Module Two: Activities
Factors in Content Text Comprehension: Why can't they (won't they) read and understand the text?
Activity 1 — Textbook Difficulties
Step 1: Complete the module readings.
- The instructor’s module introduction.
- Billmeyer, Rachel. (2010). Strategic Reading in the Content Area: Practical Application for Creating a Thinking Environment, 2nd edition.
Pp. 28-30 "Attributes of a Strategic Reader."
Content reading problems are sometimes caused by difficult texts. Consider the required text material in use in your classroom. Assuming that replacement is not an option, identify some of the particular parts of the text that students find difficult to understand. Perhaps the challenge is lack of background knowledge or the challenge of new vocabulary throughout the text.
Step 2: Discussion Posting
After reading about the various parts of the reading/baseball model, post on the Discussion Board responses to one or more of the following questions:
- At what point in the reading comprehension process (On deck circle, first base, second base, etc) do your students struggle the most in your texts?
- Which portion of the diamond do you feel the least prepared to "coach" your readers?
- What part of the model is unclear to you?
- Where in the stages of the "diamond" does your content create unique comprehension problems?
NOTE: No response to classmates’ postings is required.
Discussion Board Topic: My Textbook Difficulties for Students, as Related to the Baseball Model (described in the instructor's module introduction).
Discussion RubricActivity 2 — Reading Levels - Readability Formula
It is very useful to know just how difficult a text might be for readers.
Step 1: Review the Fry Readability Directions
Use the Fry graph described in Kathy Schrock's web site listed below,
http://www.schrockguide.net/uploads/3/9/2/2/392267/fry_directions.pdf
Step 2: Determine the Reading Level
Scroll down to Fry Readability. Then use a sample from your classroom's texts and determine the reading level.
If your classroom does not use a textbook, or your school isn't ordering textbooks, here are some other options:
- Borrow a textbook from a friend or colleague (from your school or another school)
- Select any reading material used with your students, anything, even a magazine
- Use Guided Reading Leveled Readers
- Select A non-fiction book from the library that is appropriate for the grade level you are teaching
- Choose a novel that you are reading or have read in the past.
The objective of this activity is to develop proficiency in determining the reading level of any material.
Step 3: Discussion Posting
Share your findings with us on the class Discussion Board.
The Fry readability formula factors in sentence length and syllables per word to assign general reading levels to a text. There are many readability formulas and even some high tech products that accurately measure readability. For example, most word processing programs also contain a readability level feature that you can access.
Keep in mind factors such as high interest in a topic, graphics/visuals, and prior knowledge or experience can make a formula-tested, high-readability level text easy reading for a student.
NOTE: No response to classmates’ postings is required.
Discussion Board Topic: My Text's Readability (your name)
Activity 3 — SIOP Web Adventure
Step 1: Complete the module reading.
Ariza, Eileen N. Whelan Ariza (2010) Allyn & Bacon Resources For Teaching English Learners: Not for ESOL Teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student, (2nd edition), New York: Allyn & Bacon for Pearson Education, Inc. Read Chapter 7 Why Integrate Language and Content - 
(pdf)
Please note: You will find this PDF File – – by clicking on the Required Reading link in Module One under Content at the top of the screen.
Would you like to print the PDFs for later reference?
Here is a tip sheet on how to do just that!
The Sheltered Instruction Observation Protocol (SIOP), developed by Echevarria, Vogt, and Short (2000), is a research-based model that mainstream teachers use for ELL instruction. This model meets the NCLB research-based requirement for language instruction.
Step 2: Watch the Video
View the video "ESL Bob" (3 minutes) – This video was created for Dr. Abdulaziz Abal's TSL 4081 class @ FIU. As part of the digital contributions, this short video explains the relationship between an ESL student and his teacher/administration.
If your browser has difficulty accessing the video, here is the direct link to YouTube — http://www.youtube.com/watch?v=s2C8aDlQJTY
Step 3: Website Viewing
Visit the SIOP website at http://www.cal.org/siop/
Step 4: Review Lesson Plans
Access several lesson plans that address content areas:
http://www.cal.org/siop/lesson-plans/index.html
Step 5: Select a Lesson Plan
Select and review one lesson plan that will help you provide academic content that encourages language learning.
Step 6: Discussion Posting
In a posting on the Discussion Board:
- Describe the lesson plan you selected.
- Explain, from your point of view, how you might use or adapt this type of a lesson plan with English Language Learners in your classroom in the future.
Step 7: Discussion Responses
Respond to two classmates' postings.
When you have completed your work for this module, please proceed to the next module.