Reading Across The Curriculum
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  • NTI 2008, Jessie Hayden and Dr. Janet Burns, Georgia State University

Reading Across The Curriculum Reading Across The Curriculum Presentation Transcript

  • Reading Across the Curriculum How to Promote and Improve Reading Proficiency in the CTE Classroom Jessie Hayden, Georgia State University and Dr. Janet Burns, Georgia State University
  • Objective
    • Given: Your own CTE program
    • What: apply new reading and writing
    • strategies
    • How well: that prop up your students’ reading and writing proficiency and vocabulary acquisition. (Set a goal for your program!)
  • Warm-up
    • Have you ever thought about your
    • own reading process?
  • Part I Overview of the Reading Process
    • Students read and comprehend better when they use READING STRATEGIES
    • The use of reading strategies helps students who struggle with reading to become more proficient readers
    • The use of strategies makes reading more engaging and fun for the students
    Why use reading strategies in CTE courses?
  • Overview of the Reading Process
    • Reading is an active, meaning seeking process
    • Reading is an interactive process between a reader and a text that occurs in a particular climate or context
    • Readers rely upon prior knowledge and experiences as well as language skills to anticipate and understand what they read [as they read]
    • Reading becomes comprehensible and meaningful because readers bring meaning to a text and take meaning from a text
  • Content Area Reading Goals
    • When students read for information, we want
    • them to be able to:
    • Predict outcomes in a reading passage prior to reading
    • Summarize material they have read in their own words
    • Question the material being read
    • Identify important ideas in a text while reading
  • Content Area Reading Goals cont’d.
    • Monitor their reading
    • Search for clues in texts as they read
    • Reread to confirm their understanding of unfamiliar words or difficult passages in a text
    • Read ahead or back for clues
    • Self-correct as they read
  • Part II Experiencing the Reading Process
  • Reading Strategies
    • Pre-Reading Strategies
    • Active Reading Strategies
    • Post Reading Strategies
  • Pre-Reading Strategies
    • Anticipation and Prediction
  • Purpose of Pre-Reading Strategies
    • Activate students’ prior knowledge on the topic about which they are going to read
    • Have students preview the passage to look for key vocabulary in the text
    • Have students analyze text structure and features
    • Encourage students to make predictions about the passage prior to reading
    • Help students determine the purpose of the passage they are about to read
    • Have students generate questions about the passage before they read
  • Pre-Reading Strategies in Practice Prep the Students for Successful Reading Experiences
  • Pre-Reading Strategies Tool Kit
    • Essential Questions (p. 1)
    • Pre-Teach Vocabulary (pages 6-8)
    • Directed Reading/ Thinking Activity (DR/TA) (p. 3)
    • Coding Sheets (p. 4)
    • Pre-reading Plan (PreP) (p. 5)
    • Anticipation Guide/Prediction Guide (p.5)
    • Text Analysis (analyze text structure and text features)
    • Graphic Organizers (K-W-L p. 2 )
  • Active Reading Strategies
    • Interaction, Comprehension, and Summation
  • Active Reading Strategies
    • Students make notes about concepts/ideas they encounter while reading
    • Students keep vocabulary logs of new words and key terms they encounter while reading
    • Students answer questions that they formulated during their pre-reading as well as other questions that have arisen while they are reading
    • Students select “fix-up” strategies: re-reading confusing passages and examining the context of unfamiliar words
  • Active Reading Strategies in Practice
  • Active Reading Strategies Tool Kit
    • Vocabulary Log (pp. 6-8)
    • Comprehension Constructors (p. 9)
    • Directed Reading/ Thinking Activity (DR/TA) (p. 3)
    • Coding Sheets (p. 4)
    • Pairs Read (p. 10)
    • Structured Note-taking (p. 10)
  • Post Reading Strategies
    • Reflection, Analysis, and Application
  • Post Reading Strategies
    • Encourage students to reflect upon what they have read through a variety of activities
    • Allow students to use or apply the information they have read about
    • Application activities can involve answering questions, summarizing main ideas, drawing conclusions, or applying the information to a new situation or task
  • Post Reading Strategies in Practice
  • Post Reading Strategies Toolkit
    • Coding Sheets (p. 4)
    • Directed Reading/ Thinking Activity (DR/TA) (p. 3)
    • Semantic Maps (p. 11-12)
    • Reflective Writing (pp. 13-14)
    • Reading Logs (p. 15)
    • Step-by-Step Chart (p. 16)
    • Flow Chart (p. 17)
    • Time Line (p. 18)
    • Venn Diagram (p. 19)
    • Debate
  • Part III Tips for Promoting Reading in CTE Programs and Courses
  • Suggestions for Promoting Reading in the CTE Classroom
    • Classroom-based Independent Reading Centers –Industry related journals, industry related publications, newspaper articles, etc.
    • CTE Related Book Clubs – small peer-led discussion groups whose members have chosen to read and discuss the same text
    • Reading Workshops
    • Reading Journals
  • Wrap Up and Reflection
    • What are the three main phases of the reading process?
    • What are some reading tools that you’ve learned about today that you will utilize in your own classroom?
    • What are some ways that you will promote reading in your classroom?
  • Reading Across the Curriculum How to Promote and Improve Reading Proficiency in the CTE Classroom
    • Thank you for coming to our session!
    • Jessie Hayden, jhayden5@gsu.edu
    • Dr. Janet Burns, jburns@gsu.edu