author
 Directed Reading-Thinking Activities
 Creative Thinking
 KWHL and Concept Mapping
 Problem and Project-Based Learning
 Inquiry-Based Instruction
Building a Comprehension
Curriculum

Predictions
 Think-Alouds
 Text Structure
 Visual Representation of Text
 Summarization
 Questioning
Literature lessons should
include:

Pre-reading activities
 During-during reading activities
 Post-Reading Activities

http://www.ncrel.org/sdrs/areas/issues/stude
nts/learning/lr2befor.htm
KWL

What you KNOW
 What you WANT to know
 How you Learned what you want to know
 What you Learned
K
W
H
L
Content-Area DR-TA
Directed Reading/Thinking
Activity

Activate prior knowledge (Brainstorm)
 Predict what will be discussed in the text
 Read
 Confirm and Revise Predictions
Verbal Demonstrations

Think-Aloud- Demonstrating thought
processes
 Demonstrating Summarizing

http://www.indiana.edu/~crls/rogerfarr/mcr/
usingta/usingta.html
Process Guides

“Written suggestions that “walk” students
through the processes involved in reading
like an expert in biology or in history”
(Brozo & Simpson, 2002)
QAR-Question Answer
Response


Students learn to locate many sources of
information.
Right There
 Think Aloud and Search
 On my own
Reciprocal Teaching/SelfMonitoring

Good readers monitor their understanding
as they read
 Reciprocal teaching-the student and teacher
take turns generating questions and
summaries and leading a discussion about
sections of a text
 Teachers model self-monitoring and what
active learners do
DRAW Activity

Draw (a question from a hat/box)
 Reflect/Review (in order to answer the
question)
 Attend (and participate in a class
discussion)
 Write (answers to questions in the form of a
quiz)
Charting

Students take more responsibility in their
learning
 Summarize key ideas
 Visually sense the interrelationships
between these ideas
Discussion Webs

To encourage critical and elaborative
thinking
 Visual/graphic representation of thinking
processes
 Examining alternative points of view
 Question should be stated so that there is
more than one point of view
Standardized Testing
NO
Is standardized testing
beneficial to
student learning?
Conclusion
YES
Other Graphic Organizers

http://www.ncrel.org/sdrs/areas/issues/stude
nts/learning/lr1grorg.htm
Links from:
http://edtech.tph.wku.edu/~bchristi
http://www.pampetty.com/
Additional Strategies

History as Perspective taking
 Concept muraling
 WebQuests
 E-sheets
Fix-Up Strategies

Techniques that active learners use when they are trying to increase
their understanding of a particular content-area concept
1. Rereading
2. Reading more slowly
3. Reading ahead
4. Looking back at previous paragraphs/headings
5. Refer to visual aids
6. Make a mental picture
7. Draw of sketch concept
8. Look for examples in the text
9. Check alternative sources