Teaching%20Reading%20in%20Content%20Area

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Teaching Reading in Content Area
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Purpose

• CTE stresses teaching practical application of
  academic skills
• Reading is basic life and career skill
• Reading comprehension skills help students become
  independent, life-long learners

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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

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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

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Your Role (cont.)

• Extend
• Adapt reading skills to more difficult, technical
  material
• Develop
• Teaching new, unique skills required in your area
• Diagrams

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Fusing Reading with Content

• Incorporate instruction into lessons
• More effective if can apply right away
• Learn content and how to learn the content

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Occupational Requirements

• Review occupational analyses
• Word recognition
• Reading comprehension
• Utilize your experiences
• Written notes about work assignments
• Safety signs

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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

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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

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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

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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

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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

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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/

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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

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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 . . .

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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

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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

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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)

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During-Reading Tactic 3

• Know/Dont Know
• Students take notes while reading, stop
  occasionally to note questions, and then reflect
• Three columns
• Column 1 Write what they didnt know but
  learned
• Column 2 Write what still dont understand
• Column 3 What thought knew but discovered was
  wrong

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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 words meaning from text
• Draw picture or visual represenation of meaning

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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

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Post-Reading Tactic 1

• Graphic Organizers
• Create several together until students get the
  hang of it
• Several forms to choose from
• Venn Diagram
• Spider Map
• Web
• Chain
• Mind Map
• Sequential Thinking Model

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Structural Analysis

• Root base or fundamental part of word
• Prefix comes before root
• Suffix comes after root
• Transported portto carry, transacross,
  edpast
• Transportation ationnoun act of transporting

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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

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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

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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

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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

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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

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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

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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

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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 doesnt seem like more work

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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

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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.