READING ACROSS THE CURRICULUM

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READING ACROSS THE CURRICULUM
Beyond
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in YOUR shoes
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Purpose Process
Payoff
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Are you a pretty good teacher?
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Pretty Good
There once was a pretty good student, Who sat in
a pretty good class Who was taught by a pretty
good teacher, Who always let pretty good pass
He wasnt terrific at reading, He wasnt a whiz
bang at math But for him education was
leading Straight down a pretty good path.
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Pretty Good
He didnt find school too exciting, But he wanted
to do pretty well And he did have some trouble
with writing, And no one had taught him to
spell.When doing arithmetic problems, Pretty
good was regarded as fine 5 plus 5 neednt add
up to 10, A pretty good answer was 9.
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Pretty Good
The pretty good class that he sat in Was part of
a pretty good school And the student was not the
exception On the contrary, he was the rule. The
pretty good student, in fact, was Part of a
pretty good mob And the first time he knew that
he lacked was When he looked for a pretty good
job. It was then when he sought a position, He
discovered that life could be tough And he soon
had a sneaking suspicion, Pretty good might not
be enough.
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Pretty Good
The pretty good town in our story Was part of a
pretty good state, Which had pretty good
aspirations, And prayed for a pretty good
fate. There once was a pretty good nation, Pretty
proud of the greatness it had, Which learned
much too late, if you want to be great, Pretty
good is, in fact, pretty BAD.
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Purpose
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Priority (TNs 1 priority each program area
includes a reading standard school-wide
ownership of literacy) Perkins IV (reading
stressed Perkins Report Card to be aligned with
NCLB) Core Indicators (Eng. II and TCAP Writing
Assessment will be used to assess language skills
of CTE students) Student Success (manuals
written at reading level 13 elevate students to
appropriate level for post-secondary success)
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It is more essential than ever for career and
technical education to be able to prove that it
contributes . . . to the academic proficiencies
of served student populations on state academic
tests if CTE is to remain a viable program in
our secondary schools. Dr. Daggett
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More than half of students entering high school
in the 35 largest US cities read at or below the
6th grade level. Less than 6 of high school
seniors can effectively monitor their
comprehension, identify main ideas, support their
readings with evidence from a text, and/or infer
implied relationships. More than 3,000 students
drop out of high school every day.

Kajder 6
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Raising the Bar
2013-2014 R/LA 100 Math 100
2010-2013 R/LA 94 Math 93
2007-2010 R/LA 89 Math 86
2004-2007 R/LA 83 Math 79
2002-2004 R/LA 77 Math 72
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Health Science has a vocabulary and
a body of literature. Literacy is essential to
safe, effective, efficient skill performance.
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Process
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• Rationale
• 7 Keys to Comprehension
• 3. Practical Tools

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Payoff
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Calvin Hobbes by Bill Watterson
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School should NOT be a place where young people
go to watch old people work
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• Benefits
• for the teacher
• for the students

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RATIONALE
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READING DECODING Making
sounds, words, sentences from the text
(with or without understanding) COMPREHENDING
Making meaning of the text
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The Montillation of Traxoline It is very
important that you learn about traxoline.
Traxoline is a new form of zointer. It is
montilled in Ceristanna. The Ceristannians
gristeriate large amounts of fevon and bracter it
to quasel traxoline. Traxoline may well be one
of our most lukized snezlaus in the future
because of our zointer lescelidge.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
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READING Reading is
a complex, purposeful, social and cognitive
process in which readers simultaneously use their
knowledge of spoken and written language, their
knowledge of the topic of the text, and their
knowledge of their culture to
construct meaning. Reading is not a
technical skill acquired once and for all in the
primary grades, but rather a
developmental process.
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SIMPLE FORMULA
Reading Materials textbook
course themes, vocabulary
other resources journals,
periodicals, etc. available to students
Time
to read with purpose
to discuss, process,
write
Strategies for making meaning (pre-,
during, post-) for
making connections, creating patterns
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Increasing the amount of TIME
students engage in reading during the school day
is absolutely critical to any
attempt at improving reading achievement.
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When students read, write, and communicate about
their trades, vocabularies are significantly
expanded, and the scope of their knowledge is
deepened.
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Research supports the assertion that the more
your students read in your subject area, the
smarter they will become in its language. The
smarter they become in its language, the better
they can understand its concepts. Benjamin 13
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SEVEN KEYS to unlocking meaning
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1. Sensory Images
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smells, tastes, sights, feelings evoked by the
written word sensory deprivation results from
failure to create sensory images
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Dual coding facilitates learning by combining
linguistic and nonlinguistic representations.

scalpel syringe stethoscope
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Showing students the
thinking side of reading teaches comprehension.
When you model how you think as you read,
students learn how to talk and write about their
reading. Zimmerman
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• Prior knowledge launches many of
  the mind movies
  that we experience as we read.

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2. Background Knowledge
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READING builds
background knowledge, which is essential to
academic achievement and enhances post-secondary
success.
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How the Brain Processes Information
Lost
Long Term Memory
Building Networks
Networks Extended
Lost
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Background knowledge is like
Velcro. It helps new information
stick. Connects
Text to Self
Text to
Text Text
to World
Zimmerman 54
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• The meaning a reader gets from a text is
  combined with the meaning he/she brings to it,
  resulting in a layering effect.

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3. Questions
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Reading with questions in mind The I wonder
game Discussion with the author
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4. Inferences
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The power of predicting or speculating
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Writers give clues, but readers
have to gather the evidence and draw
conclusions for themselves. Zimmerman 106
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Language for Drawing Inferences I predict . .
. I think that . . . My guess is . . . My
conclusion here is . . . Zimmerman 109
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5. Ideas, Themes
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determining what is important and
understanding the overall
meaning
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A critical part of comprehension is the ability
to separate the nonessential from the essential
Zimmerman 123
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Titles, bold headings, pictures with captions,
quotations, timelines, graphs, and maps give
valuable information about what is important.
Zimmerman 128
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Skimming- reading superficially to determine the
main idea Scanning- reading superficially to
locate a specific bit of information
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6. Synthesis
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Adding your own thinking to what is
important. Zimmerman 129
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Research suggests that we
remember 10 of what we read, 20 of
what we hear, and 70 of what we say.

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TALK ABOUT IT
Direct students to talk about
what they read.
discussion read, pair,
share jigsaw
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7. Fix-Up Strategies
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It is important to know HOW and WHEN
to use fix-up strategies,
backup plans, safety nets .
Zimmerman 149
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UNDERSTANDING HAS BEEN LOST IF The voice in
my head changes. The camera inside my
head shuts off. My minds starts to
wander. I cant remember what I just read.
Im not asking or answering questions
as I go. I cant keep track of whats
happening. Zimmerman
152 149
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re-read
read ahead raise
new questions draw inferences
make predictions
figure out unfamiliar words generate a
mental image view
pictures, other graphics define the reading
purpose Zimmerman 163 149
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PRACTICAL TOOLS
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WRITING to enhance
READING COMPREHENSION
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Exit Ticket
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Thinking Maps
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DEFINE IN CONTEXT (Brainstorm)
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• Can be used for
• Brainstorming
• Diagnosing prior knowledge
• Closure/review

Defining in Context or Brainstorming
Circle to Tree for Writing
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Things you know about this topic.
Topic
Your frame of reference how you know
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dissections
A P
Things you know about this topic.
doctor
The Heart
diagrams
biology class
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COMPARE
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Double Bubble Map
LOOKS LIKE
NOTES
Unique Common
Alike Different
Differences
Related to the Venn Diagram
THINKING PROCESS
Similarities
Compare/contrast, similar /different
Color Code
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have valves
carry blood
arteries
veins
away
to
tubular
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CLASSIFY CATEGORIZE
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Tree Map
LOOKS LIKE
NOTES
Types of...
Title, topic or category
Kinds of...
Supporting ideas, subcategories
Inductive/Deductive
Details, examples
THINKING PROCESS
Classify/Group/Sort
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ANALYZE Part-Whole Relationship
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Brace Map
LOOKS LIKE
NOTES
Parts of Physical, tangible objects
Whole
Subparts
Parts
THINKING PROCESS
Part/whole relationships, structure
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SEQUENCE
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Flow Map
LOOKS LIKE
NOTES
Plots, Processes, Chronology
Major Stage
Can go in any direction
THINKING PROCESS
Sequence, Order, Cycles, etc.
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Checking a Pulse
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GUIDED READING
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K-W-L
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POPCORN READING
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ANTICIPATION GUIDE
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Anticipation Guide SKIN Chapter
16 Name________________________________________
Date___________________ Before reading pages
602-606 In the space to the left of each
statement, place a check mark ( ? ) if you agree
or think the statement is true. During or after
reading Add new check marks or cross through
those about which you have changed your mind.
Keep in mind that this is not like the
traditional worksheet. You may have to put on
your thinking caps and read between the lines.
Use the space under each statement to note the
page(s), and paragraph(s) where you are finding
information to support your thinking. ___1. A
persons skin might weigh about five pounds, be
about ten to eleven square feet in area, and have
an outermost layer that is composed of
overlapping scale-like cells almost like a
fish. ___2. Of the principle functions of skin,
one if them is clearly more important than the
other three. ___3. The evidence of the problem
with overweight people is to be found in their
skin, and one successful way to lose weight is to
remove one layer of the skin. ___4. The epidermis
is made of four layers and is constantly
changing. ___5. Human skin protects people from
solar radiation. ___6. Skin is made of the same
substance as bone tissue, and it can be broken
like a bone. ___7. Keratin is found in all layers
of the skin.
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3-LEVEL ANTICIPATION GUIDE
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www.maxteaching.com/materials.html Under
Example Materials, click on
Career-Technical for
content-specific examples
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SOURCES Benjamin, Amy. But Im Not a Reading
Teacher Strategies for Literacy Instruction in
the Content Areas. Larchmont, New York Eye on
Education, 2007. Forget, Mark, Ph.D. MAX
Teaching Materials. www.maxteaching.co
m/materials.html. Kajder, Sara B. Bringing the
Outside In Visual Ways to Engage Reluctant
Readers. Portland, Maine Stenhouse
Publishers, 2006. Marzano, Robert J. and Debra J.
Pickering. Building Academic Vocabulary
Teachers Manual. Alexandria, Virginia, 2005.
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SOURCES Tovani, Cris. I Read It, but I Dont
Get It. Portland, Maine Stenhouse Publishers,
2000. Wormeli, Rick. Summarization in Any
Subject 50 Techniques to Improve Student
Learning. Alexandria, Virginia ASCD,
2005. Vaites, George. Improving Reading
Proficiency through CTE. TECHNIQUES.www.acteon
line.org. Zimmerman, Susan and Chryse Hutchins.
7 Keys to Comprehension. New York Three
Rivers Press, 2003.
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Pretty good is, in fact, pretty
bad.