Welcome to the Comprehensive Center-Region VI Audio Web Conference Workshop Sheryl Beglinger Training and Outreach Specialist

Strategies for Teaching Reading Across the Curriculum Have clear goals and objectives –Focus on the essential –Make sure lessons/assignments help students understand the essential ideas or principles

“Teach the Text Backwards” 1.Start by doing something that applies the material to be learned in a concrete, real- life way. “Applications and extensions” at the end of the chapter Puts the new material in context and increases comprehensibility Judy Jameson, Center for Applied Linguistics, Region XIV Comprehensive Center

“Teach the Text Backwards” 2.Discuss the application and the related concepts in class. What happened, why, what would happen if… Use key vocabulary in the discussion Activate prior knowledge and model thinking skills Judy Jameson, Center for Applied Linguistics, Region XIV Comprehensive Center

“Teach the Text Backwards” 3.Review the study questions at the end of the chapter Identify main ideas and set a purpose for reading Preview chapter by looking at pictures and diagrams Read subheadings to show how chapter is organized Judy Jameson, Center for Applied Linguistics, Region XIV Comprehensive Center

“Teach the Text Backwards” 4.Read the text to find the answers to the most important study questions Break up the chapter to reduce the amount of text read Provide graphic organizers or study guides to increase comprehension Allow students to discuss the answers in small groups before writing the answers at home Judy Jameson, Center for Applied Linguistics, Region XIV Comprehensive Center

Strategies that Need to be Directly Taught Main Idea Summarization

Activities for Before Reading Semantic Word Map Possible Sentences Anticipation Guides example KWL Expanded* * Egan, Margaret. (1999) Reflections on effective use of graphic organizers. Journal of Adolescent & Adult Literacy, May.

KWL (Expanded) What I know definitely What I think I know Read/ Verify Questions About the reading Where to find answers + Item is accurate - Item is not accurate ? Not enough Information is given

During Reading Reciprocal Teaching (Predict,Clarifying, Question Generating, Summarizing) Collaborative Strategic Reading Inquiry Charts (I Charts) (ex. pg. 4) Graphic Organizers Compare/Contrast Venn Diagram

First word Second word

After Reading Study Guides for Tests: Graphic Organizer Notebook Vocabulary Web Chart

Graphic Organizer Notebook set of teacher-prepared blank webs and organizers students complete while studying a chapter or unit. –tailored-made for the content to be studied –a meaningful way to take notes, illustrate concepts and key words –valuable tool that students can use to study for the chapter or unit test. cooperative learning groups should be used to complete the webs and organizers –discussion further enhances the learning of material.

Definition – using context clues, dictionary or glossary Word Synonym or Example Antonym or Non- example Personal Clue – may use picture Word Map* *Adapted from Catherin Rosenbaum. (2001)“A word map for middle schools: A tool for effective vocabulary instruction.” Journal of Adolescent & Adult Literacy. Sept.

New Word and page number Definition (using context clues, dictionary, glossary) Synonym or exampleAntonym or non- example Personal Clue (may use picture) Book______________________________________________ Chapter___________Page numbers _________________Date _______________

Internet Resources Internet Public Library KidsClick! Rubric Generator Webquests for Cooperative Learning ThinkQuests Example of a ThinkQuest