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 knowledgeExtensive readingStrategic readingDiscussion of what students have read

Text Structure

Front matterCover, title page, dedication, preface, & table of contents

End matterAppendix, bibliography, illustrations, glossary, & index

Text Organization

NarrativeSetting, character, problem, events, & resolution

ExpositoryCause/effect, problem/solution, comparison/contrast, description, & chronological order

Expository Text

Introductory paragraphsDefinitionsIllustrationsComparison & contrastCause & effectSequenceDescriptionProblem & solutionSummary

Context Clues

DefinitionThe atmosphere is the earth’s outer covering of air.

DescriptionMary is a diligent student who studies constantly.

ExampleThe lantern illuminated the cave walls so well that we could see spiders crawling all over them.

ComparisonPeter is as lethargic as a bear hibernating in the winter.

ContrastPaul 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.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

BrainstormingMake a webMake up own questionsSurvey/scanPredictUse map or visual

During Reading

How will students read?Shared readingIndependent readingGuided readingReader 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 questionsWrite in journalFill in outlineAsk questionsAdd information to webTake notesRe-read when necessaryShare with small group/partnerRead small sections then discuss/summarizeLocate main idea and details in paragraphsListen to audio taped version

After Reading

What related activities will I provide?How will I evaluate what students have learned?

Performance assessmentsAssessments through personal communicationStandard assessments

After Reading Activities

RetellDebatePanel discussionDramatizationOral presentationWebbingResearch related topic

Journal writingPen pal writingInterviewRespond in groupsIllustrate Current eventsReteach

Assessment Guide

Main ideaSelection mainly tells…, Best title?, another title might be…

Context cluesReading for detailsSequenceDrawing 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

ChartsGraphsVenn DiagramsFlow ChartsTime LinesIllustrations

Strategies to Extend Thinking

Wait timeThink-pair-shareWithhold judgmentAsk for summarySurvey the classDiscussion

Devil’s advocateThink aloudCall on students randomlyStudent questionsCue responses

Questioning

In the bookRight thereThink and search

In my headAuthor and meOn my own

Discussion

Guided discussionTeacher asks questions, probes student responses to clarify and extend, and provides information to focus discussion.

Reflective discussionStudents 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.