Reading in the Content Areas Team 7 Special Services Teachers Alabama State Department of Education

Every teacher is a reading teacher. Every teacher should develop background. Every teacher should teach vocabulary. Every teacher should teach comprehension strategies.

Four Strategies to Teach Comprehension Expand background knowledge Extensive reading Strategic reading Discussion of what students have read

Text Structure Front matter End matter Cover, title page, dedication, preface, & table of contents End matter Appendix, bibliography, illustrations, glossary, & index

Text Organization Narrative Expository Setting, character, problem, events, & resolution Expository Cause/effect, problem/solution, comparison/contrast, description, & chronological order

Expository Text Introductory paragraphs Definitions Illustrations Comparison & contrast Cause & effect Sequence Description Problem & solution Summary

Context Clues Definition The atmosphere is the earth’s outer covering of air. Description Mary is a diligent student who studies constantly. Example The lantern illuminated the cave walls so well that we could see spiders crawling all over them. Comparison Peter is as lethargic as a bear hibernating in the winter. Contrast Paul is a pessimist, but Mary, his girlfriend, is always happy.

Recreational Reading (18 test items) These reading materials are those materials that one reads for pleasure. Suggested examples are: short stories, poems, fables, myths, legends, tall tales, novels, and plays.

Textual Reading (18 test items) This type of reading refers to the abilities required in order to be able to read grade-appropriate textbooks as well as other sources of information. Examples are charts, graphs, textual directions, word problems, and textbook reading other than literature.

Functional Reading (18 test items) This refers to the interpretation of material that is designed to help the reader make something, do something, or do something that has has a direct bearing on everyday activities. Examples are directions, assembly instructions, maps, tables, schedules, menus, and newspapers.

Before Reading Set the purpose. Motivate the students. Why are they reading? Motivate the students. How will I get them interested? Prior knowledge, visuals, challenge question Teach/review needed vocabulary words. Phonics, structural analysis, definitions, graphic organizers

Before Reading Activities Brainstorming Make a web Make up own questions Survey/scan Predict Use map or visual

During Reading How will students read? Shared reading Independent reading Guided reading Reader response groups What will students do as they read? What will I do as they read? Model, guide, listen

During Reading Activities Find answers to questions Write in journal Fill in outline Ask questions Add information to web Take notes Re-read when necessary Share with small group/partner Read small sections then discuss/summarize Locate main idea and details in paragraphs Listen to audio taped version

After Reading What related activities will I provide? How will I evaluate what students have learned? Performance assessments Assessments through personal communication Standard assessments

After Reading Activities Retell Debate Panel discussion Dramatization Oral presentation Webbing Research related topic Journal writing Pen pal writing Interview Respond in groups Illustrate Current events Reteach

Assessment Guide Main idea Context clues Reading for details Sequence Selection mainly tells…, Best title?, another title might be… Context clues Reading for details Sequence Drawing a conclusion From this selection you can tell…, the selection suggests that…, the selection is a description of…, you can conclude that…, ___ happened because ____, inference, analogies

Teaching Tools Charts Graphs Venn Diagrams Flow Charts Time Lines Illustrations

Strategies to Extend Thinking Wait time Think-pair-share Withhold judgment Ask for summary Survey the class Discussion Devil’s advocate Think aloud Call on students randomly Student questions Cue responses

Questioning In the book In my head Right there Think and search Author and me On my own

Discussion Guided discussion Reflective discussion Teacher asks questions, probes student responses to clarify and extend, and provides information to focus discussion. Reflective discussion Students engage in critical and creative thinking to solve problems, clarify values, explore controversial issues, and defend positions.

Jigsaw Groups Students become experts about a certain aspect of the reading material. Teams are formed and each student must teach other members of the team about his/her topic. Students must learn the information presented by other group members.