Teaching Reading in Content Area

Purpose

• 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

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

Individual Assessment

• If a student has problems,• Use results of standardized reading achievement test• 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 materials

• 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

Components

• 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 topic• 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

reading• 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, summaries• 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/Don’t Know• Students take notes while reading, stop occasionally

to note questions, and then reflect• Three columns

• Column 1: Write what they didn’t know but learned• Column 2: Write what still don’t understand• Column 3: What thought knew but discovered was wrong

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 word’s 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

statement• 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

Job Search

Cover Letter Resume Interview

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 text

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 down• Continue process until all four subtopics have been

covered• Allow time for all groups to share comments with

class

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 list• Talk with peer about reading and write down new

learnings• 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

specialized)

• 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 posters

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 meanings• List possible meanings from which students can

select

Structural Analysis

• Root – base or fundamental part of word• Prefix – comes before root• Suffix – comes after root

• Transported – port=to carry, trans=across, ed=past• Transportation = ation=noun; 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

definition• Compare literal and actual definitions

Oral Vocabulary Instruction

• Discussions may lead students to organize knowledge

• Write word on board (traction)• Have students find root word• List other words students come up with that

contain root (attract, detract, extract, contract)• 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 points• 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 first• 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 relationships

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 back• 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 doesn’t 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

Resources• Beers, S., & Howell, L. (2003). Reading strategies for the content

areas. Alexandria, VA: Association for Supervision and Curriculum Development.

• 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 Association.

• Roe, B. D., Stoodt, B. D., & Burns, P. C. (1983). Secondary school reading instruction: The content areas. Boston: Houghton Mifflin.