Recognizing Cultural Diversity
WebQuest
ECI 541 Reading in the Content Areas
I created a WebQuest for a third grade Social Studies lesson. The objective was to enhance the recognition of cultural diversity. The students worked with a partner to complete a WebQuest that focused on cross-cultural knowledge. This was an engaging learning activity that allowed students to work collaboratively while searching for information on the internet.
"WebQuests have become a popular instructional model for engaging learners on the Internet" (Vacca, Vacca, & Mraz, 2011, p.46).
WebQuest: http://mrsecton.weebly.com/
During the completion of the WebQuest, students were encouraged to utilize the skill of bringing prior knowledge to the reading experience by completing a "before reading" activity. This activity provided prior knowledge about the subject of the lesson for the students who did not have it.
"According to the theory, a reader's schema, or organized knowledge of the world, provides much of the basis for comprehending, learning, and remembering the ideas in stories and text" (Anderson, 2004, p. 594).
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.1 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
"WebQuests have become a popular instructional model for engaging learners on the Internet" (Vacca, Vacca, & Mraz, 2011, p.46).
WebQuest: http://mrsecton.weebly.com/
During the completion of the WebQuest, students were encouraged to utilize the skill of bringing prior knowledge to the reading experience by completing a "before reading" activity. This activity provided prior knowledge about the subject of the lesson for the students who did not have it.
"According to the theory, a reader's schema, or organized knowledge of the world, provides much of the basis for comprehending, learning, and remembering the ideas in stories and text" (Anderson, 2004, p. 594).
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.1 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Schema Theory
ECI 545 Theory and Research in Literacy
I completed an Action Research Project to explore Schema Theory and how it aids students' comprehension of text. My project involved three students between the ages of seven and nine. The students each read three books and were given varying amounts of prior knowledge before reading. The books for which the students had the most prior knowledge was comprehended the best. My data illustrated how schema theory supports comprehension instruction. I found that the background knowledge and interests a student brings to the reading experience can enhance their comprehension.
According to Chapman and Turner, "Children who are poor readers may become aware of their reading problems quite early and quickly lose motivation for reading" (as cited in Spear-Swerling, 2004, p. 548).
Students comprehend and recall text better when they have schemata, or prior knowledge, in place. They are able to make connections to the book being read. By making connections to the story students enjoy reading the text because they understand it. Furthermore, accessing prior knowledge before reading helps to element questions they may have so the focus can remain on comprehension (Duffy, 2009).
CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
According to Chapman and Turner, "Children who are poor readers may become aware of their reading problems quite early and quickly lose motivation for reading" (as cited in Spear-Swerling, 2004, p. 548).
Students comprehend and recall text better when they have schemata, or prior knowledge, in place. They are able to make connections to the book being read. By making connections to the story students enjoy reading the text because they understand it. Furthermore, accessing prior knowledge before reading helps to element questions they may have so the focus can remain on comprehension (Duffy, 2009).
CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.