Teaching%20Reading%20in%20Content%20Area - PowerPoint PPT Presentation

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Title: Teaching%20Reading%20in%20Content%20Area

Teaching Reading in Content Area
  • 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

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
  • 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
  • Inability to spell or write
  • Inability to follow directions
  • Inability to read chalkboard, bulletin board,
  • Inability to locate information in manual or

Individual Assessment
  • If a student has problems,
  • Use results of standardized reading achievement
  • 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
  • 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

  • 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
  • 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
  • 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,
  • 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/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
  • Column 2 Write what still dont understand
  • Column 3 What thought knew but discovered was

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

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
  • Share summary statements

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

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

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
  • Continue process until all four subtopics have
    been covered
  • Allow time for all groups to share comments with

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
  • Talk with peer about reading and write down new
  • 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
  • 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

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
  • List possible meanings from which students can

Structural Analysis
  • Root base or fundamental part of word
  • Prefix comes before root
  • Suffix comes after root
  • Transported portto carry, transacross,
  • Transportation ationnoun 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
  • Compare literal and actual definitions

Oral Vocabulary Instruction
  • Discussions may lead students to organize
  • Write word on board (traction)
  • Have students find root word
  • List other words students come up with that
    contain root (attract, detract, extract,
  • 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
  • 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
  • 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

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
  • 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 doesnt 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

  • Beers, S., Howell, L. (2003). Reading
    strategies for the content areas. Alexandria,
    VA Association for Supervision and Curriculum
  • 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
  • Roe, B. D., Stoodt, B. D., Burns, P. C. (1983).
    Secondary school reading instruction The
    content areas. Boston Houghton Mifflin.
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