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Teaching reading in content area revised
- 1. Teaching Reading inContent Area
- 2. Purpose • CTE stressesteaching practical application of academic skills • Reading is basic life and career skill • Reading comprehension skills help students become independent, life- long learners
- 3. 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
- 4. Your Role • Createappropriate 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
- 5. Your Role (cont.) •Extend • Adapt reading skills to more difficult, technical material • Develop • Teaching new, unique skills required in your area • Diagrams
- 6. Fusing Reading withContent • Incorporate instruction into lessons • More effective if can apply right away • Learn content and how to learn the content
- 7. Individual Assessment • Observeperformance 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
- 8. 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
- 9. 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
- 10. Pre-Reading Tactic • AnticipationGuides • 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
- 11. During-Reading Tactic • 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)
- 12. Post-Reading Tactic • GraphicOrganizers • Create several together until students get the hang of it Job Search • Several forms to choose Cover Letter Resume Interview from • Venn Diagram • Spider Map • Web • Chain • Mind Map • Sequential Thinking Model
- 13. Improvement Strategies • Teachtechnical vocabulary • Provide practical reading knowledge & tips • Use reading games • Introduce reading assignments • Supplement reading assignments • Individualize reading help • Provide practice and reinforcement
- 14. 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
- 15. Rules for IntroducingVocabulary • 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
- 16. 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
- 17. 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
- 18. 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
- 19. 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
- 20. 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
- 21. 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
- 22. 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
- 23. 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
- 24. 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
- 25. 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.
Editor's Notes
- #4 Examples of student’s high school experiences that lead to higher reading scores include:
- #5 Sensitive – embarrassing for students who can’t read when it seems like everyone else can Aware of need – Make students aware of role reading will play on the job – kinds of materials they will need to read – manuals, specification sheets, work orders, diagrams, records, catalogs, etc. – bring in employee who can share importance of reading Motivate – use their special vocational interest – provide materials that cover their interests
- #7 Don’t spend a whole day teaching reading – incorporate it into lessons Information & skills are more effectively taught within a context in which they may be directly applied. Reading competence improves when students focus on content and not merely reading. As students engage in the development of technical reading skills, they will be learning not only the content, but also how to learn the content. Students will have to continue to update their occupational knowledge thus it is important they acquire reading skills when in school.
- #9 Need to get students’ reading levels & determine reading level of your materials Cloze procedure is another method and proponents feel it is very well suited to CTE materials because of the typical structure and vocabulary requirements of such materials See handout for specific instructions – p. 17 of Module M-1 Assist Students in Achieving Basic Reading Skills 70%+ - student has no difficulties with comprehension; can handle materials without special assistance 40% to 70% - student reads with about 75% comprehension; may need assistance occasionally 40% - student comprehends less than half content; needs major help or different materials
- #10 An instructional framework for reading should include the following components:
- #11 Research on prediction has found it to be an aid in reading comprehension. Give students purposes to read the material and investigate. The guide’s value lies in the discussion that takes place after the exercise.
- #12 Can do this as a class or provide handout and explain the process. A form of elaborate notetaking but proven effective especially if instruction on how to do it is provided.
- #15 As you assign reading materials, identify vocabulary students must know New words not previously taught Essential – already taught but essential to understanding present reading Words that have one meaning in common usage and a specialized meaning in your occupation Definitions – oral or written, from dictionary or ones you adapt or develop yourself; can develop a glossary or have students develop their own (this provides them with a skill they can use when you aren’t available) Context – context clues – students need to be aware that clues are often provided in the text & need to be taught how to locate these clues and use them to discover what new words mean Examples – you can provide examples of how the item is used or have students provide examples Common equivalents – If possible, give common, everyday equivalents for technical terms (e.g., skillet=frying pan, collander=strainer, spackling compound-patching plaster) Real objects – show them the object (spatula, lathe, miter joints in the room) Models – three-dimensional, scale representation of real object Pictures – show objects – can be photo or drawing Demonstrations – teach vocabulary related to actions or procedures; misting a plant, double space, countersink a screw
- #23 You can develop these yourself or get students involved.