Literacy Strategies in the
Content Areas: Developing
Independent Learners
Stacy Reeves, Ph.D.
The University of Southern Mississippi
Hattiesburg, MS
stacy.reeves@usm.edu
Literacy strategies are easy
to incorporate into any
content area/subject.
When teachers scaffold reading
and writing strategies in the
subject areas, students expand
vocabulary, increase
comprehension, and develop
independence in learning.
What is scaffolding?
Scaffolding is when teachers
build new knowledge on
what is already known.
What are literacy strategies?
They are activities,
approaches, or techniques
that involve reading,
writing, listening,
speaking, viewing, and
visually representing
How do we develop independence
in learners in a scaffolded way?
Whole Class
Small Group
Pairs
Individuals
Apply
This model is based on “The Phased Transfer Model of Instruction” by Karen D. Wood (2002).
What are nine literacy
strategies which can be used to
incorporate aspects of literacy
into the content areas, develop
independence in learners and
enrich learning?
Characteristics:
Definition:(OR NonCharacteristics)
Concept
or Word
Examples:
Non-Examples:
Frayer
Model
http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/6.pdf
Let’s do one together…
http://oame.on.ca/main/files/thinklit/FrayerModel.pdf
Let’s do one together…
http://oame.on.ca/main/files/thinklit/FrayerModel.pdf
Students should WRITE
about this information.
http://oame.on.ca/main/files/thinklit/FrayerModel.pdf
Word/Term:
Synonyms
Other Forms
of the Word:
Antonyms
Vocabulary Word, Part of
Speech, and Definitions:
Sentence or
Phrase from Text:
My Association,
Sketch, and/or
Example:
My Own Sentence:
Word/Term:
Adding
Fractions
Synonyms: Fractions can
be converted to Decimals
Antonyms: Fractions cannot
be Irrational Numbers
Other Forms of the
Word: Proportional
relation between
an object part and
the object whole
My Association, Sketch, and/or Example:
Vocabulary Word, Part of Speech, and
Definitions:
Fractions consist of two numbers. The
top number is called the numerator.
The bottom number is called the
denominator
A cake with one quarter removed, and
the remaining three quarters are shown.
Sentence or Phrase from Text: To add
two fractions with the same
denominator, add the numerators and
place that sum over the common
denominator
My Own Sentence:
The first rule of addition of fractions
is that only like quantities can be added.
http://www.321know.com/fra410x2.htm
Word Sort – Open and Closed
 Provide a word list and have
students place the vocabulary
words into categories.
 When the categories are provided,
the Word Sort is Closed.
 When the students make the
categories, the Word Sort is Open.
Word Sort - Closed
How do you think these words should be sorted?
Write them on a yellow square on the
Word Sort.
Backbones
No Backbones
Others
Whales, Oysters, Lobsters, Sea Weed,
Plankton, Starfish, Clownfish, Dolphins
Think about one of the strategies. How will
you develop independence in learners? How
will you structure their learning?
Whole Class
Small Group
Pairs
Individuals
Apply
Stop
Think
Pair and Share
Two Ideas
RAP Strategy
R – read a paragraph
A – ask yourself what the
paragraph was about
P – put the main idea and two
details in your own words
RAP – an example
Plant Seeds
Planting seeds is a perfect springtime activity!
Have teachers select seeds that have a high
probability of germination so that children will
"see" success. These might include flowers, such as
primrose, marigold, and zinnia, or plants, such as
lima or runner beans, radish, and pumpkin.
Pumpkin plants will be ready to be taken home or
transplanted outside the school in three to four
weeks. (Pumpkins also have the advantage of
maturing in the fall, providing a great opportunity
to discuss the seasons.)
RAP – an example
R – Read the paragraph “Plant Seeds”
A – Ask yourself what the paragraph is
about
 This is about teachers helping
children plant seeds to see them
grow.
RAP – an example
 P – Put the main idea and two details
in your own words
 Planting seeds is great for teachers and
students to do.
 The best seeds to choose are ones that
will easily spout and/or bloom.
 Flower seeds or vegetable seeds may
be chosen and a pumpkin is an
especially good choice.
I-CHART (Inquiry Chart)
An I-Chart or Inquiry
Chart is used to
investigate several sources
for a series of guiding
questions or main
concepts about a topic.
I-CHART (Inquiry Chart)
First, the teacher should
determine what the questions
and concepts should be, and
after the students have
worked with an I-Chart, the
students can help write the
questions and concepts.
I-CHART (Inquiry Chart)
Next, the questions are
listed at the top of the
chart.
The sources to be used are
listed on the left hand side
of the chart.
I-CHART (Inquiry Chart)
The students investigate the
questions using the sources.
The teacher and the students
discuss their work.
Last, the students will write
paragraphs/papers based on their
learning.
I-CHART (Inquiry Chart)
1. What is
the
Internet?
What We
Know
Source 1:
Reference
Books
Source 2:
Source 3:
Summary
2. Why is it 3. Interesting 4. New
important? facts/figures questions?
http://www.adlit.org/strategies/21826
Journaling Opportunities
Double Entry Journals with
Quotes
Free Write (Personal) Journals
Literature Response Journals
Math Journals
Science Journals
Buddy Journals
Double Entry Journals with Quotes
Reactions may be:
Quotes/
Pages
Reactions
Text-to-Self A connection between the
text and something in your own (the
student’s) life experience
McLaughlin, M., & Allen, M.B. (2002). Guided Comprehension: A
teaching model for grades 3–8. Newark, DE: International Reading
Association.
http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=228
Double Entry Journals with Quotes
Reactions may be
Text-to-World A connection between the
text and something that is occurring or has
occurred in the world
Text-to-Text A connection between the
text and another story or text that you (the
students) have read previously
Copyright 2003 IRA/NCTE. All rights reserved. Read Write Think materials may be reproduced for educational
purposes. Image copyright 2003 Microsoft Corporation. All rights reserved.
http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=228
Journaling Opportunities
 Journals may be paper based OR
 Use digital journaling to connect
with students and check for
understanding through emailed
responses
 Journals are an incredible way to
add metacognition to any course
Think about one of the strategies. How will
you develop independence in learners? How
will you structure their learning?
Whole Class
Small Group
Pairs
Individuals
Apply
Stop
Think
Pair and Share
Two New Ideas
Thinking at Right Angles
Opinions
Facts
How can you utilize Facts versus
Opinions in your teaching?
Thinking at Right Angles
Opinions
Facts
Charts
What is this about?
Supporting Details
What is important to understand about this?
What is this about?
Start with…
Add this…
What is important to understand about this?
Now what?
Name or Topic:
Problems:
Ideas to Solve the Problem:
Actions:
Solutions:
This is the
chart form of a
Venn Diagram.
Main Ideas
What is this whole thing about?
What is
being
compared?
How it is
different
How they are
similar
How it is
different
Which chart can you use?
How?
Why?
What could you teach or
emphasize with that
chart?
RAFT Writing Strategy
 R = Role of the writer (Who or
what is the writer? e.g., a scientist, a
famous person, an object, and so
forth)
 A = Audience (To whom is this
written? e.g., a friend, a famous
person, an object)
RAFT Writing Strategy
 F = Format (What is the form? e.g., a
journal, a letter, a newspaper
column, etc.)
 T = Topic (What is the topic? e.g.,
persuade a company to change its
policies, demand a new brand
name, show evidence of unfair
treatment, etc.)
RAFT Writing Strategy
RAFT on an emergency
R = Members of an emergency
team
A = Community who was NOT
harmed by Hurricane Katrina
F = Radio information spot
T = Pleading for help with
money
YOUR TURN: RAFT
Develop a RAFT using a SUBJECT area:
ROLE of the WRITER:
AUDIENCE:
FORMAT:
TOPIC:
Think about one of the strategies. How will
you develop independence in learners? How
will you structure their learning?
Whole Class
Small Group
Pairs
Individuals
Apply
Our Literacy Strategies:
 Frayer Model
 Word Maps
 Word Sort – Open & Closed
 RAP
 I-Chart
 Journals (Double Entry Journal With Quotes)
 Thinking At Right Angles
 Charts
 RAFT
Which strategies will be most helpful?
Stop
Think
Pair and
Share
From “Literacy Matters”:
“We want our students to become
lifelong learners who are active
and independent readers, writers,
and thinkers.”
From “Literacy Matters”:
“Literacy skills are essential for
success in today's complex and
technological world.”
From “Literacy Matters”:
“The crucial factor that promotes
or hinders success in today's
society is the ability to access,
understand, and use different
types of information.”
From “Literacy Matters”:
“Learning how to learn is one of
the most important tools we can
give our students.”
http://www.literacymatters.org/content/overview/why.htm
References
 Tama, C., M., & McClain, A., B. (2001). Guiding reading and
writing in the content areas: Practical strategies (2nd ed.). Dubuque, IA:
Kendall/Hunt.
 Tompkins, G. E. (2004). 50 literacy strategies: Step by step (2nd ed.).
Upper Saddle River, NJ: Pearson.
 Wood, K. D., & Taylor, D. B. (2006). Literacy strategies across the
subject areas (2nd ed.). Boston: Pearson.
 www.readwritethink.org