Transcript Teaching Reading in Content Area

Teaching Reading in Content Area
Purpose
• CTE stresses teaching
practical application of
academic skills
• Reading is basic life and
career skill
• Reading comprehension
skills help students
become independent, lifelong learners
Experiences Leading to
Higher Reading Scores
• Reading assigned books outside of class
• Reading 3+ hours per week outside of class
• Writing one or two major research papers
• Completing short writing assignments frequently
• Making several oral presentations
• Reading technical materials frequently
Your Role
• Create appropriate environment
• Be sensitive
• Make students aware of need
• Motivate students through interests
• Assess students’ reading needs
• Know what is required for entry level jobs
• Identify students with possible problems
• Know whether students can handle your materials
Your Role (cont.)
• Extend
• Adapt reading skills to more difficult, technical
material
• Develop
• Teaching new, unique skills required in your area
• Diagrams
Fusing Reading with Content
• Incorporate instruction
into lessons
• More effective if can apply
right away
• Learn content and how to
learn the content
Occupational Requirements
• Review occupational
analyses
• Word recognition
• Reading comprehension
• Utilize your experiences
• Written notes about work
assignments
• Safety signs
Individual Assessment
• Observe performance in classroom
• Inability or reluctance to read aloud
• Failure to complete assignments that require reading
• Inability to spell or write
• Inability to follow directions
• Inability to read chalkboard, bulletin board, posters
• Inability to locate information in manual or catalog
Individual Assessment
• If a student has problems,
• Use results of standardized reading achievement test
• Have reading specialist perform individual reading
assessment
• Conduct own assessment
• Word recognition exercises
• Comprehension exercises
Ability to Handle
Instructional Materials
• Compare student reading level to those of
materials
• Cloze procedure
• Select samples from your materials
• Delete every fifth word
• Evaluate scores
• 70% and above – independent reader
• 40% to 70% - instructional level
• 40% and below – frustration level
Components
• Pre-reading activities
• Create interest and motivate students
• During-reading activities
• Guide reading and comprehension process
• Post-reading activities
• Aid in comprehension
• Review what was read
Pre-Reading Tactic 1
• Anticipation Guides
• Select reading material & determine major ideas
• Write ideas in short, clear statements
• Put in format that will make students anticipate and predict
what will be read (e.g., True/False)
• Include brainstorming section
• Discuss predictions
• Assign reading
• Compare and contrast predictions with reading
Pre-Reading Tactic 2
• Vocabulary Development through Puzzles
• Crossword Puzzle
• Include word bank
• Encourage students to fill in without dictionary
• www.adveract.com/gamestogo/crosswrd/cwmaker.htm
• Word Search
• Circle the word and then define it
• May want them to use it in a sentence
• www.wordsearchfun.com/
Pre-Reading Tactic 3
• K-W-L
• What do you Know?
• Brainstorm about topic before reading
• What do you Want to learn?
• Determine what students want to learn about the topic
• What did you Learn?
• Students identify what they learned
• May also identify what they still want to learn
Pre-Reading Tactic 4
• Expanding My Mind
• Similar to K-W-L
• I already know . . .
• My classmates shared with me . . .
• And I learned when I read about it . . .
• And then when we talked about it, I learned even
more . . .
Pre-Reading Tactic 5
• My Final Answer
• Identify a question students should answer while
reading
• Have students summarize answer and support
• Pair up students to share answer and support
• Summarize new learning from conversation
• Share in small groups and summarize new learning
During Reading Tactic 1
• Re-Quest
• Read section of text with students
• Students question teacher about passage
• Teacher questions students
• Next segment is read & process is repeated
• When enough has been read to make predictions, teacher
asks prediction questions.
• What do you think the rest is about? Why?
• Did you find that information in the text?
• What information led you to that conclusion?
• Students read remaining and discussion follows
During-Reading Tactic 2
• SQ3R
• Survey – look at title, headings, graphs, summaries
• Question – turn headings into questions
• Read – read text following a heading
• Recite – recite answer to question
• Review – review entire chapter by outlining main
points (come from headings, main ideas, key words)
During-Reading Tactic 3
• Know/Don’t Know
• Students take notes while reading, stop occasionally
to note questions, and then reflect
• Three columns
• Column 1: Write what they didn’t know but learned
• Column 2: Write what still don’t understand
• Column 3: What thought knew but discovered was wrong
During-Reading Tactic 4
• My Personal Vocabulary
• Identify vocabulary word
• Use context or dictionary to define word
• Copy sentence from text in which word appears
• Identify clues to word’s meaning from text
• Draw picture or visual represenation of meaning
During-Reading Tactic 5
• Putting It Together
• Write main points from reading in left column
• Combine first two into one statement, then the next
two, and so on
• After the original points are combined, have students
combine the first two into one statement and continue
• Keep combining until they have one single summary
statement
• Share summary statements
Post-Reading Tactic 1
• Graphic Organizers
• Create several together
until students get the hang
of it
• Several forms to choose
from
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Venn Diagram
Spider Map
Web
Chain
Mind Map
Sequential Thinking Model
Job Search
Cover Letter
Resume
Interview
Post-Reading Tactic 2
• Summarizing
• Choose text
• Have students summarize while looking at text
• Discuss ways authors signal importance
• Introductory statements, topic sentences, summary
statements, underlining, italics, repetition
• Students write summary to show they understand text
Post-Reading Tactic 3
• 2 x 2 Thinking
• Identify three most important things from text
• Pair up and share, then decide on three from pair
• Two pairs meet and share and decide on three
• Must provide reasons for choices
• Groups share choices and reasons with class
Post-Reading Tactic 4
• Roll the Dice
• Provide groups of four with four subtopics
• Write subtopics in left-hand column of paper
• First group member selects a topic and rolls die
• Number on die indicates how many statements must
be made about topic, rest of group writes them down
• Continue process until all four subtopics have been
covered
• Allow time for all groups to share comments with
class
Post-Reading Tactic 5
• If Once Is Good, Twice is Even Better!
• Write down everything they remember from reading
• Reread the information with goal of adding to list
• Talk with peer about reading and write down new
learnings
• Discuss process: second reading should give them a
deeper and broader understanding and talking with a
peer should trigger additional learning
Improvement Strategies
• Teach technical vocabulary
• Provide practical reading knowledge & tips
• Use reading games
• Introduce reading assignments
• Supplement reading assignments
• Individualize reading help
• Provide practice and reinforcement
Teach Technical Vocabulary
(new, essential, and specialized)
• Definitions – oral or written; glossary
• Context – need to be taught how to use this
• Examples – provide examples of how used
• Common equivalents – common terms
• Real objects, models, pictures – show the object
• Demonstrations – show the action or procedure
Rules for Introducing Vocabulary
• Present word orally and in writing
• Helps fix sound and spelling in mind
• Teach the meaning
• Ensure everyone understands
• Use the word as often as possible
• Ask questions requiring its use
• Devise some permanent, visible reminder
• Label objects, post vocabulary list, create posters
Context Clues
• Definition – means, is, called, termed
• Examples – like, such as, for example
• Modifiers – often predicate adjectives
• Restatement – that is, in other words, what this
means, to put it another way
• Inference – reading between the lines
• Connections – repetition of key words or use of
connecting words indicate comparison/contrast
Context Clues Exercises
• Select sample sentences from reading
• Copy sentences and highlight word to define
• Design procedure to guide students
• Identify any signal words
• Point out clue section of sentence
• Analyze clue section to identify possible meanings
• List possible meanings from which students can
select
Structural Analysis
• Root – base or fundamental part of word
• Prefix – comes before root
• Suffix – comes after root
• Transported – port=to carry, trans=across, ed=past
• Transportation = ation=noun; act of transporting
Structural Analysis Exercise
• Provide a list of prefixes, roots, and suffixes along
with their definitions
• Provide a list of terms using the prefixes, roots,
and suffixes provided
• Have students write literal translations
• Have students look up word and write dictionary
definition
• Compare literal and actual definitions
Oral Vocabulary Instruction
• Discussions may lead students to organize
knowledge
• Write word on board (traction)
• Have students find root word
• List other words students come up with that
contain root (attract, detract, extract, contract)
• Have students analyze meanings of words
Practical Reading Knowledge & Tips
• Point out clues about what is important
• New vocabulary may be underlined or in bold
• New vocabulary may be found in margin
• List of new vocabulary may be found at beginning or
end of chapter
• Mention other devices for highlighting key points
• Introduction or summary sections
• Chapter titles and subheadings
Practical Reading Knowledge & Tips
• Reading process
• Point to what they read as they read
• Underline important points in materials
• Preview skimming
• Provides framework for organizing information
• Rapid reading of material to pick out important points
• Read carefully, absorbing the information
Use Reading Games
• Crossword puzzle - practice vocabulary
• Word search - word recognition and spelling
• Can have students match terms with definitions first
• Word maze – no list provided, find words on own
• Word scramble – word recognition and spelling
• Can have puzzle using numbers to go with it
• Directions game – begin with one word and follow
directions to end with another word
• Analogies – two pairs of words with similar relationships
Introduce Reading Assignments
• What they are reading
• Broad, general picture of particular topic or detailed
treatment of one point
• Retain main points and important details or lots of
minor details
• Why they are reading the assignment
• How does it fit into what they are learning
• How does it fit into the world of work
Supplement Reading Assignments
• Audiotapes – listen while reading
• Videotape process described in reading
• Illustrations of what they are reading
• Vocabulary sections – present definitions and
illustrations of new and important vocabulary
• Flash cards – vocabulary, vocabulary plus
pictures, pictures on front and vocabulary on back
• Peer teaching – pair stronger & weaker readers
Individualize Reading Help
• Do not require students to perform additional
activities that are not needed
• Group students with similar abilities together and
provide them with supplemental materials
• Make sure it doesn’t seem like more work
Provide Practice & Reinforcement
• Provide reading materials on students’ interests
• Encourage students to use comprehension
activities at end of chapter
• Add written notes or questions to end of reading
assignment to help students focus
Resources
• Beers, S., & Howell, L. (2003). Reading strategies for the content
areas. Alexandria, VA: Association for Supervision and
Curriculum Development.
• Beers, S., & Howell, L. (2005). Reading strategies for the content
areas: Volume II. Alexandria, VA: Association for Supervision
and Curriculum Development.
• Canary, A. J. (2001). The importance of reading in family and
consumer sciences. Ellensburg, WA: Family and Consumer
Sciences Education Association.
• Roe, B. D., Stoodt, B. D., & Burns, P. C. (1983). Secondary
school reading instruction: The content areas. Boston: Houghton
Mifflin.