ther reading.
Textually important ideas refer to those ideas that are contained within a single text whereas contextually important ideas refer to a much larger body of knowledge, theory, or information relevant to the discipline or field of study itself. Context also refers to the specific use of terms or ideas in a text or narrative. The difference between textual importance and contextual importance may seem subtle but it is relevant. The context in which a word is used often dramatically changes its meaning or its symbolic reference (Vacca & Vacca, 2005). Contextual learning can also refer to the direct experience of the student with concepts or at least a vicarious experience that links the learner to the context (Vacca & Vacca, 2005). These distinctions can be achieved by reading and writing as an exploration and a clarification.
Reference
Vacca, R.T. & Vacca, J.L. (2005). Content Area Reading.
The content area topic selected for this discussion question is social studies. The specific topic within this discipline is the American Civil Rights Movement of the 1960s. The pre-reading activity is designed to get students ready to read, to approach text material critically and to seek answers to questions they have generated about the material. As Vacca and Vacca (2005) state, during this instructional phase, a teacher often places emphasis on one or more of the following: 1) motivating readers; 2) building and activating prior knowledge; 3) introducing key vocabulary and concepts; and 4) developing meta-cognitive awareness of the task demands of the assignment and the strategies necessary for effective learning. The material toward which the pre-reading activity is oriented will consist of a grade level specific biography of the Reverend Martin Luther King, Jr.
The pre-reading activities will include two discrete components. The first will consist of motivating readers by bui...