article 1 the challenge of content-area reading
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• Struggling*at*middle*and*high*school*levels
○ Magazines○ News○ Internet○ CD;ROMs
• Moved*to*more*integrated*curriculum*at*elementary*level
• Using*old*model*of*organization*by*subject*area*in*middle*schools
○ Departmental,*discipline;based*instruction• Reading*not*even*part*of*curriculum*in*high*schools
Progress* in*Making*Reading* in*the*Content*Areas*Part*of*the*Curriculum
• Teachers*only*think*of*the*subject*they're*teaching• Must*want*to*teach*students*how*to*learn
Difficulty*in*Teaching*Reading*and*Writing*at*the*Secondary*Level
• Increasing*demands*for*knowledge• Shifting*from*one*content*area*to*another*quickly*in*one*day• Not*only*for*low;achieving*students• Students*need*a*reason*for*learning
Importance*of*Teaching*Students*How*to*Learn
• Standards*movement• State*and*national*level*assessments
○ Read*information○ Make*critical*decisions*about*information○ Form*their*own*opinions○ Respond*intelligently○ Evaluate*information*from*unverified*sources*on*the*internet*and*use*
it*effectively
• Want*students*to*be*able*to:
○ Don't*read*on*their*own*time○ Don't*have*background*knowledge*teachers*assume*they*have*from*
reading*widely
• Why*students*lack*these*basic*skills:
• Students*don't*have*the*vocabulary*to*understand*text*about*the*content
Renewed* Interest* in*Teaching*Reading*Strategies
• Observe*and*listen*to*students• Lay*out*strategies• Find*out*what*engages*them• Analyze*how*to*use*resources• Build*background*knowledge*and*vocabulary
How*Teachers*Can*Help
• Think*about*what*they*already*know*about*it• Help*students*identify*structure*and*organization*of*ideas*in*text
○ Making*graphic*organizers○ Creating*semantic*maps*of*the*reading○ Making*marginal*notes○ Drawing*pictures
• Strategies*to*help*mentally*process*information*while*reading:
○ In*control*of*their*own*learning• Students*must*be*actively*engaged*with*text
Strategies* to*Get*Students*Thinking*About*the*Content*Before* They*Read
○ See*how*information*connects
• Encourage*students*to*take*notes*in*three*columns*to*relate*learning*in*lectures,*labs,*and*text
Teaching*Both*Content*and*Reading*Strategies
• Assess*what*school*is*already*doing• Compare*with*other*schools• Set*goals
○ Whole*faculty• Implement*the*program
• Assess*where*program*is*effective*or*not• Reflection*and*evaluation*of*goals*and*expectations• Integrate*technology
Implementing*a*Reading;to;Learn* Program
• Preparing*students*for*life• Team*effort• Need*trained,*committed*leader• Commitment*from*each*department• All;school*effort• Must*be*rewards*for*faculty• Important*to*see*results
Worth*the*Investment
Article(1:(The(Challenge(of(Content3Area(Reading:(A(Conservation(with(Donna(OgleMonday,*September* 7,*2015
• Struggling*at*middle*and*high*school*levels
○ Magazines○ News○ Internet○ CD;ROMs
• Moved*to*more*integrated*curriculum*at*elementary*level
• Using*old*model*of*organization*by*subject*area*in*middle*schools
○ Departmental,*discipline;based*instruction• Reading*not*even*part*of*curriculum*in*high*schools
Progress* in*Making*Reading* in*the*Content*Areas*Part*of*the*Curriculum
• Teachers*only*think*of*the*subject*they're*teaching• Must*want*to*teach*students*how*to*learn
Difficulty*in*Teaching*Reading*and*Writing*at*the*Secondary*Level
• Increasing*demands*for*knowledge• Shifting*from*one*content*area*to*another*quickly*in*one*day• Not*only*for*low;achieving*students• Students*need*a*reason*for*learning
Importance*of*Teaching*Students*How*to*Learn
• Standards*movement• State*and*national*level*assessments
○ Read*information○ Make*critical*decisions*about*information○ Form*their*own*opinions○ Respond*intelligently○ Evaluate*information*from*unverified*sources*on*the*internet*and*use*
it*effectively
• Want*students*to*be*able*to:
○ Don't*read*on*their*own*time○ Don't*have*background*knowledge*teachers*assume*they*have*from*
reading*widely
• Why*students*lack*these*basic*skills:
• Students*don't*have*the*vocabulary*to*understand*text*about*the*content
Renewed* Interest* in*Teaching*Reading*Strategies
• Observe*and*listen*to*students• Lay*out*strategies• Find*out*what*engages*them• Analyze*how*to*use*resources• Build*background*knowledge*and*vocabulary
How*Teachers*Can*Help
• Think*about*what*they*already*know*about*it• Help*students*identify*structure*and*organization*of*ideas*in*text
○ Making*graphic*organizers○ Creating*semantic*maps*of*the*reading○ Making*marginal*notes○ Drawing*pictures
• Strategies*to*help*mentally*process*information*while*reading:
○ In*control*of*their*own*learning• Students*must*be*actively*engaged*with*text
Strategies* to*Get*Students*Thinking*About*the*Content*Before* They*Read
○ See*how*information*connects
• Encourage*students*to*take*notes*in*three*columns*to*relate*learning*in*lectures,*labs,*and*text
Teaching*Both*Content*and*Reading*Strategies
• Assess*what*school*is*already*doing• Compare*with*other*schools• Set*goals
○ Whole*faculty• Implement*the*program
• Assess*where*program*is*effective*or*not• Reflection*and*evaluation*of*goals*and*expectations• Integrate*technology
Implementing*a*Reading;to;Learn* Program
• Preparing*students*for*life• Team*effort• Need*trained,*committed*leader• Commitment*from*each*department• All;school*effort• Must*be*rewards*for*faculty• Important*to*see*results
Worth*the*Investment
Article(1:(The(Challenge(of(Content3Area(Reading:(A(Conservation(with(Donna(OgleMonday,*September* 7,*2015
• Struggling*at*middle*and*high*school*levels
○ Magazines○ News○ Internet○ CD;ROMs
• Moved*to*more*integrated*curriculum*at*elementary*level
• Using*old*model*of*organization*by*subject*area*in*middle*schools
○ Departmental,*discipline;based*instruction• Reading*not*even*part*of*curriculum*in*high*schools
Progress* in*Making*Reading* in*the*Content*Areas*Part*of*the*Curriculum
• Teachers*only*think*of*the*subject*they're*teaching• Must*want*to*teach*students*how*to*learn
Difficulty*in*Teaching*Reading*and*Writing*at*the*Secondary*Level
• Increasing*demands*for*knowledge• Shifting*from*one*content*area*to*another*quickly*in*one*day• Not*only*for*low;achieving*students• Students*need*a*reason*for*learning
Importance*of*Teaching*Students*How*to*Learn
• Standards*movement• State*and*national*level*assessments
○ Read*information○ Make*critical*decisions*about*information○ Form*their*own*opinions○ Respond*intelligently○ Evaluate*information*from*unverified*sources*on*the*internet*and*use*
it*effectively
• Want*students*to*be*able*to:
○ Don't*read*on*their*own*time○ Don't*have*background*knowledge*teachers*assume*they*have*from*
reading*widely
• Why*students*lack*these*basic*skills:
• Students*don't*have*the*vocabulary*to*understand*text*about*the*content
Renewed* Interest* in*Teaching*Reading*Strategies
• Observe*and*listen*to*students• Lay*out*strategies• Find*out*what*engages*them• Analyze*how*to*use*resources• Build*background*knowledge*and*vocabulary
How*Teachers*Can*Help
• Think*about*what*they*already*know*about*it• Help*students*identify*structure*and*organization*of*ideas*in*text
○ Making*graphic*organizers○ Creating*semantic*maps*of*the*reading○ Making*marginal*notes○ Drawing*pictures
• Strategies*to*help*mentally*process*information*while*reading:
○ In*control*of*their*own*learning• Students*must*be*actively*engaged*with*text
Strategies* to*Get*Students*Thinking*About*the*Content*Before* They*Read
○ See*how*information*connects
• Encourage*students*to*take*notes*in*three*columns*to*relate*learning*in*lectures,*labs,*and*text
Teaching*Both*Content*and*Reading*Strategies
• Assess*what*school*is*already*doing• Compare*with*other*schools• Set*goals
○ Whole*faculty• Implement*the*program
• Assess*where*program*is*effective*or*not• Reflection*and*evaluation*of*goals*and*expectations• Integrate*technology
Implementing*a*Reading;to;Learn* Program
• Preparing*students*for*life• Team*effort• Need*trained,*committed*leader• Commitment*from*each*department• All;school*effort• Must*be*rewards*for*faculty• Important*to*see*results
Worth*the*Investment
Article(1:(The(Challenge(of(Content3Area(Reading:(A(Conservation(with(Donna(OgleMonday,*September* 7,*2015