READING INSTRUCTION
101
Reading for Every Subject Area

Riverdale High
School 2013
COMPONENTS OF READING INSTRUCTION

Three Stages:
Before
During
After
BEFORE READING
Before students begin reading a selection, it is important to get
them thinking about the topic. Having a b...
DURING READING
During Reading the objective is to keep students focused on the
passage and to ensure that they are engagin...
AFTER READING
After reading, ensure that students remember the main points
and the author’s message.






Written re...
VOCABULARY
Vocabulary activities can be a vital component of before, during or
after reading activities.
Focus on Tier 2 v...
READING TERMINOLOGY
 Text features – Titles, headings, subheadings, bold or italicized
words, pictures, captions, charts ...
DATA FOLDERS
 Reading Content Guide - Use as a checklist to guide
instruction. If you are reading, you should be incorpor...
RESOURCES
 Graphic organizers and easy -to-use reading activities on
Sharepoint
 FCAT Explorer
 Empower
 Reciprocal Te...
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Reading Instruction 101

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Reading Instruction 101

  1. 1. READING INSTRUCTION 101 Reading for Every Subject Area Riverdale High School 2013
  2. 2. COMPONENTS OF READING INSTRUCTION Three Stages: Before During After
  3. 3. BEFORE READING Before students begin reading a selection, it is important to get them thinking about the topic. Having a basic understanding of what the selection is about will help them understand what they read on a deeper level.  Activate their background knowledge about the subject (anticipation guides)  Preview the text & text features (SQ 3R)  Generate questions (KWL)  Make predictions  Establish a purpose for reading
  4. 4. DURING READING During Reading the objective is to keep students focused on the passage and to ensure that they are engaging with the text and monitoring their own comprehension.            Annotate (mark) the text Graphic organizers Post-it notes Side Journal/Cornell Notes Stop and discuss, clarify or summarize Teacher-led comprehension checks (questioning) Chunking the text and summarizing Think-alouds Making connections Character Map Story Frame
  5. 5. AFTER READING After reading, ensure that students remember the main points and the author’s message.      Written response (require support from the text) GIST Summary 3-2-1 Response Complete the KWL or SQ3R Question- Answer relationships (QAR)
  6. 6. VOCABULARY Vocabulary activities can be a vital component of before, during or after reading activities. Focus on Tier 2 vocabular y words. Teach prefixes, suffixes and roots. Emphasize the use of context clues to determine word meaning. After reading choose review and extension activities to deepen students’ understanding of newly learned words.  Vocabulary Activities:          Frayer Model Word Sorts Stephens Vocabulary Elaboration Strategy Semantic Mapping Semantic Feature Analysis
  7. 7. READING TERMINOLOGY  Text features – Titles, headings, subheadings, bold or italicized words, pictures, captions, charts and graphs.  NGCARPD – Next Generation Content Area Reading Professional Development is a state professional development initiative designed to help content area teachers in grades 6 -12 become proficient in applying scientifically based reading strategies through their content areas.  FAIR - Florida Assessments for Instruction in Reading is an assessment system that provides teachers screening, diagnostic, and progress monitoring information that is essential to guiding instruction.  Tier 2 vocabular y - High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.
  8. 8. DATA FOLDERS  Reading Content Guide - Use as a checklist to guide instruction. If you are reading, you should be incorporating some of these skills in the lesson (and you are expected to do some sort of reading on a daily basis).  Classroom Data – Use data to determine which students are your strongest and weakest readers in general, as well as who is strongest and weakest in each category.  Groupings – Arrange students into mixed -ability groups for some activities (those in which stronger students can assist others) and similar ability groups for targeted small -group instruction on a skill that requires remediation.
  9. 9. RESOURCES  Graphic organizers and easy -to-use reading activities on Sharepoint  FCAT Explorer  Empower  Reciprocal Teaching  Read-Write-Think
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