Subjects Matter

1
Subjects Matter

• Content Reading in the High School and why it
  matters to College

2
Challenges of Textbook

• Issue of Updates
• Amount of Information
• Size of Print
• Layout and Design
• Connections

3
Opportunity for Libraries

• Know our Collection
• Find that Fit
• What happens to students in college if they
  arent reading in high school chances of
  success
• Getting resources into the hands of teachers and
  students

4
"To strengthen students' reading as an engine for
learning all subjects, secondary classrooms
need..."

• Less
• Textbooks
• Assigned reading
• Reading only "the classics"
• Take-home assignments
• Whole-class discussion
• Reading as an individual activity
• Many weeks on a single book
• Struggling through hard books
• Reading as a school activity

• More
• Real books
• Teaching of reading
• Student choice of reading
• In-class reading
• Workshop and Book Clubs
• Reading as a community activity
• Reading lots of book
• Reading for enjoyment
• Reading as a life activity
• Subjects Matter Every Teachers Guide to
  Content-Area Reading

5
Need each other now!

• "The shift to real books and smarter thinking
  also provides an impetus for increased faculty
  collaboration.  Instead of laboring in their
  separate textbook-driven classrooms, teachers
  will really need each other now.  It creates a
  natural occasion to come together, to share book
  titles, to develop cross-disciplinary units, to
  revitalize our own teaching - and our own reading
  lives."
• From Subjects Matter, page 259

6
Know the Students

• Reading Surveys
• But theres nothing good to read
• SmartGirl 2005
• Making the Match by Teri Lesesne
• Questions about the students
• Questions about their attitudes towards books and
  reading
• Conversations Connections
• BookClubs Community of Readers

7
Know the Strategies

• Reading Initiatives in the State
• Think-Aloud Before
• Two-Sided Entry Journals During
• RAFT Role/Audience/Format/Topic - After
• Curriculum
• Case for Free Voluntary Reading
• Syllabus
• Conferences

8

• ACRL Standard Three The information literate
  student evaluates information and its sources
  critically and incorporates selected information
  into his or her knowledge base and value system.
• AASL Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• "Information Literacy Standards for Student
  Learning."
• American Library Association. 2005.http//www.ala
  .org/aasl/ip_nine.html (Accessed 16 Apr, 2006)

9
Know the Books

• Subjects Matter Recommended List
• Real books
• Teaching of reading
• Student choice of reading
• In-class reading
• Library Connections!

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Cris Tovanis work

• Do I Really Have to Teach Reading?, 43 - 45
• Text Sets A Supplemental Alternative
• Variety
• Length Difficulty - Text
• Relevant, Interesting Accessible
• Options
• Practice Reading

• Poems
• Short nonfiction selections
• Fiction
• Picture Books
• Newspaper Articles
• Short stories
• Vignettes
• Primary documents
• Internet pieces
• Online databases
• Student Writing
• Letters and journals
• Stamps
• Pictures of artwork
• Recipes
• Postcards

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Supportive Classrooms and Libraries

• Visual Displays
• Posting Thoughtful Questions
• Is American best described as a melting pot or
  a salad bowl?
• Do current immigrants have a harder or easier
  time than immigrants of the past?
• In what ways are we a nation of immigrants?
• Conversations about reading!

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How EBSCO fits

• National Public Radio transcripts
• Primary Documents
• Lexile

24
Response to reading

• Geeks
• OK, this book has hooked me and reeled me in.
  Fascinating story - timely. Computer geeks are
  indispensable. Im thinking of certain kids in my
  English classes and how they would enjoy this
  read. Im thinking of how many people in general
  should read this to gain a new perspective and
  insight on the types of geek personalities
  portrayed by the author. His style is fun and
  fast so far.

• What have you learned about history based on
  reading this book?
• I'd heard of the Dust Bowl before, but never
  realized how it actually was. The dust was
  forever blowing, leaving people dusty and dirty.
  Houses were covered in dust, along with
  everything that was inside them. Crops didn't
  grow well because it rarely rained, and the dust
  blew so hard the crops were injured and died.
  People were depressed because the dust was all
  they ever saw.

25
Professional Bibliography

• Daniels, Harvey and Steven Zemelman. Subjects
  Matter - Every Teacher's Guide to Content-Area
  Reading.  Portsmouth Heinemann, 2004.
• Lesesne, Teri S. Making the Match, the Right Book
  for the Right Reader at the Right Time, Grades
  4-12. Portland Stenhouse, 2003
• Tovani, Cris. Do I Really Have to Teach Reading?
  Content Comprehension, Grades 6-12. Portland,
  Stenhouse, 2004.

26
Thank you!

• Kristin Steingreaber
• AEA 15 Media Specialist
• Ottumwa, IA
• steingreaberk_at_aea15.k12.ia.us
• Bibliography on the website
• www.iasl-ia.org/resources.php
• Thanks to Ken Rensink, North Mahaska, Tracey
  Matt, Albia and Sue Kientz, Fairfield